ET Introduction

7/30/2019 ET Introduction

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Educational TechnologyDefinitions and Domains



The course• We will touch a variety of areas and fields ineducational technology and each of them will bediscussed in as much detail as we would like.

• The purpose of this course is to introduce you tothe basic concepts, issues, ideas, and topics in Edtech.

• If you are interested in a particular area, you canfurther explore and generate a project that

examine the area in more depth and makesuggestions/recommendations.



The Meanings of Educational

Technology :Background • Humans have succeeded as a species largely due

to their ability to learn from their experiencesand to pass along their wisdom to succeedinggenerations. Much learning and acculturation

happens spontaneously, without planning orstructure. Through the ages, though, as humansociety has become increasingly complex andorganized, communities have consciously set upparticular arrangements, such as apprenticeships,schools, other educational institutions, to helptheir members develop the cognitive andfunctional skills needed to survive and flourish.




Technology :Background • Institutions established for education and training revolvearound activities intended to help people learn productively,whether individually or in groups, in classrooms or at adistance. We use the term “education” to refer broadly toactivities and resources that support learning. We use the

term “instructional” to refer to activities structured bysomeone other than the learner and oriented towardspecific ends. From this perspective, education is notlimited to institutional settings. It can include guidancegiven by parents to children, knowledge and attitudesfostered by mass media, and other such cultural influencesconveyed to community members.




Technology :Background • Likewise, reading books in a library or “surfing the

Web” to explore a personal interest can beregarded as educational activities. On the otherhand, instructional activities imply an externalagency that is guiding the learner toward a goalby means of some specified procedures. Readingan assigned chapter in a textbook or using theInternet to gather information to fulfill a class

assignment are examples of instructionalactivities.




Technology :Background • Schools, colleges, corporate training centers, and othereducational institutions provide many sorts of facilities tosupport the central mission of facilitating learning. Theymay offer shelter and surroundings that are convenient forlearning…and possibly even transportation to the place, or

they may extend opportunities to learners at a distance.They offer access to people, information, and equipment.They typically provide motivational elements such as gradesand mentors. They often provide services to supportinstructors and their professional development. In short,although they are educational institutions they engage inmany functions that are not directly educational or instructional. Nevertheless, learners and learning occupythe central position.




Technology :Background • Learning goals in educational settings, which may be setboth by institutions and by individuals, are often complex,difficult, and protracted. Throughout history, inventiveeducators have devised means to help people learn that areeasier, faster, surer, and/or less expensive than previous

means. Some of these means could be classified as“technological,” by which we mean applying scientific orother organized knowledge to the attainment of practicalends, a definition first proposed by John Kenneth Galbraith(1967, p. 12). These developments may take the form of“hard” technologies, including materials and physicalinventions, or “soft” technologies, including special workprocesses or carefully designed instructional templates thatare applicable beyond a single case.




Technology :Background • Recent years have brought many changes and challenges tothe theory and practice of educational technology. Newunderstandings of the processes of human learning and ofthe nature of knowledge itself have challenged educators torethink basic concepts underlying teaching methods.

Advances in information and communications technologies(ICT) have altered and expanded the possibilities forsupporting learning in the classroom and at a distance. Asmore learning resources become digitized, the ease andeconomy of their transmission increases, thus challenginglong accepted notions of how resources are created, stored,and used.



Definition of Educational

Technology• Conceptions of educational technologyhave been evolving as long as the field has,and they continue to evolve. Therefore

today’s conception is a temporary one, asnapshot in time. In today’s conception,Educational Technology can be defined asan abstract concept or as a field of

practice. First, the definition of theconcept :



Table 01: Definitions on educational technology by AECT 1963

The first definition1972

Struggle

for identity

1977Systematization

of educationtechnology

1994The full circle

2008The most recent

Audiovisual communications is thebranch ofeducational theoryand practice

concerned with thedesign and use ofmessages whichcontrol the learningprocess. (Ely, 1963,pp. 18-19).

