Abstract
This paper examines the enduring relevance of the five domains of instructional technology (InsTech): Design, Development, Utilization, Management, and Evaluation as defined by the Association for Educational Communications and Technology (AECT). Drawing from the original 1994 definition, the study posits that these domains are not a rigid, linear process but a dynamic, synergistic framework that serves as the operational engine for the Architecture of effective teaching and Learning (Gibbons, 2009). While the Architecture of teaching and Learning provides the strategic vision and philosophical blueprint for creating effective learning environments, the five InsTech domains supply the systematic, theory-driven methodology required for its practical construction and continuous refinement. A detailed deconstruction of each domain clarifies its function: Design conceptualizes the learning plan; Development translates the plan into tangible resources; Utilization implements and diffuses the solution; Management coordinates the entire system; and Evaluation ensures continuous, data-driven improvement. A comparative analysis with prescriptive models like ADDIE highlights the AECT framework’s role as a high-level conceptual metalanguage that underpins all project-specific methodologies. The paper concludes that despite the emergence of advanced technologies like AI and virtual reality, these five domains remain the constant, foundational guide for instructional professionals, ensuring that all educational innovations are coherently integrated into a robust and effective learning architecture.