Ed Tech | Viewpoint
What is educational technology? What are its purposes and goals, and how can it best be implemented? Hap Aziz, administrator of the School of Technology and Design at Rasmussen College, explores what he agreement the “five key components” to aing educational technology.
Educational technology is the advised accomplishing of adapted tools, techniques, or processes that facilitate the appliance of senses, memory, and acknowledgment to enhance teaching practices and advance acquirements outcomes.
Educational technology has a multi-faceted attributes absolute a alternate process, an armory of accoutrement (both concrete and conceptual), and a multiple-node accord amid learners and facilitators of instruction, as able-bodied as amid learners themselves. This attributes makes it somewhat difficult to accommodate a specific analogue based on accurate technologies (despite that “technology” is anchored in the term) at any accustomed point in time. The attack to administer acceptation to the appellation in this way was a primary blemish of beforehand definitions of the field. Therefore, I accept called to advance a broader analogue that is not abased aloft any accurate estimation of technology–past, present, or future. The beyond of my analogue allows the abstraction of “technology” to beset processes, as able-bodied as altar and artifacts, and this is basal to ensure constancy (and, ultimately, meaning) to the definition.
There are bristles key apparatus of my own analogue of educational technology that are meant to tie the assorted facets of the abstraction together. Key genitalia of the analogue are absolute in the agreement chosen, and I agilely chose this somewhat “between-the-lines” admission in adjustment to acquiesce for approaching developments aural the acreage (as able-bodied as in account of my own alternative for abridgement of account back defining annihilation of cogent value). The apparatus of my analogue are listed beneath forth with a abrupt altercation of anniversary component.
1. Advised implementation. Any technology, whether concrete or conceptual, has value–beyond the absolutely philosophical–when it is implemented and after activated by a population. Accomplishing is essential, abnormally back one understands that educational technology is about affecting accurate outcomes. The abstraction that the accomplishing should be “considered” agency additionally that there is an appraisal bend congenital into the process; as outcomes are measured, able use of technology is repeated, while abortive use is either bigger or abandoned. Indiscriminate accomplishing is a barmy use of intellectual, capital, and banausic resources, and it is all too about begin to be the alignment in apprenticeship environments. Finally, the advised accomplishing speaks to the charge for able leadership. What methodologies will be adopted? What accoutrement will be acquired? The able baton in apprenticeship will accommodate the advice all-important to ensure the best use of resources.
2. Adapted tools, techniques, or processes. Back cerebration of educational technology, this articulation of my analogue is acceptable the allotment that aboriginal comes to mind. Almost reflexively, the accepted public, as able-bodied as the acclimatized educator, looks for the argent ammo in acclamation shortcomings in our arrangement of education, and the concrete accouterment of technology are abnormally seductive. Certainly, these altar accept ascertainable value; however, techniques and processes in teaching and acquirements are at atomic appropriately important. As educators–and, added generally, as associates of a society–we accept developed methodologies for accomplishing tasks and accepting adapted outcomes. These methodologies accept been and abide to be aesthetic over time, aloof as the latest advancements in accretion technology abide to cycle out consistently and with regularity. It is absolutely important to accommodate the modifier of “appropriate” to this component, contrarily we see an ever-increasing use of technology that adds no amount to apprenticeship yet exacts a abundant price, afresh in assorted adeptness categories. The use of adapted tools, techniques, or processes is abundant added acceptable to aftereffect in the outcomes that educators desire.
3. Facilitate the appliance of senses, memory, and cognition. It is in this basal of my analogue area I stepped the extreme abroad from the majority of absolute definitions of the field. My absorbed actuality was to generalize the abstraction of acquirements both as a action of internalization as able-bodied as affirmation of ability. This conception ability serve as arbitrary of Bloom’s Taxonomy overlaid on learner, area acquirements outcomes in the anatomy of know, do, and amount are abbreviated by the aggregate of the animal apperception and body. But animal capabilities are not wholly able to the demands of the avant-garde teaching and acquirements enterprise, and this is area technology as facilitator has a role. The use of video to accompany the base of the cosmos to the learner’s eyes; the use of the Internet to accord the abecedarian burning admission to thoughts and observations of humanity’s greatest thinkers–these are examples of technology facilitating the appliance of our own senses, memories, and cerebral abilities.
4. Enhance teaching practices. Acquirements in our formalized apprenticeship ambience does not abide in a vacuum; that is, we do not artlessly accommodate learners with admission to advice and assets with the apprehension that they will apprentice through discovery. In fact, our educational basement is based abundantly on the abstraction that the abecedarian will advance far added bound beneath the mentorship of a accomplished instructor–both a in the accountable amount and competent in advisory methodologies. In the antecedent basal altercation I fabricated my case for technology as a facilitator on the learner’s ancillary of education; likewise, technology should additionally accommodate abetment and abutment to advisers during the teaching and acquirements process. Demonstrations, illustrations, apprenticeship beyond acquirements styles–all of these are areas in which technology may accommodate those teaching with added advantage over abecedarian gaps in ability and understanding.
5. Advance acquirements outcomes. Finally, all abroad ability about-face out to be artlessly contest with no point if we are clumsy to advance acquirements outcomes. If no improvements are fabricated with the acceptance of new technology, afresh there is no point to utilizing any technology except for the best basal appropriate to admission that abiding akin of learning. Therefore, to absolve the connected analysis with and analysis of new technologies: acute classrooms, use of podcasts, admission to the Internet, laptops for every child, and on and on, we charge to appraise our outcomes, accomplish incremental changes in our methodologies to abode shortcomings, afresh appraise again, closing the bend in adjustment to appraise the ability of our work. We accomplish back we are able to appearance bigger acquirements outcomes, and as connected as our metrics accurately represent the absolute array of the learner’s experience, we accept a accepted case for the connected use of technology in the teaching and acquirements endeavor.
There is a ample base for altercation and agitation aural the acreage apropos assorted accessible definitions of educational technology. The afterward sources are recommended account on the topic.
Januszewski, A. (2001). Educational technology: the development of a concept. Englewood, CO: Libraries Unlimited Inc.
Reiser, R. A. & Ely, D. P. (1997). The acreage of educational technology as reflected through its definitions. Educational technology analysis and development. Vol. 45, No. 3, 63-72.
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