The article that you read includes a detailed discussion on the definition of educational technology.

You would have seen the new AECT definition ((Hlynka, D and Jacobsen, M 2009)) which becomes the latest beacon to guide our thinking into the twenty-first century. It states: ‘Educational technology (ET) is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.'

To recall and reinforce your reading, a summary of the discussion on the new definition is presented here. As can be readily seen, the definition contains four components.

1. First the focus is on "study and ethical practice." This immediately moves the definition beyond ET being only a tool. There is a tool component given later in the definition. But this is de-emphasised and incorporated as only one component of a technological system. This clearly indicates that educational technology is not a tool: it is a study and practice. Not only that, it is, by definition, an ethical practice.
2. Second, the component related to purpose of educational technology- it is for "facilitating learning and improving performance". These twin purposes reflect why we focus on technology. The present definition puts learning and performance at the forefront of our field of study and practice.
3. Third, this part of the definition tells us how we do this: "by creating, using and managing". In the twenty-first century, these three key words become far more subtle than at first glance. It also focuses on a systematic way of creating, using and managing the different processes. Traditionally these tasks related to three different kinds of people.-a professional writer, director, artist, etc. was the creator; the teacher was the manager of instruction; the student or learner was the end user. But today this clear differentiation may not clearly exist and the tasks are converging as technologies converge. For example, anyone can produce a video for YouTube; everyone is their own editor; and the role of teacher as manager is on the verge of being replaced by teacher as designer and facilitator of learning and the end user could also be involved in creation and management.
4. Fourth, this part 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. This definition emphasises that "educational" should be of the main focus of what we do, and "technology" as a secondary focus on technological processes and resources.

This definition of ‘educational technology' indicates that emphasis on ‘facilitating learning and improving performance via technological processes and resources', versus ‘products or tools', is vital to understanding the educational part of the definition. Distinct from computer scientists or engineers, most educators are not in the business of designing or inventing the hardware, cables and connectors. The concern and pre-occupation of educators constitute:

1. Selecting and evaluating technological processes and resources.
2. Creating environments to facilitate learning.
3. Designing learning experiences.
4. Assessing learners and evaluating the quality of performances.

The authors summarise the discussion on the focus of educators highlighted in the definition of educational technology as quoted below: