Bates (2014) criticizes the inflexibility of the A.D.D.I.E model in his article, with its focus on design development without guidelines on instructor-student interactions. The ADDIE model allows for a systematic approach to defined learning objectives with a structured content within a cognitively controlled workload for both instructor and student. The criticisms, however, lye in the linear design that worked well in a classroom-oriented atmosphere, however, in the online environment isn’t flexible enough to meet more complicated learning requirements. The Addie model has been useful and appropriate in a behaviorist approach and strategy. In my view, the principles of ADDIE can still apply in some circumstances to instructional design, depending on whether or not the goal of the instruction is just to pass on information based on behavioral expectations in a combination of sequential instructions with designed outcomes. There are many models and theories in instructional design that have been modified and adjusted to the ever-changing advancements in technology.
Thomas (2010), expands on theories and instructional design modules and their relationship to the pedagogical theories that relate to them. The advancements in technology have redefined and driven changes in the concepts, theories and best practices in instructional design. These changes have revolutionized many aspects of the learning environments and furthered their support of blended learning infrastructures. I look forward to applying further study in how leadership affects the integration of technology through design and infrastructure support

References
Bates, T. (2014, September 9). Is the ADDIE model appropriate for teaching in the digital age? (Blog Post)
Thomas, P. Y. (2010). Learning and instructional systems design. In Towards developing a web-based blended learning environment at the University of Botswana. (Doctoral dissertation).