Educational technology is a fieldinvolved infacilitating of humanlearning through

the systematicidentification,development,organization andutilization offull range oflearning resourcesand through the

management oftheseprocesses (Ely,1972, p.36)

Educational technology is a complex,integrated process,involving people,procedures, ideas,

devices andorganization, foranalyzing problemsanddevising, implementing, evaluating andmanaging solutions tothose problems,

involved in allaspects of humanlearning (ACET,1977, p.1)

Instructional technology is the theoryand practice ofdesign,development,

utilization, management and evaluationof processes andresources forlearning (Seelsand Richey, 1994,p.1)

Educational technology is the study andethical practice offacilitating learningand improving

performance bycreating, using andmanagingappropriate technological processes andresources. (ACET,2008, p.1)



• In 1963 when the term was first defined,educational technology was referred to as audio-visual (AV) communications. The field waspresented as a branch of educational theory, a

practice that emphasized designingcommunications for learning, but in reality itrelated heavily on the hardware and mediacomponents on technology. This definition placedthe educator in control of the learning process. It

included strong nuances of the objectivist’s paradigm that saw learners as receivers ofknowledge.



• By 1972, educational technology was givenprominence as a field by itself with a broad rangeof learning resources, individualized learningincluding components of the systems approach.The association of people with technologyaugmented the field beyond its AV roots.



• The 1977 definition saw the field being transformed into aprofession. By this time it clearly moved away beyond audio

visuals. It was associated with learning resources,management functions and ideas related to development.This same definition under scored the differences betweenresources by utilization and resources by design. This led toa debate and educational technology ended up being viewed

as instructional technology. As a consequence, the 1994definition renamed educational technology as instructionaltechnology. This culminated further divisions andsubsequent definitions reverted back to changing the nameto educational technology.



• The 2008 definition, which is the mostrecent one, emphasize on elements such asethical practice, process, resources,design, and management in a significantway. The definition includes elements ofconstructivist and situated learning

interpretations.



• In comparison to the first definition,today scholars see educational

technology as a larger field thatextends beyond instruction or audiovisuals. The field saw severaltechnological interventions andmovements that guided and shapedits current state.




Technology• Educational technology is the study and ethical practice of facilitating

learning and improving performance by creating, using, and managing appropriate technological processes and resources.

• AECT 2004.



Elements of the

Definition • Study : The theoretical understanding of,as well as the practice of, educationaltechnology, requires continual knowledge

construction and refinement throughresearch and reflective practice, whichare encompassed in the term “study.” Thatis, “study” refers to information gathering

and analysis beyond the traditionalconceptions of research.



Elements of the

Definition ( Study ) • It is intended to include quantitative andqualitative research as well as other forms ofdisciplined inquiry such as theorizing,philosophical analysis, historical investigations,

development projects, fault analyses, systemanalyses, and evaluations. Research hastraditionally been both a generator of new ideas and an evaluative process to help improvepractice. Research can be conducted based upon avariety of methodological constructs as well asseveral contrasting theoretical constructs.



Elements of the

Definition • The research in educational technology has grown from investigationsattempting to “prove” that media and technology are effective tools forlearning, to investigations created to describe and detail the appropriateapplications of processes and technologies to the improvement of learning. Important to the newest research in educational technology is the use ofauthentic environments and the voice of practitioners as well as

researchers. Inherent in the word “research” is the iterative process itencompasses. Research seeks to resolve problems by investigatingsolutions, and those attempts lead to new practice and therefore newproblems and questions. Certainly, the ideas of reflective practice andinquiry based upon authentic settings are valuable perspectives onresearch. Reflective practitioners consider the problems in theirenvironment (for example, a learning problem of their students) andattempt to resolve the problems by changes in practice, based upon bothresearch results and professional experience. Reflection on this processleads to changes in the considered solution and further attempts toidentify and solve problems in the environment, a cyclical process ofpractice/reflection that can lead to improved practice. (Schön, 1990)



Elements of the

Definition • Ethical practice . Educational technology has longhad an ethical stance and a list of ethical practiceexpectations. There has been an increase inconcerns and attention to the ethical issues

within educational technology. Ethics are notmerely “rules and expectations” but are a basisfor practice. In fact, ethical practice is less aseries of expectations, boundaries, and new lawsthan it is an approach or construct from which towork. Our definition considers ethical practice asessential to our professional success, for withoutthe ethical considerations being addressed,success is not possible.



Elements of the

Definition • From the perspective of critical theory, professionals ineducational technology must question their practices andconcern themselves with their appropriate and ethical use.From the perspective of critical theory, it is vital toquestion even basic assumptions such as the efficacy of

traditional constructs such as the systems approach andtechnologies of instruction, as well as the power position ofthose designing and developing the technological solutions. Apostmodern stance might impel educational technologists toconsider their learners, the environments for learning, andthe needs and the “good” of society as they develop theirpractices. Considering who is included (access), who isempowered (equity), and who has authority are new issues inthe design and development of learning solutions, but anethical stance insists that educational technologistsquestion their practice areas in these ways as well as in themore traditional constructs of efficiency or effectiveness.



Elements of the

Definition • It may be divided into three categories:• Commitment to the Individual, such as the

protection of rights of access to materials, andefforts to protect the health and safety of

professionals;• Commitment to Society, such as truthful public

statements regarding educational matters or fairand equitable practices with those renderingservice to the profession, and

• Commitment to the Profession, such as improvingprofessional knowledge and skill, and givingaccurate credit to work and ideas published.



Elements of the

Definition Facilitating • With the recent paradigm shift toward greater learner ownershipand responsibility has come a role for technology that is morefacilitative than controlling. In addition, as learning goals inschools, colleges, and other organizations have shifted toward deep rather than shallow learning, the learning environments havebecome more immersive and more authentic. In theseenvironments, the key role of technology is not so much to presentinformation in drill-and-practice format (to control learning) but toprovide the problem space and the tools to explore it (to support learning). In such cases, the immersive environments and cognitivetools educational technologists help design and use are created to guide learners, to make learning opportunities available, and toassist learners in finding the answers to their questions.

Therefore, educational technology claims to facilitate learning rather than to cause or control learning; that is, it can help createan environment in which learning more easily could occur.



Elements of the

Definition Learning • The term “learning” does not connotetoday what it connoted forty years

ago. There is a heightened awarenessof the difference between the mereretention of information for testingpurposes and the acquisition of skillsused beyond the classroom walls.



Elements of the

Definition • The simplest type of learning is retention of information. Inschools and colleges learning may be assessed by means oftests that require demonstration of such retention.Computer-based instruction units (as in “integrated learningsystems”) frequently operate this way.

• The learning goal may include understanding as well asretention. Assessments that require paraphrasing orproblem solving may tap the understanding dimension. Suchforms of assessment are more challenging, mainly becausethey are more labor-intensive to evaluate.

• Learning goals may be more ambitious, such that the

knowledge and skills are applied in active use . To assess thislevel of learning requires real or simulated problemsituations, something that is obviously challenging toarrange. Some would characterize these differences intypes of learning simply as surface vs. deep learning(Weigel, 2001).



Elements of the

Definition • Such types or levels of learning have long beenacknowledged, but there has been a growing demand inschools, higher education, and corporate training for moreattention to the active-use level. It is increasinglyperceived that time and money spent on inculcating and

assessing “inert knowledge” is essentially wasted. Iflearners don’t use the knowledge, skills, and attitudesoutside the classroom, what is the point of teaching them?So today when educators talk about the pursuit of learningthey usually mean productive, active-use, deep learning.Pursuing deep learning implies different instructional andassessment approaches than surface learning, so this shiftin connotation has profound implications for what processesand resources are “appropriate.”



