In the past half-century or more, the instructional design field has been increasingly influenced and altered by the advance of technology. In the 1960s and 1970s, instructional television had a huge impact on the design and delivery of instruction. In the 1980s and beyond, the personal computer provided infinite flexibility in delivering instruction. While there has always been controversy over the benefits-versus-costs of these technologies, the field will not go backward, only forward. With that in mind, no one who claims to be an instructional designer can plead ignorance of technology in the design, delivery, and evaluation of instruction today.
Siemens (2005) posed seven compelling questions that must be addressed as advanced technology transforms the learning process: