The Field of Educational Technology: FAQs

The Field of Educational Technology: FAQs

1. WHAT IS EDUCATIONAL TECHNOLOGY?

"Educational technology" is a term widely used in the field of education (and other areas), but it is often used with different meanings. The word "technology" is used by some to mean "hardware"-- the devices that deliver information and serve as tools to accomplish a task--but those working in the field use "technology" to refer to a systematic process of solving problems by scientific means. Hence, educational technology properly refers to a particular "approach" to achieving the ends of education. "Instructional technology" refers to the use of such technological processes specifically for teaching and learning.

Other terms, such as "instructional development" or "educational media," which refer to particular parts of the field, are also used by some to refer to the field as a whole.

The most recent definition of the field (which uses the term, instructional technology) has been published by the Association for Educational Communications and Technology (AECT):

Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.

The complete definition, with its rationale, is presented in the AECT publication:

Seels, B.B. & Richey, R.C. (1994). "Instructional technology: The definition and domains of the field." Washington, DC: Association for Educational Communications and Technology.
An overview of the field can be found in:

• Gagne, R. M. (Ed.). (1987). "Instructional technology: Foundations." Hillsdale, NJ: Lawrence Erlbaum.
• Anglin, G. J. (Ed.). (1995). "Instructional technology: Past, present, & future (2nd ed.)." Englewood, CO: Libraries Unlimited.
  　
2. WHAT ARE THE ROOTS OF EDUCATIONAL TECHNOLOGY?

The field is essentially a 20th century movement with the major developments occurring during and immediately after World War II. What began with an emphasis on audiovisual communications media gradually became focused on the systematic development of teaching and learning procedures which were based in behavioral psychology. Currently, major contributing fields are cognitive psychology, social psychology, psychometrics, perception psychology, and management. The basic history of the field was written by Saettler.

• Saettler, P. E. (1990). "The evolution of American educational technology." Englewood, CO: Libraries Unlimited.

A briefer history may be found in:

• Reiser, R.A. (2001). A History of Instructional Design and Technology: Part I: A History of Instructional Media. Educational Technology Research and Development, 49(1), 53 - 64.
• Reiser, R.A. (2001). A History of Instructional Design and Technology: Part II: A History of Instructional Design. Educational Technology Research and Development, 49(2), 57 – 67

or

• Reiser, R. (1987). "Instructional technology: A history. In Robert M. Gagne (Ed.), Instructional technology: Foundations." (pp.11-48). Hillsdale, NJ: Lawrence Erlbaum.[最早版本]
3. WHAT IS A GOOD SOURCE OF RESEARCH FINDINGS?

• Thompson, A., Simonson, M., & Hargrave, C. (1996). "Educational technology: A review of the research (2nd ed.)." Washington, DC: Association for Educational Communications and Technology.
• Jonassen, D. H. (Ed.). (1996). Handbook of research for educational communications and technology. New York: Macmillan Library Reference.
• Ann Thompson, Michael Simonson and Constance Hargrave. Educational Technology: A Review of the Research. Washington, DC: AECT, 1992.
• Barbara Means et al. Using Technology To Support Education Reform. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education, 1993.
• Instructional Technology Research Online (InTRO)
  includes sections on reviews of books and media, original research, links to resources in instructional technology, and interviews with research leaders
  http://www.gsu.edu/%7Ewwwitr/

4. WHAT DO EDUCATIONAL TECHNOLOGISTS DO?

Most educational technologists carry out one or a few of the functions performed in the field. For example, some design instruction, some produce instructional materials, and others manage instructional computing services or learning resources collections. The competencies for instructional development specialists and material design and production specialists are published in:

• Richey, R. & Fields, D. (Eds.). (In Press). Instructional design competencies: Essential and advanced professional standards. Syracuse, NY: ERIC Clearinghouse on Information & Technology
• International Board of Standards for Training, Performance and Instruction. (1993). "Instructor competencies: The standards" (Vol. 1). Batavia, IL: Author.

A comprehensive description of the functions of education technology personnel is given in:

• Association for Educational Communications and Technology. (1977). "The definition of educational technology" (pp. 55-79). Washington, DC: Author.

In the area of instructional design, the paper by M. Tessmer and J. Wedman, "The practice of instructional design: A survey of what designers do, don‘t do, an why they don‘t do it" is helpful. (See ERIC document Reproduction Service No. ED 404 712)

5. WHERE ARE EDUCATIONAL TECHNOLOGIST EMPLOYED?

Until recently, most educational technologists were employed in schools and colleges as directors of resource centers and developers of curriculum materials. Many are still employed in such positions, but increasing numbers are being employed by training agencies in business, industry, government, the military, and the health professions. Colleges and universities employ individuals who are involved in instructional improvement programs that use a variety of technologies.

