Looks to me that Postman was right about his belief that most of the technology that exists, exists with no impact on education. This chapter highlights all that has changed in human behavior, beliefs, and needs. Each historical period builds on the previous with bold predictions, strong convictions, and new thinkers.
History is repetition simply because no one really learns from other generations as much as they claim they do. Unless it happens to us personally, the lesson is not learned. So where does that leave us with Instruction Design? Excellent question and I am glad that I asked it because this makes it easier for me to ponder with keyboard on hand.
Apparantly Cone, Gagne, Glaser & Klaus, Scriven, Cronbach, Glaser, etc... all wanted to explore ways to gauge how students learn. This was done with building on or reading what the other was doing. So this building/reading has created improvements in the implementation of Instructional Design by giving us more assessment materials or ideas. We have more ways to gauge, but does this limit the scope on how a student learns or performs. I believe that it does. Is it perfect, probably not but it is better now than in previous eras of development.
Does the technology make it easier for us to assess our students' learning? Probably, but remember that half of it is software that was created out of needs in other professions such as military and business. A sad fact of today's student is that business and military are major options for careers. This is why many school districts take a business approach in the day to day operations.
I see no distinct impact on my students with technology because the technology used for Instructional design only makes the work of an assessment easier for me to grade, review, and write. What does it do for the student? They are always left out of the equation because they are only the test subjects. So, ask yourself a question, what works for the student when we use the technology? Is the Instructional Design equating how students interpret our assessments? Ponder away.