Elements of the

Definition Improving • For a field to have any claim on public support it must beable to make a credible case for offering some publicbenefit. It must provide a superior way to accomplish someworthy goal. For example, for chefs to claim to be culinaryprofessionals they must be able to prepare food in ways

that are somehow better than non-specialists—moreappealing, safer, more nutritious, prepared more efficiently,or the like. In the case of educational technology, to“improve performance” most often entails a claim ofeffectiveness: that the processes lead predictably toquality products, and that the products lead predictably toeffective learning, changes in capabilities that carry overinto real-world application.



Elements of the

Definition • Effectiveness often implies efficiency, that is, that resultsare accomplished with the least wasted time, effort, andexpense. But what is efficient depends on the goals beingpursued. If you want to drive from Delhi to Jaipur in theshortest time, Interstate Highway No A is likely to be

efficient. However, if your real goal is to see the oceanviews along the way, State Highway No. B, which winds alongthe gardens, scenery etc., would be more efficient.Likewise, designers might well disagree on methods if theydo not have the same learning goals in mind. To a greatextent, the systematic instructional development movementhas been motivated by concerns of efficiency, defined ashelping learners reach predetermined goals that aremeasured by objective assessments.



Elements of the

Definition • The concept of efficiency is viewed differently in theconstructivist learning approach. In this approach,designers place greater emphasis on the appeal of theinstruction and on the extent to which learners areempowered to choose their own goals and their own learning

paths. They would more likely measure success in terms ofknowledge that is deeply understood and experienced, andable to be applied to real-world problems as opposed to lessauthentic or embedded measures of learning, such asobjective tests. Such designs, however, would still need tobe planned for learning to occur within a particular timeframe with some goals in mind and resources for meetingthose goals. Among parties who have managed to agree ongoals, efficiency in reaching those goals surely would beregarded as a plus.



Elements of the

Definition Performance.• performance refers to the learner’s ability to useand apply the new capabilities gained. Historically,educational technology has always had a specialcommitment to results, exemplified by

programmed instruction, the first process to belabeled educational technology. Programmedinstruction materials were judged by the extentto which users were able to perform the “terminal objective” after instruction. Terminal objectiveswere stated in terms of the actual conditions forwhich people were being trained or educated andwere assessed according to how well learnersfunctioned under these conditions.



Elements of the

Definition • The use of “performance” in this definition is notmeant to imply that educational technologyencompasses all forms of performanceimprovement. As is advocated in the related field

of performance technology, there are manydifferent sorts of interventions that may be usedin the workplace to improve performance: tool,incentives, organizational change, cognitivesupport, job redesign, in addition to instruction (Stolovitch and Keeps, 1992). Since itencompasses all these sorts of interventions,performance technology is a broader concept thaneducational technology.



Elements of the

Definition • Creating. Creation refers to the research, theory, and practice involved inthe generation of learning environments in many different settings, formaland nonformal. Creating can include a variety of activities, depending onthe design approach that is used. Design approaches can evolve fromdifferent developer mindsets: aesthetic, scientific, engineering,psychological, procedural, or systemic, each of which can be employed toproduce the necessary materials and conditions for effective learning.

• A systems approach, for example, might entail procedures for analyzing aninstructional problem, designing and developing a solution, evaluating andrevising decisions made at each step, and then implementing a solution.Assessing results and taking corrective action along the way is referred toas formative evaluation , while assessing the impact of the project at theend is referred to as summative evaluation . Different sorts of evaluativequestions are asked at different stages. At the front-end analysis stage: isthere a performance problem and does it entail instructional needs? Inlearner analysis : what are the characteristics of the learners? In task analysis : what capabilities must the learners master? At the design stage:What are the learning objectives? Is the blueprint aligned with thoseobjectives? Do instructional materials instantiate the principles of message design ? At the development stage: does the prototype actually guidelearners toward the objectives? At the implementation stage: is the newsolution being used and used properly? What is its impact on the originalproblem?



