Reflection on the Definition of Educational Technology

Kent Ellison

EDTECH 501

September 10, 2013

        In the article reviewed for this assignment, the definition and terminology committee for the Association for Educational Communications and Technology (AECT) attempts to lay out a definition for the concept of educational technology. The definition reads as follows:

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

As noted by the committee, the definition of educational technology is a fluid one which reflects an ever changing and evolving field. The definition, as discussed in the article, is broken down into thirteen key elements. Of these thirteen elements, there are three in particular that I find crucially important in my understanding and experience in the field. I will further expand on the ideas of study, facilitating, and resources and why I believe they are crucial elements in defining educational technology.

Study

        In defining this element, the committee points out that it includes much more than the traditional ideas of research. They explain that the focus of research was once to prove the value of technology in the learning process. Now, the focus is put on finding effective ways to use technology. There is a general acceptance that technology is valuable and has staying power.  I find this to be so true in my experience. When I began my career, I found myself trying to convince professors that technology was useful for them. I was constantly having to build my case as to why they should change from what they had always done and known. This has evolved into training professors on how to use the technology they now accept as an essential part of the educational process. I also like how the authors point out that the focus of study now is to solve problems. The example given is the theoretical shift from a focus on instruction to a focus on the learner and facilitating the learning environment.

Facilitating

The element of facilitating is arguably the centerpiece and cornerstone of today’s definition of educational technology. This has not always been the case. As the authors point out, an earlier version of the definition drafted in 1963 places the focus on controlling the learning process rather than facilitating a learning environment. I agree that facilitating does promote what the committee refers to as deeper learning. I have found that technology allows the learner to take ownership and immerse him or herself in a way that means so much more than memorizing facts for a test. In my experience, digital field trips, self-paced learning games, and video conferences promote an environment of deeper learning. The authors state that part of creating this environment includes the management of numerous resources.

Resources

        The committee explains that resources are centrally important to the identity of educational technology. Resources can be very technical or not technical at all. I agree that they help define the concept of educational technology. In my experience, one great benefit of technology in education is the accessibility of seemingly infinite resources. Also, technology provides an easy way to manage and manipulate resources to facilitate learning. The availability of resources promotes creative and innovative teaching techniques. Instructors don’t have to spend nearly as much time or effort on “logistical” planning. I am always excited to see instructors creatively use these technology resources that are so readily available.

References

AECT Definition and Terminology Committee. (2004). The Definition of Educational Technology. Retrieved from http://ocw.metu.edu.tr/file.php/118/molenda_definition.pdf