Educational technology is "the study and ethical practice of facilitating learning and improving

performance by creating, using, and managing appropriate technological processes and resources".
[1]

Educational technology is the use of both physical hardware and educational theoretics. It
encompasses several domains including learning theory, computer-based training, online learning,
and where mobile technologies are used, m-learning. Accordingly, there are several discrete aspects
to describing the intellectual and technical development of educational technology:

 Educational technology as the theory and practice of educational approaches to learning.

 Educational technology as technological tools and media that assist in the communication of
knowledge, and its development and exchange.
 Educational technology for learning management systems (LMS), such as tools for student and
curriculum management, and education management information systems (EMIS).
 Educational technology as back-office management, such as training management systems for
logistics and budget management, and Learning Record Store (LRS) for learning data storage
and analysis.
 Educational technology itself as an educational subject; such courses may be called "Computer
Studies" or "Information and communications technology (ICT)".
An educational technologist is someone who is trained in the field of educational technology.
Educational technologists try to analyze, design, develop, implement, and evaluate process and
tools to enhance learning.[2] While the term educational technologist is used primarily in the United
States, learning technologist is synonymous and used in the UK[3] as well as Canada.
The Association for Educational Communications and Technology (AECT) defined educational
technology as "the study and ethical practice of facilitating learning and improving performance by
creating, using and managing appropriate technological processes and resources".[4] It denoted
instructional technology as "the theory and practice of design, development, utilization,
management, and evaluation of processes and resources for learning".[5][6][7] As such, educational
technology refers to all valid and reliable applied education sciences, such as equipment, as well as
processes and procedures that are derived from scientific research, and in a given context may refer
to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology.
Educational technology is the process of integrating technology into education in a positive manner
that promotes a more diverse learning environment and a way for students to learn how to use
technology as well as their common assignments.

Related terms[edit]
Early 20th century abacus used in a Danish elementary school.

Given this definition, educational technology is an inclusive term for both the material tools and the
theoretical foundations for supporting learning and teaching. Educational technology is not restricted
to high technology.[8] Education technology is anything that enhances classroom learning in the
utilization of blended, face to face, or online learning.[9]
However, modern electronic educational technology is an important part of society today.
[10]
Educational technology encompasses e-learning, instructional technology, information and
communication technology (ICT) in education, EdTech, learning technology, multimedialearning,
technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed
instruction, computer-based training (CBT), computer-assisted instruction or computer-aided
instruction (CAI),[11] internet-based training (IBT), flexible learning, web-based training (WBT), online
education, digital educational collaboration, distributed learning, computer-mediated communication,
cyber-learning, and multi-modal instruction, virtual education, personal learning
environments, networked learning, virtual learning environments (VLE) (which are also called
learning platforms), m-learning, ubiquitous learning and digital education.
Each of these numerous terms has had its advocates, who point up potential distinctive features.
[12]
However, many terms and concepts in educational technology have been defined nebulously; for
example, Fiedler's review of the literature found a complete lack agreement of the components of a
personal learning environment.[13] Moreover, Moore saw these terminologies as emphasizing
particular features such as digitization approaches, components or delivery methods rather than
being fundamentally dissimilar in concept or principle.[12] For example, m-
learning emphasizes mobility, which allows for altered timing, location, accessibility and context of
learning; nevertheless, its purpose and conceptual principles are those of educational technology.[12]
In practice, as technology has advanced, the particular "narrowly defined" terminological aspect that
was initially emphasized by name has blended into the general field of educational technology.
[12]
Initially, "virtual learning" as narrowly defined in a semantic sense implied entering an
environmental simulation within a virtual world, for example in treating posttraumatic stress
disorder (PTSD).[14][15] In practice, a "virtual education course" refers to any instructional course in
which all, or at least a significant portion, is delivered by the Internet. "Virtual" is used in that broader
way to describe a course that is not taught in a classroom face-to-face but through a substitute mode
that can conceptually be associated "virtually" with classroom teaching, which means that people do
not have to go to the physical classroom to learn. Accordingly, virtual education refers to a form
of distance learning in which course content is delivered by various methods such as course
management applications, multimedia resources, and videoconferencing.[16]
Educational content, pervasively embedded in objects, is all around the learner, who may not even
be conscious of the learning process.[17] The combination of adaptive learning, using an
individualized interface and materials, which accommodate to an individual, who thus receives
personally differentiated instruction, with ubiquitous access to digital resources and learning
opportunities in a range of places and at various times, has been termed smart learning.[18][19][20] Smart
learning is a component of the smart cityconcept.[21][22]

