The definition of educational technology: An emerging stability

Ely, Donald P.

doi:10.4148/0146-9282.1793

Cited by 14 publications

(12 citation statements)

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“…For some, it is useful to help describe a profession; for others, it is a description of what practitioners do; and for still others, it helps to limit the scope of their activities so that individuals know who is 'in' and who is 'out' (Ely, 1983). Educational technology is an elusive field because it draws on such diverse roots and because it finds the bulk of its activities in many applied areas.…”

Section: What Is Meant By Educational Technology?mentioning

confidence: 99%

The promises of educational technology: A reassessment

Ely¹,

Plomp²

1986

Int Rev Educ

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-The claims made for educational technology have not always been realized. Many programmes in education based on media and technology have produced useful documentation and supportive research; others have failed. The current, comprehensive definition of educational technology is a helpful key to understanding how a problem-solving orientation is necessary to approach teaching/learning designs. The process of educational technology begins with an analysis of the problem, rather than with the medium as a solution. Examples of appropriate applications come from open universities and primary schools where distance, time, insufficient personnel, and inadequate facilities have led to a search for alternative means for teaching and learning. Less successful programmes tended to have confused goals and an emphasis on one medium. They also lacked: support services, staff training, quality software and a system focus. The threads which run through the more successful programmes are described. The lessons learned from fifty years of media and technology development in education and training are discussed with an eye toward the future. It is clear that educational technology as a problem-solving process will lead the field into the twenty-first century.

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Section: What Is Meant By Educational Technology?mentioning

confidence: 99%

The promises of educational technology: A reassessment

Ely¹,

Plomp²

1986

Int Rev Educ

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“…Sebagai Ely (1983) yaitu suatu proses yang kompleks dan terintegrasi, melibatkan manusia, prosedur, gagasan, alat dan organisasi, untuk menganalisis masalah serta merancang, mengimplementasikan, mengevaluasi, dan mengelola solusi terhadap permasalahan dengan melibatkan semua aspek pembelajaran.…”

Section: Teknologi Pendidikanunclassified

Analisis Tren Dan Perkembangan Tesis Bidang Teknologi Pendidikan Universitas Sebelas Maret Menggunakan Teknik Science Mapping

Satiawardana

Eko

2019

baca.j.dok.inf.

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This research purpose is to track scientific trend and development of master thesis in the UNS Educational Technology study program. The novelty of this research is the combination of science mapping and and linear regression approach to analysis centrality in determining scientific trend from 2012 until 2017. In this research, science mapping combines co-word analysis represented by the master thesis keywords and social network analysis through degree, betweenness, closeness and PageRank centrality. General outlook, the development of relations between clusters and keywords and centrality from year to year will be analyzed using Gephi software. To get representative maps, the map be organized using the Fruchterman-Reingold and Circular layout algorithms. To determine the trend of research focus, all four centralities will be analyzed using Tableau software. The study found that within six years, the focus of research was dominated by topics related to the evaluation of learning methods that emphasized cognitive aspects, had a contextual approach, cooperative and utilized interactive multimedia technology. It was also found that there was a shift in research from conventional learning media to information technology-based since 2015 and the emergence of new scientific topics since 2017. The future scientific trend is the development of interactive, contextual, cooperative learning strategies and utilizing information technology-based learning media. ABSTRAK Penelitian ini bertujuan untuk melihat perkembangan dan tren keilmuan tesis Program Studi S2 Teknologi Pendidikan UNS. Unsur kebaruan penelitian ini adalah penggabungan analisis menggunakan pemetaan ilmu pengetahuan dan pendekatan regresi linier untuk analisis sentralitas dalam menentukan tren keilmuan dari tahun 2012-2017. Penelitian ini menggunakan metode analisis co-word analysis yang diwakili oleh kata kunci tesis dan analisis jejaring sosial melalui sentralitas degree, betweenness, closeness dan PageRank. Gambaran umum, perkembangan relasi antar-cluster dan kata kunci serta sentralitas dari tahun ke tahun dianalisis menggunakan perangkat lunak Gephi. Untuk mendapatkan gambaran yang representatif, peta akan ditata menggunakan algoritma layout Fruchterman-Reingold dan Circular. Untuk menentukan tren fokus penelitian, keempat sentralitas akan dianalisis menggunakan perangkat lunak Tableau. Penelitian menemukan bahwa selama enam tahun, fokus penelitian didominasi oleh topik terkait evaluasi metode pembelajaran yang menekankan aspek kognitif, memiliki pendekatan kontekstual, kooperatif dan memanfaatkan teknologi multimedia interaktif. Ditemukan pula bahwa terjadi pergeseran penelitian media pembelajaran dari konvensional menuju berbasis teknologi informasi sejak tahun 2015 serta munculnya topik keilmuan baru sejak tahun 2017. Sedangkan tren keilmuan ke depannya adalah pengembangan strategi pembelajaran yang bersifat interaktif, kontekstual, kooperatif serta memanfaatkan media pembelajaran berbasis teknologi informasi.

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“…From the mid-1950s on, the field of educational technology was responding to a call from Finn for professionalization (Finn, 1953). This led to the publication of a series of attempts to define the professional field (Association for Educational Communications andTechnology, 1972, 1977;Ely, 1963Ely, , 1973Ely, , 1983Finn, 1953Finn, , 1960Seels & Richie, 1994; see also Januszewski, 2001 for a review of these attempts). These publications laid emphasis on design and development activities and on technology, placing less emphasis on the details of evaluation.…”

Section: Superficiality Of Designers' Descriptions Of Evaluationmentioning

confidence: 99%

Reconsidering design and evaluation

Gibbons¹,

Williams²

2017

The Sciences of Learning and Instructional Design

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In this paper we have put design and evaluation as it were under a microscope with multiple lenses. We use four different snapshots of design, each at a different level of resolution, to reveal new perspectives on the design-evaluation relationship. We believe that the disparate views of designers and evaluators can be resolved by resorting to the middle ground described by Klir. We believe also that the disparate views of educational technologists and learning scientists can be similarly resolved by appealing to the similar principle of Edelson. Everything we evaluate is designed. Every evaluation we conduct is designed. Every report, graph, or figure we present is designed. In our profession, design and evaluation are woven together to support the same purpose-making the world a better place.

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The definition of educational technology: An emerging stability

Cited by 14 publications

References 0 publications

The promises of educational technology: A reassessment

The promises of educational technology: A reassessment

Analisis Tren Dan Perkembangan Tesis Bidang Teknologi Pendidikan Universitas Sebelas Maret Menggunakan Teknik Science Mapping

Reconsidering design and evaluation

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