Elements of the

Definition • Using. This element refers to the theories and practicesrelated to bringing learners into contact with learningconditions and resources. As such, it is Action Central, where the solution meets the problem. Using begins withthe selection of appropriate processes and resources—

methods and materials, in other words—whether thatselection is done by the learner or by an instructor. Wiseselection is based on materials evaluation , to determine ifexisting resources are suitable for this audience andpurpose. Then the learner’s encounter with the learningresources takes place within some environment followingsome procedures, often under the guidance of an instructor,the planning and conduct of which can fit under the label ofutilization.



Elements of the

Definition • Managing . One of the earliest responsibilities of professionals in the fieldof educational technology has been management; in the early years thistook the form of directing the operations of audiovisual centers. As mediaproduction and instructional development processes became morecomplicated and larger-scale, they had to master project management skills as well. As distance education programs based on information andcommunications technologies (ICT) developed, educational technologistsfound themselves involved in delivery system management . In all of thesemanagerial functions, there are sub-functions of personnel management and information management, referring to the issues of organizing thework of people and planning and controlling the storage and processing ofinformation in the course of managing projects or organizations. Prudentmanagement also requires program evaluation . In the systems approach,this entails quality control measures to monitor results and quality assurance measures to enable continuous improvement of the management

processes.• People who carry out management functions may be seen as exercising

leadership , combining management expertise with support of ethicalpractice in all phases of educational technology practice.



Elements of the

Definition • Appropriate. The term “appropriate” is meant toapply to both processes and resources, denotingsuitability for and compatibility with theirintended purposes.

• The term “appropriate technology” is widely usedinternationally in the field of communitydevelopment to refer to a tool or practice that isthe simplest and most benign solution to aproblem. The concept grew out of the

environmental movement of the 1970s, sparked bythe book, Small is Beautiful (Schumacher, 1975),in which the term was coined.



Elements of the

Definition • In this sense, appropriate technologies arethose that are connected with the localusers and cultures and are sustainablewithin the local economic circumstances.Sustainability is particularly critical insettings like developing countries, toensure that the solution uses resourcescarefully, minimizes damage to the

environment, and will be available to futuregenerations.



Elements of the

Definition • Of course, a practice or resource is appropriate only if it is likelyto yield results. This implies a criterion of effectiveness orusefulness for the intended purpose. For example, a particularcomputer-based simulation game might be selected by a socialstudies teacher if past experience indicated that it stimulated thesort of pertinent discussion that she intended. It would be judged

appropriate in terms of usefulness.• In summary, the selection of methods and media should be made

on the basis of “best practices” applicable to a given situation. Thisimplies that educational technology professionals keep themselvesupdated on the knowledge base of the field and use thatknowledge base in making decisions. Random choices, which mightbe acceptable for those outside the profession, do not meet the

criterion of “appropriate.” Informed, professionally sound choiceshelp learners learn productively while making wise use of the timeand resources of the organization, including the time and effort ofeducational technologists themselves.



Elements of the

Definition Technological. In terms of lexicography, it is undesirable to use theword “technological” in a definition of “educational technology.” anapproach to human activity based on the definition of technologyas “the systematic application of scientific or other organizedknowledge to practical tasks” (Galbraith, 1967, p. 12).

The term modifies both processes and resources. First, it modifiesprocesses. There are “non-technological” processes that could beused in planning and implementing instruction, such as the everydaydecision-making processes of teachers, which may be significantlydifferent from those advocated in this field. The field advocatesthe use of processes that have some claim of worthy results,based on research or at least reflective development. Without the“technological” modifier, any sorts of models, protocols, or

formulations could be included in the ambit of educationaltechnology, blurring the boundaries with Curriculum andInstruction or education in general.



Elements of the

Definition • Second, the term also modifies resources, thehardware and software entailed in teaching—stillpictures, videos, audiocassettes, satellite uplinks,computer programs, DVD disks and players, andthe like. These are the most publicly visibleaspects of educational technology. To ignore themin this definition would be to create a greatercommunication gap between specialists and non-specialist readers.