History[edit]
Main article: Educational software
19th century classroom, Auckland

Helping people and children learn in ways that are easier, faster, more accurate, or less expensive
can be traced back to the emergence of very early tools, such as paintings on cave walls.[23]
[24]
Various types of abacus have been used. Writing slates and blackboards have been used for at
least a millennium.[25] From their introduction, books and pamphlets have held a prominent role in
education. From the early twentieth century, duplicating machines such as
the mimeograph and Gestetner stencil devices were used to produce short copy runs (typically 10–
50 copies) for classroom or home use. The use of media for instructional purposes is generally
traced back to the first decade of the 20th century[26] with the introduction of educational films (1900s)
and Sidney Pressey's mechanical teaching machines (1920s). The first all multiple choice, large-
scale assessment was the Army Alpha, used to assess the intelligence and more specifically the
aptitudes of World War I military recruits. Further large-scale use of technologies was employed in
training soldiers during and after WWII using films and other mediated materials, such as overhead
projectors. The concept of hypertext is traced to the description of memex by Vannevar Bush in
1945.

Cuisenaire rods

Slide projectors were widely used during the 1950s in educational institutional settings. Cuisenaire
rods were devised in the 1920s and saw widespread use from the late 1950s.
In the mid 1960s Stanford University psychology professors Patrick Suppes and Richard C.
Atkinson experimented with using computers to teach arithmetic and spelling
via Teletypes to elementary school students in the Palo Alto Unified School District in California.[27]
[28]
Stanford's Education Program for Gifted Youth is descended from those early experiments.
Online education originated from the University of Illinois in 1960. Although internet would not be
created for another nine years, students were able to access class information with linked computer
terminals. The first online course was offered in 1986 by the Electronic University Network for DOS
and Commodore 64 computers. Computer Assisted Learning eventually offered the first online
courses with real interaction. In 2002, MIT began providing online classes free of charge. As of
2009, approximately 5.5 millions students were taking at least one class online. Currently, one out of
three college students takes at least one online course while in college (Promises and pitfalls).
At DeVry University, out of all students that are earning a bachelor's degree, 80% earn two-thirds of
their requirements online (Promises and Pitfalls). Also in 2014, 2.85 millions students out of 5.8
million students that took courses online, took all of their courses online (Promises and Pitfalls).
From this information, it can be concluded that the number of students taking classes online is on
the steady increase.[29][30]

Multimedia space Moldova Alliance Française.

