Educational Technology as a systems approach
All attempts made to define the concept of educational technology as an area of study involving the application of technologies emerged from the application of theories of learning and development as well as information and communication technologies have not been comprehensive enough without a theoretical grounding in the social context. The use of these technologies has to be grounded in a theoretical foundation provided by a systems perspective. The field of educational technology shares the same difficulties and struggles involved in defining itself as one comes across while defining other social sciences and applied social sciences. This section attempts to provide you with adequate theoretical understanding about systems theory in order to have a more comprehensive view of the field of educational technology.
You would have read through the two sections indicated in the article by Luppicini (2005). You would have understood that a comprehensive definition of educational technology goes beyond uses of technology including techniques, theories, and methods from multiple knowledge domains which are standardised and reproducible such as computer science, psychology and communications. The definition would also include the governing principles of systems approach.
Reading 1.11
Reflection 1.5
Review the following two definitions of educational technology given in the article by Luppicini (2005).
Definition A:
The emphasis on instruction is more accentuated in some earlier definitions offered by AECT, which employs the term "instructional technology" instead of "educational technology. "Instructional technology is the theory and practice of design, development, utilisation, management, and evaluation of processes and resources for learning (AECT 1994).
Definition B:
Educational technology is a complex and integrated process, involving people, procedures, ideas, devices and organisation for analysing problems and devising, implementing, evaluating, and managing solutions to those problems, involved in all aspects of human learning (AECT 1977).
You have also learnt the new AECT definition given by Hlynka, D and Jacobsen, M (2009) in the earlier section. Let us recall and consider that definition too.
Definition C:
‘Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.'
Which of the above three definitions of educational technology are more comprehensive and appropriate?
Reflect on your own. Also talk to some of your colleagues or peer group during tutorials. Do they agree to your view?
Check your progress 1.7
a.
b.
2. Give in your own words, a comprehensive definition of ‘educational technology":
In the conclusion part of the article by Lupiccini (2005), you would have found a discussion on a comprehensive systems definition of educational technology in society. While the earlier definitions discussed in this and earlier sections do talk about analysis, design, development, organisation, management and evaluation, they mostly take an inner view of educational technology without providing a view from outside of the core world that is from the larger educational or social context. The comprehensive systems definition includes for the theoretical grounding concerns provided by systems theory (view from outside) and accommodates multiple uses of ICT and other techniques with the governing principles expressed in the core field (view from inside).
Let us bring together the key ideas identified in the discussion and try to indicate the criteria for conceptualising technology in the field of educational technology. It revolves around concerns and issues with mental processes and products to achieve human purposes related to education and learning within a socio-environmental context. These criteria are key components to a definition of educational technology for society.
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