• Processes . A process can be defined as a series ofactivities directed toward a specified result.Educational technologists often employspecialized processes to design, develop, and

produce learning resources, subsumed into alarger process of instructional development . Fromthe 1960s through the 1990s a central concern ofthe field was the pursuit of a systems approach to instructional development. To many, thesystems approach was and is central to theidentity of the field. In the context of thedefinition, “processes” also include those of usingand managing resources as well as those ofcreating them.



• Resources . The many resources for learning are central to theidentity of the field. The pool of resources has expanded withtechnological innovations and the development of an understandingregarding how these technological tools might help guide learners.Resources are people, tools, technologies, and materials designedto help learners. Resources can include hightech ICT systems,

community resources such as libraries, zoos, museums, and peoplewith special knowledge or expertise. They include digital media,such as CD-ROMs, Web sites and WebQuests, and electronicperformance support systems (EPSS). And they include analogmedia, such as books and other print materials, video recordings,and other traditional audiovisual materials. Teachers discover newtools and create new resources; learners can collect and locate

their own resources; and educational technology specialists add tothe growing list of possible resources as well.



Theories underlying

educational technology .• The definitional statement above can be viewed as atheoretical construct. It proposes that a phenomenon—educational technology— does or can exist. The elements ofthe definition suggest the variables that could be observedto better understand or better construct this phenomenon:

creative processes, usage processes, managementprocesses, technological resources, learning activities, andso on. Underlying this theoretical construct are theoriesdrawn from several related disciplines, includingcommunication, education, psychology, and philosophy, amongothers. For a field to have legitimacy as a profession, itspractices must be founded on a body of intellectual theory

that is constantly being expanded by research andreflection.

The field of educational



The field of educational technology…and also a

profession? .• The field of educational technology is thesphere of activity in which people interact with other people (e.g., teachers withstudents or designers with clients) data (e.g., test results or software applicationprograms), and things (e.g., chalkboards ornotebook computers) in pursuit ofimproved learning. In addition to these

tangible elements there are two otheringredients necessary to comprise a field.



• The criterion of practical application is even moreobviously observable in educational technology.Analyses are turned into blueprints, which areconverted into prototypes, which are tested and

made into finished products—videos, small-groupsimulations, computer games, and the like. Thesematerials are used in real classrooms, and may bemass-produced for wide distribution. Practicalapplication is undoubtedly a ubiquitous feature ofeducational technology.




Technology (AECT, 1996)• It is a complex, integrated process involvingpeople, procedures, ideas, devices, andorganization, for analyzing problems and devising,implementing, evaluating, and managing solutions

to those problems, involved in all aspects ofhuman learning.

• The solutions to problems take the form of all thelearning resources which are identified as:

messages, people, materials, devices, techniques ,and settings .



• Educational technology (also called learning technology) isthe study and ethical practice of facilitating learning andimproving performance by creating, using and managingappropriate technological processes and resources."[1] Theterm educational technology is often associated with, and

encompasses, instructional theory and learning theory.While instructional technology covers the processes andsystems of learning and instruction, educational technologyincludes other systems used in the process of developinghuman capability. Educational Technology includes, but is notlimited to, software, hardware, as well as Internetapplications and activities.

http://en.wikipedia.org/wiki/Instructional_theory

http://en.wikipedia.org/wiki/Learning_theory_(education)


http://en.wikipedia.org/wiki/Instructional_technology











• Educational technology is most simply and comfortablydefined as an array of tools that might prove helpful inadvancing student learning. Educational Technology relies ona broad definition of the word "technology". Technology canrefer to material objects of use to humanity, such as

machines or hardware, but it can also encompass broaderthemes, including systems, methods of organization, andtechniques. Some modern tools include but are not limitedto overhead projectors, laptop computers, and calculators.Newer tools such as "smartphones" and games (both onlineand offline) are beginning to draw serious attention fortheir learning potential.

http://en.wikipedia.org/wiki/Technology





Learning resources• Message: information to be transmitted by the othercomponents; takes the form of ideas, facts, meanings, data(e.g. any subject matter).

