Educational technology

From Wikipedia, the free encyclopedia

Educational technology (also called learning technology) "is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources." [1] The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability.

Contents

[edit] Perspectives and meaning

Educational technology is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning. Educational Technology relies on a broad definition of the word "technology". Technology can refer to material objects of use to humanity, such as machines, hardware or utensils, but it can also encompass broader themes, including systems, methods of organization, and techniques.

Those who employ educational technologies to explore ideas and communicate meaning are learners or teachers.

Consider the Handbook of Human Performance Technology.[2] The word technology for the sister fields of Educational and Human Performance Technology means "applied science." In other words, any valid and reliable process or procedure that is derived from basic research using the "scientific method" is considered a "technology." Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology, comes from the Greek "Techne" which means craft or art. Another word technique, with the same origin, also may be used when considering the field Educational technology. So Educational technology may be extended to include the techniques of the educator.[citation needed]

A classic example of an Educational Technology is Bloom's 1956 book, Taxonomy of Educational Objectives.[3]

According to some, an Educational Technologist is someone who transforms basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction. But the term seems very stuffy and almost arrogant to those who work with the tools. Educational Technologists typically have a graduate degree (Master's, Doctorate, Ph.D., or D.Phil.) in a field related to educational psychology, educational media, experimental psychology, cognitive psychology or, more purely, in the fields of Educational, Instructional or Human Performance Technology or Instructional (Systems) Design. But few of those listed below as theorists would ever use the term "educational technologist" as a term to describe themselves, preferring less stuffy terms like educator.[citation needed]

[edit] History

One comprehensive history of the field is Saettler's The evolution of American educational technology.[4] Another worthy title is Larry Cuban'sOversold and Underused - Computers in the Classroom.[5]

For several decades, vendors of equipment such as laptop computers and interactive white boards have been claiming that their technologies would transform classrooms and learning in many positive ways, but there has been little evidence provided to substantiate these claims.[citation needed]

To some extent, the history of educational technology has been marked by a succession of innovations that arrive with much fanfare but often fade into the background once fully tested, as Cuban argues in the above title.[citation needed]

[edit] Theories and practices

Three main theoretical schools or philosophical frameworks have been present in the educational technology literature. These are Behaviorism, Cognitivism and Constructivism. Each of these schools of thought are still present in today's literature but have evolved as the Psychology literature has evolved.

[edit] Behaviorism

This theoretical framework was developed in the early 20th century with the animal learning experiments of Ivan Pavlov, Edward Thorndike, Edward C. Tolman, Clark L. Hull, B.F. Skinner and many others. Many Psychologists used these theories to describe and experiment with human learning. While still very useful this philosophy of learning has lost favor with many educators.

[edit] Skinner's Contributions

B.F. Skinner wrote extensively on improvements of teaching based on his functional analysis of Verbal Behavior,[6] and wrote "The Technology of Teaching",[7] an attempt to dispel the myths underlying contemporary education, as well as promote his system he called programmed instruction. Ogden Lindsley also developed the Celeration learning system similarly based on behavior analysis but quite different from Keller's and Skinner's models.

[edit] Cognitivism

Cognitive science has changed how educators view learning. Since the very early beginning of the Cognitive Revolution of the 1960s and 1970s, learning theory has undergone a great deal of change. Much of the empirical framework of Behaviorism was retained even though a new paradigm had begun. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning.

After memory theories like the Atkinson-Shiffrin memory model and Baddeley's Working memory model were established as a theoretical framework in Cognitive Psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. It is important to note that Computer Science and Information Technology have had a major influence on Cognitive Science theory. The Cognitive concepts of working memory (formerly known as short term memory) and long term memory have been facilitated by research and technology from the field of Computer Science. Another major influence on the field of Cognitive Science is Noam Chomsky. Today researchers are concentrating on topics like Cognitive load and Information Processing Theory.

[edit] Constructivism

Constructivism is a learning theory or educational philosophy that many educators began to consider in the 1990s. One of the primary tenets of this philosophy is that learners construct their own meaning from new information, as they interact with reality or others with different perspectives.