6. WHERE DO EDUCATIONAL TECHNOLOGISTS OBTAIN PROFESSIONAL EDUCATION?

Professional programs are offered mostly at the graduate level, although there are a few two-year postsecondary programs in junior and community colleges. Lists of programs are found in:

• Branch, R. M., & Minor, B. B. (Eds.). (1999). Graduate programs in instructional technology (pp. 154-196) In Robert M. Branch & Mary Ann Fitzgerald (Eds.). (1999). "Educational media and technology yearbook." Englewood, CO: Libraries Unlimited.
• Johnson, J. K. (Ed.). (1995). "Degree curricula in educational communications and technology: A descriptive directory (5thed.)." Washington, DC: Association for Educational Communications and Technology.
• Ely, Donald P., & Minor, Barbara B. (Eds.). (1994). Doctoral programs in instructional technology (pp. 257-272), and Master‘s degree and six-year programs in instructional technology (pp. 273-302). In: Donald P. Ely & Barbara B. Minor (Eds.). "Educational media and technology yearbook 1994." Littleton, CO: Libraries Unlimited.
7. WHAT FIELDS OFFER GOOD PREPARATION FOR EDUCATIONAL TECHNOLOGY?

Many people enter the field following an undergraduate program in teacher education. More people come from the basic disciplines of the arts and sciences -English, sociology, communications, psychology, the physical sciences, and mathematics. Although there seldom are prerequisites for study in the field, persons who have good preparation in psychology and mathematics seem to have a head start. Formal course work and experience in human relations are helpful.

8. WHAT ARE THE MAJOR PROFESSIONAL ORGANIZATIONS?

In the United States, most educational technologists would be a member of one or more of the following associations:

• American Educational Research Association (AERA)
  AERA is the most prominent international professional organization with the primary goal of advancing educational research and its practical application.
  http://www.aera.net/
  1230 17th Street, NW
  Washington, DC 20036-3078
• American Society for Training & Development (ASTD)
  ASTD is a leading association of workplace learning and performance professionals, forming a world-class community of practice.
  http://www.astd.org/astd
  1640 King Street, Box 1443
  Alexandria, VA 22313
• Association for Educational Communications & Technology (AECT)
  The mission of the AECT is to provide leadership in educational communications and technology by linking professionals holding a common interest in the use of educational technology and its application to the learning process.
  http://www.aect.org/
  1800 North Stonelake Drive
  Bloomington, IN 47404
• International Society for Performance Improvement (ISPI)
  Founded in 1962, the International Society for Performance Improvement (ISPI) is the leading international association dedicated to improving productivity and performance in the workplace
  http://www.ispi.org/
  1300 L Street NW, Suite 1250
  Washington, DC 20005
• International Society for Technology in Education (ISTE)
  STE is dedicated to providing leadership and service to improve teaching and learning by advancing the effective use of technology in K–12 education and teacher education.
  http://www.iste.org/
  1787 Agate Street
  Eugene, OR 97403-1923
• Society for Applied Learning Technology (SALT)
  Founded in 1972, membership in the Society for Applied Learning Technology® is oriented to professionals whose work requires knowledge and communication in the field of instructional technology.
  http://www.salt.org/
  50 Culpeper Street
  Warrenton, VA 20186
• EDUCAUSE
  EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology
  http://www.educause.edu/

Major organizations in other parts of the world include:

• Association for Media & Technology in Education in Canada (AMTEC)
  The Association for Media and Technology in Education in Canada, AMTEC, is a Pan-Canadian community of educators, media producers, researchers, librarians and other professional staff who work to facilitate and improve learning, in all sectors of education, through the appropriate application and integration of educational technology.
  http://www.amtec.ca/index2.html
  3-1750 The Queensway, Suite 1318
  Etobicoke, Ontario M9C 5H5, Canada
• Association for Learning Technology (ALT)
  ALT is the leading UK body bringing together practitioners, researchers, and policy makers in learning technology
  http://www.alt.ac.uk/
  Headington Hill Hall
  Oxford OX3 0BP
  United Kingdom
• The Learning and Teaching Support Network (LTSN)
  The LTSN promotes high quality learning and teaching in Higher Education through the development and transfer of good practices in all disciplines. 
  http://www.ltsn.ac.uk/
• The Higher Education Academy(HE Academy)
  The HE Academy will Advise on policies and practices that impact on the student experience Support curriculum and pedagogic development Facilitate development and increase the professional standing of all staff in higher education
  http://www.heacademy.ac.uk/default.asp
  The ILTHE is the professional body for all who teach and support learning in higher education in the UK.（http://www.ilt.ac.uk/）The ILTHE will be transferring into the newly-formed HE Academy in 2004
• The Higher Education Academy (NCT) .
  The Higher Education Academy (NCT) works on behalf of the Higher Education Funding Council for England (HEFCE) and the Department for Employment and Learning in Northern Ireland (DEL), to support and advise on three strands of the Teaching Quality Enhancement Fund (TQEF) programme.
  http://www.ncteam.ac.uk/
9. WHAT PUBLICATIONS DO EDUCATIONAL TECHNOLOGISTS READ?

