Why Educational Technology?

Educational Technology

by Mark Sivy

Having worked over 25 years with technologies used for 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 a wealth of inconsistent information coming from well-intentioned individuals who probably are not 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 it’s been maintaining terminology and definitions for decades.

So to define the field of educational technology, I refer to the definition released 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 theory and research-based scaffolding to my work was the primary driving force in seeking my doctorate. I strongly believe that 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 professional conduct in ensuring intended outcomes. This doesn’t mean discarding creativity and innovation by following rigid guidelines, but rather means that one is prudent, cautious, and responsible in the selection and use 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 technology to address it.
• Appropriate Technological Processes and Resources. Even with a recognized need as a driver, carrying out the implementation of a technology has often not been strategically and completely planned. This can result in a lack of buy-in, teaching and learning issues, improper or insufficient support, and funding shortfalls. From my experience, I recommend using a comprehensive project approach such as agile project management.

In the end, I see educational technology as a technology that has been selected and used based upon educational theory, research, and practice, with the intention of integrating technology skills 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.

Reflection Point: Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event. ~Heidi Hayes Jacobs

Reference:

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