Toward a philosophy of instructional technology: thirty years on

A current assessment of the "philosophy" of instructional technology is made using a 1970 BJET article as the basis of comparison. Each hypothesis of the original article is revisited and updated according to contemporary trends: (1) instructional technology is not yet a discipline; (2) the behavioural science concept of instructional technology is more valid than the physical science concept; (3) technology offers the best organizing concept for the development of the field and its evolution into a discipline; and (4) any statement of philosophy regarding instructional technology is tentative. The influence of distance education, public acceptance of media and technology, and training by artificial intelligence procedures in business and industry are nominated as important factors in bringing about major changes in the field. Each professional should develop a unique philosophy based on personal experiences in the field.