Constructivist learning environments require students to utilize their prior knowledge and experiences to formulate new, related, and/or adaptive concepts in learning. Under this framework the role of the teacher becomes that of a facilitator, providing guidance so that learners can construct their own knowledge. Constructivist educators must make sure that the prior learning experiences are appropriate and related to the concepts being taught. Jonassen (1997) suggests "well-structured" learning environments are useful for novice learners and that "ill-structured" environments are only useful for more advanced learners. Educators utilizing technology when teaching with a constructivist perspective should choose technologies that reinforce prior learning perhaps in a problem-solving environment.

[edit] Instructional technique and technologies

Problem Based Learning and Inquiry-based learning are active learning educational technologies used to facilitate learning. Technology which includes physical and process applied science can be incorporated into project, problem, inquiry-based learning as they all have a similar educational philosophy. All three are student centered, ideally involving real-world scenarios in which students are actively engaged in critical thinking activities. The process that students are encouraged to employ (as long as it is based on empirical research) is considered to be a technology. Classic examples of technologies used by teachers and Educational Technologists include Bloom's Taxonomy and Instructional Design.

[edit] Theorists

This is an area where new thinkers are coming to the forefront everyday. Many of the ideas spread from theorists, researchers, and experts through their blogs. Extensive lists of educational bloggers by area of interest are available at Steve Hargadon's "SupportBloggers" site or at the "movingforward" wiki started by Scott McLeod.[8] Many of these blogs are recognized by their peers each year through the edublogger awards.[9] Web 2.0 technologies have led to a huge increase in the amount of information available on this topic and the number of educators formally and informally discussing it.

[edit] Other interests

[edit] Educational technology and the humanities

Research from the Alberta Initiative for School Improvement (AISI) [21] indicates that inquiry and project-based approaches, combined with a focus on curriculum, effectively supports the infusion of educational technologies into the learning and teaching process. Below are some promising practices and emerging applications specifically related to learning and technology within humanities disciplines:

  • Social Studies - Under Construction -Global Studies and Citizenship
  • English Language Arts - Under Construction - Changing Space of Text and Reading

[edit] Societies

Learned societies concerned with educational technology include:

[edit] See also

Education Portal

[edit] References

  1. ^ Richey, R.C. (2008). Reflections on the 2008 AECT Definitions of the Field. TechTrends. 52(1) 24-25
  2. ^ Handbook of Human Performance Technology (Eds. Harold Stolovich, Erica Keeps, James Pershing)(3rd ed, 2006)
  3. ^ Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
  4. ^ Saettler, P. (1990), The evolution of American educational technology. Libraries Unlimited, Inc. Englewood California.
  5. ^ Larry Cuban, Oversold and Underused - Computers in the Classroom. Harvard University Press, 2001.
  6. ^ Skinner, B.F. The science of learning and the art of teaching. Harvard Educational Review, 1954, 24, 86-97., Teaching machines. Science, 1958, 128, 969-77. and others see http://www.bfskinner.org/f/EpsteinBibliography.pdf
  7. ^ Skinner BF (1965). "The technology of teaching". Proc R Soc Lond B Biol Sci 162 (989): 427–43. doi:10.1098/rspb.1965.0048. PMID 4378497. 
  8. ^ See http://supportblogging.com/Links+to+School+Bloggers and http://movingforward.wikispaces.com/Blogs
  9. ^ » Welcome to the Eddies! The Edublog Awards
  10. ^ HallDavidson.net
  11. ^ Dr. Tomei's Educator Index of Web-Based Resources
  12. ^ The Fischbowl
  13. ^ http://www.ianjukes.com
  14. ^ FNO educational technology students schools libraries teachers parents staff development
  15. ^ Scott McLeod - Home - www.scottmcleod.net
  16. ^ Professor Seymour Papert
  17. ^ Welcome to Stager.org!
  18. ^ NeverEndingSearch - Blog on School Library Journal
  19. ^ http://davidwarlick.com/
  20. ^ David Marcovitz
  21. ^ AISI Technology Projects Research Review

[edit] Other

[edit] Further reading

Look up Educational technology in
Wiktionary, the free dictionary.

[edit] Journals

[edit] Schools offering degrees in Educational Technology

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