Defining Educational Technology

Here is the current Association for Educational Communication and Technology’s (AECT) definition of educational technology given by Januszewski & Molenda (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” (p. 1).

One of the things that I like in particular about this definition is its emphasis on ‘facilitating learning.’ This emphasis, as pointed out by Januszewski & Persichitte (2008) is a shift from the initial 1963 definition which described educational technology as “control[ing] the learning process” (p. 260).  For me, this is a key point because I believe that learning (of those of all ages) needs to be less controlled and more self-directed.  This idea of educational technology facilitating learning (rather then controlling learning or being used to teach) encompasses all learning, including informal learning. The classroom is definitely not the only place that learning is facilitated through technology, informal learning occurs daily through lived experiences outside of formal educational settings.  The topic I am particularly interested in studying for my doctoral studies is the informal learning experiences occurring through the use of social media.  Therefore, a definition of educational technology that is not restricted to situations of teaching or controlling learning is key for me.

Another highlight of this definition for me is it’s emphasis on improving performance (although I have to admit that I am somewhat partial to the wording of the 1963 definition that referenced developing the “learner’s full potential” (Januszewski & Persichitte, 2008, p. 261)). Why I like the emphasis on improving performance is that technology should not be an add-on that is incorporated into classrooms simply because 21st century learning means having technology in the classroom.  Instead, technology should be harnessed to enhance learning. Essentially, the technology should not determine the learning experience, instead the learning experience should drive the design and use of the technology.  This emphasis on learning is also addressed by Hlynka & Jacobsen (2009) in their commentary on this definition. They state:

“The fourth stage of the definition tells us what we work with: technological processes and resources. Here is where the common tools definition fits comfortably… as resources. It is almost as if the tools concept just barely makes it into the definition… at the very end. For those of us who regard “educational” as 90% of what we do, and “technology” as 10%, the primary focus on learning and performance and a secondary focus on technological processes and resources is a good fit” (para. 12).

Hlynka & Jacobsen (2010) ask, what could be missing from this definition? This is a question, I will continue to contemplate as I continue with my research and doctoral studies and consider how others are defining educational technology both theoretically and operationally.

References:

Hlynka, D., and Jacobsen, M. (2010). What is educational technology, anyway? A commentary on the new AECT definition of the field. Canadian Journal of Learning and Technology, 35(2). Retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/527/260

Januszewski, A., & Molenda, M. (2008). Chapter 1: Definition. In Januszewski, A., & Molenda, M. (Eds.), Educational technology: A definition with commentary. New York: Lawrence Erlbaum Associates.

Januszewski, A, & Persichitte, K. A. (2008). Chapter 10: A history of the AECT’s definition of educational technology. In Januszewski, A., & Molenda, M. (Eds.), Educational technology: A definition with commentary. New York: Lawrence Erlbaum Associates.