In 1971, Ivan Illich published a hugely influential book called, Deschooling Society, in which he
envisioned "learning webs" as a model for people to network the learning they needed. The 1970s
and 1980s saw notable contributions in computer-based learning by Murray Turoffand Starr
Roxanne Hiltz at the New Jersey Institute of Technology[31] as well as developments at the University
of Guelph in Canada.[32] In the UK, the Council for Educational Technology supported the use of
educational technology, in particular administering the government's National Development
Programme in Computer Aided Learning[33] (1973–77) and the Microelectronics Education
Programme (1980–86).
By the mid-1980s, accessing course content became possible at many college libraries. In
computer-based training (CBT) or computer-based learning (CBL), the learning interaction was
between the student and computer drills or micro-world simulations.
Digitized communication and networking in education started in the mid-1980s. Educational
institutions began to take advantage of the new medium by offering distance learning courses using
computer networking for information. Early e-learning systems, based on computer-based
learning/training often replicated autocratic teaching styles whereby the role of the e-learning system
was assumed to be for transferring knowledge, as opposed to systems developed later based
on computer supported collaborative learning (CSCL), which encouraged the shared development of
knowledge.
Videoconferencing was an important forerunner to the educational technologies known today. This
work was especially popular with museum education. Even in recent years, videoconferencing has
risen in popularity to reach over 20,000 students across the United States and Canada in 2008–
2009. Disadvantages of this form of educational technology are readily apparent: image and sound
quality is often grainy or pixelated; videoconferencing requires setting up a type of mini-television
studio within the museum for broadcast, space becomes an issue; and specialised equipment is
required for both the provider and the participant.[34]
The Open University in Britain[32] and the University of British Columbia (where Web CT, now
incorporated into Blackboard Inc., was first developed) began a revolution of using the Internet to
deliver learning,[35] making heavy use of web-based training, online distance learning and online
discussion between students.[36] Practitioners such as Harasim (1995)[37]put heavy emphasis on the
use of learning networks.
With the advent of World Wide Web in the 1990s, teachers embarked on the method using emerging
technologies to employ multi-object oriented sites, which are text-based online virtual reality
systems, to create course websites along with simple sets of instructions for its students.
By 1994, the first online high school had been founded. In 1997, Graziadei described criteria for
evaluating products and developing technology-based courses that include being portable,
replicable, scalable, affordable, and having a high probability of long-term cost-effectiveness.[38]
Improved Internet functionality enabled new schemes of communication
with multimedia or webcams. The National Center for Education Statistics estimate the number of K-
12 students enrolled in online distance learning programs increased by 65 percent from 2002 to
2005, with greater flexibility, ease of communication between teacher and student, and quick lecture
and assignment feedback.
According to a 2008 study conducted by the U.S Department of Education, during the 2006–2007
academic year about 66% of postsecondary public and private schools participating in student
financial aid programs offered some distance learning courses; records show 77% of enrollment in
for-credit courses with an online component.[citation needed] In 2008, the Council of Europe passed a
statement endorsing e-learning's potential to drive equality and education improvements across the
EU.[39]
Computer-mediated communication (CMC) is between learners and instructors, mediated by the
computer. In contrast, CBT/CBL usually means individualized (self-study) learning, while CMC
involves educator/tutor facilitation and requires scenarization of flexible learning activities. In
addition, modern ICT provides education with tools for sustaining learning communities and
associated knowledge management tasks.
Students growing up in this digital age have extensive exposure to a variety of media.[40][41] Major
high-tech companies such as Google, Verizon and Microsoft have funded schools to provide them
the ability to teach their students through technology, in the hope that this would lead to improved
student performance.[42]
2015 was the first year that private nonprofit organizations enrolled more online students than for-
profits, although public universities still enrolled the highest number of online students. In the fall of
2015, more than 6 million students enrolled in at least one online course.[43]
This study had two purposes. The first was to explore the construct of teacher knowledge of
educational technology through the lens of three components of Shulman's model of teachers'
knowledge—content knowledge, pedagogical knowledge, and pedagogical content knowledge.
A second purpose was to investigate the ways in which teacher knowledge is acquired, shared,
and used by student teachers and their mentors in the context of the student teaching
placement. The literature in educational technology takes, for the most part, a limited view of
educational technology knowledge, reporting on teachers' awareness of technological
applications and affordances. By using Shulman's model, this study constructed and considered
a more comprehensive depiction of teacher knowledge. Teacher knowledge of educational
technology as thus depicted was explored as it developed within a particular setting. Data were
drawn from a three-month observation and interview period in the spring of 1999. Six
participants—three student teachers and three mentor teachers—were observed and
interviewed at a middle school in a working-class suburb of a large Midwestern city. From
observations of teacher practice, inferences were made about the underlying body of knowledge
evidenced by the participants. The perspective of student and mentor teacher participants was
gained through a quasi-ethnographic interview process. Observation and interview data were
analyzed using a shared coding system, allowing a rich description to be created. Results of the
study indicated that employment of Shulman's model revealed a set of knowledge derived from
and applicable to practice with educational technology. This knowledge could be considered a
Pedagogical Content Knowledge of technology, corresponding to Shulman's identification of a
particular understanding by teachers of content in service of teaching and teaming. Within the
context of the mentor/student teacher pairs, both knowledge acquired in and brought to the
setting was shared in a multi-year cycle from student teacher to mentor to subsequent student
teacher. Impact on the field includes a broadening sense of the nature of knowledge of
educational technology, as well as increased attention to the importance of the student teaching
placement and student and mentor teachers' roles within that environment.
Educational technology, sometimes shortened to EduTech or EdTech, is a wide field. Therefore,
one can find many definitions, some of which are conflicting. Educational technology as an academic
field can be considered either as a design science or as a collection of different research interests
addressing fundamental issues of learning, teaching and social organization. Educational technology
as practice refers to any form of teaching and learning that makes use of technology. Nevertheless,
there are a few features on which most researchers and practitioners might agree:

1. Use of technology is principled: Technology means the systematic application of scientific

knowledge to practical tasks. Therefore, educational technology is based on theoretical
knowledge drawn from different disciplines (communication, education, psychology,
sociology, philosophy, artificial intelligence, computer science, etc.) plus experiential
knowledge drawn from educational practice.
2. Educational technology aims to improve education. Technology should facilitate learning
processes and increase performance of the educational system(s) as it regards to
effectiveness and/or efficiency.
In this short introduction we will try to give a preliminary definition of the field.

