From flickering films to microlearning in 4K, the field known as Instructional Design and Technology (IDT) today has a long history, marked by constant evolution since the 1920s. The field has been thrust into the spotlight by the COVID-19 pandemic. This bibliometric analysis examines research articles from the Educational Technology Research and Development (ETRandD) journal spanning 1957 to 2023. The study addresses the challenges posed by the influx of new IDT professionals from diverse backgrounds, as well as the opportunity presented by the occasion of the centennial celebration of the Association for Educational Communications and Technology (AECT), the key professional organization in the field. Data for this study was primarily obtained from the Web of Science, supplemented by SCOPUS and Dimensions. The analysis utilized Biblioshiny to evaluate the journal's performance and impact, identifying influential works and authors. Additionally, VOSviewer was employed to map the scientific landscape, tracing the evolution of research themes and the collaborative networks among authors, institutions, and countries. While the analysis navigates through the limitations inherent in focusing on a single journal, majorly employing a specific dataset, and adhering to an English-only corpus, it successfully illuminates the core tendencies and transformative shifts within IDT. The findings emphasize the field's enduring commitment to leveraging technological advancements within a theoretically grounded framework to enhance learning outcomes. As the field continues to evolve in response to new entrants from diverse backgrounds, emerging technologies and shifting learners' contexts, this study provides a useful reference point for future research. / Doctor of Philosophy / The field of Instructional Design and Technology (IDT) has evolved dramatically from its early days in the 1920s, using simple film-based instruction, to today's sophisticated 4K microlearning environments. The field has been thrust into the limelight by the unprecedented challenges of the COVID-19 pandemic. This study is a bibliometric analysis of articles published in the Educational Technology Research and Development journal from 1957 to 2023. The research addresses the challenge of the entry of professionals from varied backgrounds into the IDT field and celebrates a century of contributions by the Association for Educational Communications and Technology (AECT), a leading organization in this discipline. Using databases like the Web of Science, SCOPUS, and Dimensions, and tools such as Biblioshiny and VOSviewer, the study maps the development of IDT research themes, identifies key works, and authors, and explores the collaborative networks that span authors, institutions, and countries. Despite focusing on a single journal and an English-only dataset, the analysis reveals significant trends and shifts in IDT. It underscores the field's commitment to integrating new technologies within a solid theoretical framework to improve educational outcomes. This study not only reflects on the past but also sets the stage for future research as IDT continues to adapt to the needs of diverse learners and emerging technologies.