• People: e.g. teacher, student, speaker.• Material: traditionally called media/software (e.g. pictures,

books)• Device: traditionally called hardware (e.g. radio, television

computer etc.).• Technique: routine procedures for using materials, devices,

settings, and people to transmit message (e.g. field trip,lectures, demonstration etc.).

• Setting: the environment in which the messages arereceived (e.g. physical and environmental).



Educational Technology or

Technology in education?• Not the same!• Technology in education is the application

of technology to any of those processes

involved in operating the institutions whichhouse the educational enterprise. Itincludes the application of technology tofood, health, finance, scheduling, grade

reporting, and other processes whichsupport education within institutions.



Definition of the Field (in

a more concise form)• Educational technology is the theory andpractice of design, development, utilization,management, and evaluation of processes

and resources for learning.• It is a discipline devoted to techniques or

ways to make learning more efficient

based on theory but theory in its broadestsense, not just scientific theory.



Field Definitions (2)• theory consists of concepts, constructs,principles, and propositions that serve asthe body of knowledge.

• Practice is the application of thatknowledge to solve problems. Practice canalso contribute to the knowledge base

through information gained fromexperience.



Field Definitions (3)• Design, development, utilization, management, andevaluation refer to both areas (e.g. theory &practice) of the knowledge base and to functionsperformed by professional in the field.

• Processes are a series of operations or activitiesdirected towards a particular result.• Resources are sources of support for learning,

including support systems and instructionalmaterials and environments.

• The purpose of instruction technology is to affectand effect learning.



Train & Certification

Profession• Educational technology has guidelines for trainingand certification. There is a competency-basedframework for training people who perform tasksin educational technology.

• groups of specialties: 1) instructional programdevelopment, 2) media product development, 3)media management

• levels of performance within the specialty: aide,

technician, specialist.



Educational Technology• Educational technology operateswithin the total field of education.

In its relationship to otherprofessions also involved in the fieldit advocates a coequal & collaborativerelationship among these professions.



Domain of the Field

D D f



Domain Definition

• design refers to the process ofspecifying conditions for learning

• development refers to the process oftranslating the design specificationsinto physical form

• utilization refers to the use ofprocesses and resources for learning



Domain Definition (2)

• management refers toprocesses for controlling

instructional technology• evaluation is the process for

determining the adequacy of

instruction.



Roots of the Field• It’s a 20th century movement with themajor developments occurring during andafter World War II.

• It began with an emphasis on audiovisualcommunications media.• Gradually it became focused on the

systematic development of teaching andlearning procedures which were based in

behavioral psychology.

C ib i Fi ld



Contributing Fields to

Educational Technology• Major contributing fields are

cognitive psychology, socialpsychology, psychometrics,perception psychology, andmanagement.

Wh d d i l



What do educational

technologists do?• Most carry out one or a few of thefunctions performed in the field.

• E.g. some design instruction, someproduce instructional materials, andothers manage instructionalcomputing services or learningresources collections.

M j P f i l



Major Professional

Organizations• AERA American Educational Research Association• Association for Educational Communications & Technology

(AECT)• International Society for Technology in Education (ISTE)• International Society for Performance Improvement (ISPI)• Association for Media & Technology in Education in Canada

(AMTEC)• American Society for Training & Development (ASTD)



Major Journals• British Journal of Educational Technology.• Learning and Leading with Technology (ISTE)• Innovations in Education and Training

International.

• Educational Technology• Educational Technology Research & Development

(AECT)• Journal of Research on Technology in Education

(ISTE)• TechTrends (AECT)

Wh th



Where are theyemployed?

• Most educational technologists are employed inschools and colleges as directors of resourcecenters and developers of curriculum materials.

• Increasing numbers are being employed bytraining agencies in business, industry,government, the military, and the healthprofessions. Colleges and universities employ

them to be involved in instructional improvementprograms that use various technologies.

ET Introduction

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