Definition of Educational Technology

I am delving to a new term in the EdTech Program, this time focusing on the theoretical foundations of educational technology.  The EdTech 504 course description (taken from the syllabus) is as follow: An overview of classic and contemporary theories of learning and their applications in educational technology and emerging orientations; implications for practice. Explores foundations, history, perspectives, and literature in the field. Enables students to think more critically about their efforts and career goals.

This introductory week's task was to define "Educational Technology" (with the guidance and direction of several peer-reviewed resources).  Here is my post:

What is progress? What is education? What is technology? It is very difficult to define these words in a concise way because they refer to highly multi-dimensional and subjective ideas. The same is true for educational technology.  It is not a “cut and dry” concept, science, or field of study. Luppicini reminds us that educational technology is "value-laden and wrapped up in socio-cultural influences", which means there are many ways to interpret this discipline depending on the context (i.e. who is asking and why).  Its definition can be broad enough to include all systems required to revise, implement, evaluate, and manage solutions to problems related to human learning (AECT 1977) or narrow enough to predominantly focus on technology as the use of state-of-the-art equipment to improve learning.

In creating a definition for this discussion task, I reflected on Luppicini’s consideration that “”technology” refers to the organization of knowledge for the achievement of practical purposes as well as any tool or technique of doing or making, by which capability is extended."  It can exist as a thought, an action, or an object.  Given this perspective, my current definition is:

Educational technology is the theory, strategic process, and collection of tools and resources that make learning more efficient and effective.

I appreciate that there are a multitude of ways to piece together and articulate a succinct definition of educational technology. That is because there are many universal aspects of educational technology as an applied science.  Primarily, it is used to enhance instruction (particularly in areas that are difficult to teach or conceptualize) through tutorial, exploration, communication, and dynamic presentation tools.  These tools are purposeful; They not only fit but in fact promote the task they’re meant for.  The aims of technology-enhanced education are to make learning more interactive, enjoyable, collaborative, transparent, reportable, data-driven, transforming, and individualized to student needs and interests.  Viewed in a more collective and sociocultural way, educational technology should also transform educational systems and practices.  As Luppicini encourages us to consider, educational technology is not just to improve individual learners’ success. It has an important place in society and can serve as a transformative agent of change (for educational systems and practices).

One of the increasingly popular and important features of educational technology as a social science is its reliance on data-driven practices. According to Valdez, et al, to increase learning opportunities we must use data to determine priorities and a strategic use of resources. The authors assert that institutions need a well-designed systemic plan that features funding, professional development, accountability, and evaluation.  Teachers, the implementers of educational technology, must serve as action-researchers to keep up with the fast pace of material technology’s short life cycle.  The participants and promoters of this field should also guided by collaboration and research of best practices.  The message, really, is that educational technology is an organically growing field of study.  Its parameters and defining characteristics are determined, in large part, by its users.  Just as the AECT definition has evolved over time, so too will our own personal understandings of this term.

References

Januszewski, A. (2001). Educational Technology: The Development of a Concept. Englewood, CO: Libraries Unlimited, Inc.

Luppicini, R. (2005). A systems definition of educational technology in society. Educational Technology & Society, 8 (3), 103-109. Retrieved from http://www.ifets.info/journals/8_3/10.pdf

Valdez, G., Mcnabb, M., Foertsch, M., Anderson, M., Hawkes, M., and Raack, L. (2000). Computer-based technology and learning: Evolving uses and expectations. Revised Edition. Naperville, IL: North Central Regional Educational Laboratory. (ERIC Document Reproduction Service Number: ED456816).