Educational Technology Defined

Why I Selected Educational Technology

Having worked over 25 years with technologies used for instruction and education and now having completed a doctorate with a specialization in instructional systems technology, I felt the need to reflect upon my experiences and to recalibrate myself within this field. The question is, what IS this field?

After reading through multitudes of definitions and perspectives on educational technology and related terms such as instructional technology and instructional systems technology, I've come to an overarching conclusion. In this age of information overload, with much information coming from well-intended individuals who are likely to not be subject matter experts, I firmly believe it is essential to have reputable organizations setting standards that serve as reference points. In the case of educational technology, I turned my attention to the Association for Educational Communications and Technology (AECT). The AECT, which had its beginning in 1923, is the most widely recognized international educational technology professional organization and one that had been maintaining terminology and definitions for decades.

So to define the field of educational technology, I defer to the definition given by the AECT (2008):

“Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.”

From my perspective, I see some crucial elements in this definition that fit my personal beliefs and interests:

·         Study. The desire to add solid theory and research-based scaffolding to my work was the primary driving force in seeking my doctorate. The act of study should be an integral component in any educational pursuits that involve change or adaptation.

·         Ethical Practice. I consider this phrase in the sense of following accepted rules or standards of conduct when seeking intended outcomes. This doesn't mean to discard creativity and innovation by following rigid guidelines, but rather to be prudent, cautious, and responsible in the implementation of technology. I've seen too many cases where technology was used in education because it was a desirable current trend, rather than because a well-documented need existed and a well-informed decision was made to use it.

·         Appropriate Technological Processes and Resources. Even with a recognized need as a driver, carrying out the application of a technology has often not been strategically and completely planned. This results in a lack of buy-in, teaching and learning issues, improper or insufficient support, and funding shortfalls. From my experience, I recommend using a project approach such as agile project management.

In the end, I see educational technology as an instance of technology being selected and used based upon educational theory, research, and practice, with the intention of integrating technology practice and technological literacy into the curriculum and learning. I view instructional technology (technology as a teaching and learning tool) and instructional systems technology (designing, developing, and managing technology-related processes, policy, infrastructure, organization systems, and services in an educational environment) as subsets of educational technology.

Reference: 

Association for Educational Communications and Technology (2008). Definition. In A. Januszewski and M. Molenda (Eds.), EducationalTechnology: A definition with commentary. New York: Lawrence Erlbaum Associates.