Using rapid application development to improve the usability of a preservice teacher technology course

Abstract

The aim of this research was to examine the use of a rapid application development (RAD) approach in improving the usability (effectiveness, efficiency, and appeal) of instructional materials for preservice teachers.The RAD approach used was the analysis, synthesis, evaluation and change (ASEC) model (Reigeluth & Nelson, 1997 Instructional designers are increasingly dependent on the use of rapid application development (RAD) procedures for producing timely instruction. RAD denotes a series of development cycles that move quickly from initial prototypes to a fully developed product (Galitz, 1997). RAD can be applied in the production of both software and training products. In RAD scenarios, a prototype of the product is quickly created, tested for usability, and then revised. RAD can be contrasted with traditional software and training development models in which a great deal of time is spent on analysis and design prior to any product prototyping.The increasing dependence on RAD has coincided with the growing popularity in the use of self-paced instruction for teaching technology skills. A number of self-paced instructional formats are now readily available, including books, electronic performance support systems (e.g., tutorials, computer-based instruction, Webbased instruction), and video series. Self-paced instruction allows educators to reach audiences that are increasing in both size and scope. Distance learning environments (which may, either in whole or in part, employ self-paced features) are also helping to address the needs of this ever-expanding audience. The combination of RAD methods and the evolution of the World Wide Web (WWW) make fully interactive and easily accessible self-paced instruction, once

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