1.1 Other definitions

Educational technology is a very wide field. Therefore one can find many definitions, some of
which are conflicting.

 Technology means the systematic application of scientific or other organized knowledge to

practical task. Therefore, educational technology is based on theoretical knowledge from
different disciplines (communication, psychology, sociology, philosophy, artificial intelligence,
computer science, etc.) plus experiential knowledge from educational practise (Natalie
Descryver)

 Educational technology is the use of technology to improve education. It is a systematic, iterative

process for designing instruction or training used to improve performance. Educational
technology is sometimes also known as instructional technology or learning technology.
(Wikipedia:Educational_technology)

 The study and ethical practice of facilitating learning and improving performance by creating,
using and managing appropriate technological processes and resources. ([1])

 A definition centered on its process: "A complex, integrated process involving people,
procedures, ideas, devices, and organization, for analyzing problems, and devising,
implementing, evaluating and managing solutions to those problems, involved in all aspects of
human learning" ([2])

 "One definition of Educational Technology is that it is a systematic, iterative process for

designing instruction or training used to improve performance" (Encyclopedia of Educational
Technology)
 Lachance et al. (1980:183) also focus on the the process idea: la technologie éducative en tant
que processus systématique intégrant les diverses fonctions du processus éducatif. Elle vise,
d'une part, à analyser des problèmes reliés à l'enseignement et/ou à l'apprentissage et, d'autre
part, à élaborer, implanter et évaluer des solutions à ces problèmes par le développement et
l'exploitation des ressources éducatives (cited by Lapointe, 1991).

 Educational Technology (Information Technology) according to International Technology

Education Association

1. Teaches with technology (uses technology as a tool)

2. Primarily concerned with the narrow spectrum of information and communication
technologies
3. Primary goal: To enhance the teaching and learning process
Terminology issue: Educational technology is a field. A educational technology refers to a
technology that is particularly suited for education plus its usage/range of applications maybe. See
the educational technologies article and the category educational technologies.
See also: Instructional technology and elearning which sometimes are used as a synonym,s
sometimes not.

1.2 Incomplete definitions

 Technology that is used as tool in education ... it's not just technology

 Using multimedia technologies or audiovisual aids as a tool to enhance the teaching and
learning process. International Technology Education Association ... it's not just multimedia

 Field of education centered on the design and use of messages and physical support
conditioning pedagogical situations and learning process. [3] ... it's not just conditioning

2 Goals of Educational Technology

Educational technology research always had an ambitious agenda. Sometimes it only aims at
increased efficiency or effectiveness of current practise, but frequently it aims at pedagogical
change. While it can be considered as a design science it also addresses fundamental issues of
learning, teaching and social organization and therefore makes use of the full range of modern social
science and life sciences methodology.
"Technology provides us with powerful tools to try out different designs, so that instead of theories of
education, we may begin to develop a science of education. But it cannot be an analytic science like
physics or psychology; rather it must be a design science more like aeronautics or artificial
intelligence. For example, in aeronautics the goal is to elucidate how different designs contribute to
lift, drag maneuverability, etc. Similarly, a design science of education must determine how different
designs of learning environments contribute to learning, cooperation, motivation, etc." (Collins,
1992:24).
Technology is therefore both a tool and a catalyzer and it can become a medium through which
change can happen.
Educational technologists would not therefore consider the computer as just another piece of
equipment. If educational technology is concerned with thinking carefully about teaching and
learning, then a computer has a contribution to make irrespective of its use as a means of
implementation, for the design of computer-based learningenvironments gives us a new perspective
on the nature of teaching and learning and indeed on general educational objectives. (O'Shea and
Self: 1983: 59).

3 What is it about ?
Defining the field is both simple (e.g., see the definitions at the top) and difficult. There are a several
perspectives.

3.1 From an instructional design perspective

Besides being a field of research, Educational Technology is synonymous for { Pedagogy,
Learning, Instructional design, etc.} with technology and therefore also an engineering discipline,
a design science or an craft (whatever you prefer).
In order to define educational technology we may ask ourselves what constitutes an instructional
design and what disciplines look at these constituents.

The instructional design space

Even from a pure "engineering perspective," it doesn't make much sense to talk about Educational
Technology just in terms of Instructional design models or instructional design methods. An
instructional designer also feels concerned by more fundamental disciplines like general learning
theory or pedagogical theory. These theories provide interesting insights on issues like the relation
between learning type or learning level and appropriate pedagogic strategy, how affect and
motivation may influence the learning process, what multimedia design can learn from theories
on human information processing or cognitive load, why metacognition and collaborative learning is
important etc.

3.2 From a design-research oriented perspective

More design-oriented educational technologists rather look a cross-section of several phenomena,
i.e., they adopt an interdisciplinary approach that will ultimately lead to better pedagogical designs in
a given area.

Crosssections
Owen (2008) identifies three key pedagogical facts that "organise" the ICT-enhanced pedagogical
landscape.
The challenging process of educating is in demanding need for solutions on how technology will
change education. Society seems to be fascinated by the eruption of technological advancements in
the educational field. In 1981 about eighteen percent of U.S. public schools had one computer for
instructional use. By 1991 that percentage increased to ninety-eight percent (Alhalabi p.22).
Technology has changed and will change many ideas of education the potential of educational
systems captivates the lives of many students and teachers.
The effects of technology in the classroom are related to both the teacher and the students.
In the past classrooms were lecture driven. With technology involved in education, the students are
more active in their learning. The teacher is no longer the center of attention. They play the role of a
facilitator or guide of information and not so much of an information source. Technology in the
classroom allows the students to be more active with the opportunity of communication of
information. By being active the students are then more likely to generate their own choices on how
to obtain, manipulate, or display information (Bridgforth). This gives students a higher confidence
level.
Teachers reported students had an increase in motivation when using technology. Because
of their willingness to work with technology as opposed to a normal classroom setting of boring
lecture, helps motivate students to learn. "Technology is the ultimate carrot for students. It's
something they want to master. Learning to use it enhances their self-esteem and makes them
excited about coming to school," stated a fifth grade teacher (Cradler p. 5).
Technologies also give an opportunity for students and teachers to learn from a broader
perspective of learning other skills. Instead of having the social norm of "lecture, notes" type of
classes, students get to be active in learning with such a broad area of stud...
Everyday life involves technology. Everyday life is no longer simple. If one is not tech savvy, he

or she may struggle to make his or her way through the day. In recent times technology has

reached a new level of advancements and is taking over everywhere, including the classroom.

Which is why San Angelo schools should incorporate more into elementary classrooms.

Technology is used for basic actions but can also make activities easier for students. Research

shows when technology is integrated into the classroom students can benefit a great deal.

Technology should be integrated in the SAISD classroom for daily use.

One problem that is faced by the teachers is that they do not know how to use the technology

available to them and they are …show more content…

Everyday life involves technology. Everyday life is no longer simple. If one is not tech savvy, he

or she may struggle to make his or her way through the day. In recent times technology has

reached a new level of advancements and is taking over everywhere, including the classroom.

Which is why San Angelo schools should incorporate more into elementary classrooms.

Technology is used for basic actions but can also make activities easier for students. Research

shows when technology is integrated into the classroom students can benefit a great deal.

Technology should be integrated in the SAISD classroom for daily use.

One problem that is faced by the teachers is that they do not know how to use the technology

available to them and they are afraid. For example, in “One teachers odyssey through resistance

and fear,” Mary, a social studies teacher discusses her fear and "she frequently voiced her

concerns over her disinterest and inability to learn and use technology, punctuating her

comments with stories of previous attempts that ended as dismal failures” (as cited in

McNierney, 2004, p.66-85). This proves that teachers avoid teaching with technology because

they are afraid they do not know how to use it properly. Mary does not want to use computers in

her classroom because she does not know how to use it. She also fears her tech-savvy students
 know more than she does and they would not benefit from her using computers in her classroom.

Mary stated, “The most challenging

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