The most frequently read journals include:

• "British Journal of Educational Technology," published by Blackwell Publishers Limited, 108 Cowley Road, Oxford OX4 1FH, United Kingdom
• "Learning and Leading with Technology," published by ISTE. "Innovations in Education and Training International," published by AETT, Kogan Page Ltd., 120 Pentonville Rd., London N1 9JN, United Kingdom
• "Educational Technology," published by Educational Technology Publications, 700 Palisade Avenue, Englewood Cliffs, NJ 07632
• "Educational Technology Research and Development," published by AECT. 1800 North Stonelake Drive, Bloomington, IN 47404
• "Journal of Research on Computing in Education," published by ISTE. 1787 Agate Street, Eugene, OR 97403-1923
• "TechTrends," published by AECT. 1800 North Stonelake Drive, Bloomington, IN 47404
• "Innovations in Education and Training International," published by AETT, Kogan Page Ltd., 120 Pentonville Rd., London N1 9JN, England, U.K.
10. WHAT ARE THE COMPREHENSIVE REFERENCES FOR THE FIELD?

There are several major encyclopedia:

• Plomp, T. & Ely, D. P. (Eds.). (1996). "The international encyclopedia of educational technology (2nd ed.)." New York: Elsevier Science.
• Eraut, Michael, (Ed.). (1989). "The international encyclopedia of educational technology." New York: Pergamon Press.
• Unwin, Derek, & McAleese, Ray (Eds.). (1988). "The encyclopedia of educational media communications and technology." (2nd ed.) Westport, CT: Greenwood Press.

There are several major yearbooks which offer articles on current issues and extensive lists of people, organizations, literature, and other resources:

• Branch, R. M., & Fitzgerald, M. A. (Eds.). (2000). "Educational media and technology yearbook." Englewood, CO: Libraries Unlimited.
• Ely, Donald P., & Minor, Barbara B. (Eds.). "Educational media and technology yearbook." Englewood, CO: Libraries Unlimited.
• Osborne, Christopher W. (Ed.). "International yearbook of educational and instructional technology." London: Kogan Page, and Phoenix, AZ: Oryx Press.
11. WHAT TEXTBOOKS ARE COMMONLY USED?

There are dozens of books used in educational technology courses. Selection of titles depends upon the content of the course, the primary audience, and the instructor‘s objectives. General textbooks that have been used in a variety of courses are:

• Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1999). "Instructional media and technologies for learning (6th ed.)." New York: Macmillan.
• Dick, W., & Carey, L. (1996). "The systematic design of instruction (4th ed.)." Harper Collins College. Glenview, IL: Scott, Foresman and Co.
12. WHERE CAN MORE SPECIFIC INFORMATION ABOUT EDUCATIONAL TECHNOLOGY BE FOUND?

The ERIC (Educational Resources Information Center) system sponsored by the U.S. Department of Education has been selecting documents on educational technology since 1966 and indexing articles from key journals since 1969. Abstracts of the documents can be found in:

• "Resources in Education," published monthly by the U.S. Government Printing Office and available in more than 3,500 libraries throughout the world.

Selected articles which have been indexed from educational technology journals are listed in:

• "Current Index to Journals in Education," found in many libraries or available from Oryx Press, 4041 North Central at Indian School Road, Suite 700, Phoenix, AZ 85012-3397. (800-279-6799)

ERIC Database. Computer searching of the ERIC database is available in many academic and some public libraries. The ERIC database can also be searched over the Internet and on some commercial networks. Specific questions can be addressed to:

ERIC Clearinghouse on Information & Technology (ERIC/IT)
621 Skytop Road, Suite 160
Syracuse University, Syracuse, NY 13244-5290
(315) 443-3640; (800) 464-9107
URL: http://ericir.syr.edu/ithome
e-mail: eric@ericir.syr.edu

There are World Wide Web sites that focus on discussion of issues in educational technology. The addresses are:
http://www.aect.org/
http://h-net.msu.edu/~edweb
http://www.askeric.org/

The ERIC/IT Clearinghouse has a publications list of monographs and digests about current issues and developments in the field and publishes a newsletter, ERIC/IT Update, twice each year. Both items are available without charge.