What is educational technology, anyway? A commentary on the new AECT definition of the field

Hlynka, Denis; Jacobsen, Michele

doi:10.21432/t2n88p

Cited by 19 publications

(11 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is not merely material construction itself but socially constructed and intellectually shaped (Lakhana, 2014;Luppicini, 2005). Educational technologists are not devoted to making technological design but to selecting and evaluating technological processes and resources in order to enhance the effectiveness and efficiency of instruction (Hlynka & Jacobsen, 2009). Such a distinction in the conception of technology probably influences the linguistic realization of lexical bundles.…”

Section: Discussionmentioning

confidence: 99%

Hard or Soft Science? Conceptualizing Educational Technology through a Lexical Bundle Analytical Approach

Kuo

2017

ELR

View full text Add to dashboard Cite

An ongoing discussion on the disciplinary nature of educational technology has been taking place for years. Some view this discipline from the perspective of instructional design and implementation, whereas others conceptualize it from the perspective of media, tool, and system. This study examined educational technology from the perspective of language use by empirically investigating a special sequence of words, referred to as lexical bundles, in educational technology research articles. It aims to capture the distinctive nature of educational technology as soft technology and examine possible associations of educational technology with relevant disciplines. Employing a text analysis tool of AntConc 3.4.3, the researcher compiled a corpus encompassing 323 research articles from six journals with approximately 2.1 million words to identify lexical bundles. All identified bundles were analyzed and further compared with past relevant studies based on the number of different bundles, the content of bundles, and the grammatical structure of bundles. It was found that educational technology as an inter-discipline resembles much more soft science fields in terms of the content and structural categories of bundles. This study not only contributes to a better conceptual understanding of the nature of educational technology but offers a pedagogically beneficial bundle list for informing academic writing instruction in this field.

show abstract

Section: Discussionmentioning

confidence: 99%

Hard or Soft Science? Conceptualizing Educational Technology through a Lexical Bundle Analytical Approach

Kuo

2017

ELR

View full text Add to dashboard Cite

show abstract

“…Thus, pedagogical technology was considered to be the strictly scientific designing and exact reproduction of pedagogical actions guaranteeing success 6 . facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources 7 . According to D.Hlynka and M.Jacobsen, the new AECT definition is important because it provides us with guidance and a direction.…”

Section: Methodology and Methodsmentioning

confidence: 99%

“…Instead, educators select and evaluate technological processes and resources; they create environments and design learning experiences; they assess learners and deep learning and evaluate the quality of performances. [7].…”

Section: Methodology and Methodsmentioning

confidence: 99%

The model of technology of university engineering students’ foreign language training in conditions of multilingual education in Kazakhstan

Kostina¹,

Затынейко²,

Кубеева³

et al. 2016

NSPU Bulletin

View full text Add to dashboard Cite

“…In regard to resource development, one important change has been the emergence of user-created content. As noted by Hlynka and Jacobsen (2009), "the contemporary convergence of [content creation] tasks is one of the major characteristics of the first decades of the 21st century, for better or for worse. Anyone can produce a video for YouTube; everyone is their own editor."…”

Section: Literature Reviewmentioning

confidence: 99%

“…15694/mep.2017.000079 Page | 2 Educational technology has been defined by the Association for Educational Communications and Technology (AECT) as "... the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources" (Hlynka and Jacobsen, 2009). This is in contrast to information technology (IT), which is defined "as the technology involving the development, maintenance, and use of computer systems, software, and networks for the processing and distribution of data" (Merriam-Webster online, 2017).…”

Section: Introductionmentioning

confidence: 99%

Integrating the educational technology expert in medical education: A role-based competency framework

Cenkner¹,

Sonnenberg²,

Hauff³

et al. 2017

MedEdPublish

View full text Add to dashboard Cite

Even though educational technology has existed for decades, integrating educational technology into the medical curriculum has just recently come to the forefront as a priority for the Royal College of Physician and Surgeons of Canada. The process for how this integration will occur has yet to be defined. Therefore, a competency profile was developed for the educational technologist, comprising seven roles, based on the authors' and collaborators' professional knowledge and experience, along with a scoping review of the literature.The result is a hybrid framework of seven core roles constellated around a central role of educational technologist, similar to the CanMEDS model. The proposed roles are: Educational Technology Expert, Leader, Educator, Administrator, Developer, Designer, and Collaborator. Each role has a definition, list of competencies and example activities. A description of each role is provided, along with key concepts highlighted. This newly proposed roles' framework is readily identifiable to the medical educator familiar with CanMEDS, and is presented to facilitate integration between medical educators and educational technologists.The model presents a familiar humanist lens through which to view educational technology. Using the MedEdPublish platform for dissemination of this work, ongoing dialogue regarding the proposed framework, particularly regarding its roles, content, and applicability, is greatly encouraged in the reviews' section.

show abstract

What is educational technology, anyway? A commentary on the new AECT definition of the field

Cited by 19 publications

References 0 publications

Hard or Soft Science? Conceptualizing Educational Technology through a Lexical Bundle Analytical Approach

Hard or Soft Science? Conceptualizing Educational Technology through a Lexical Bundle Analytical Approach

The model of technology of university engineering students’ foreign language training in conditions of multilingual education in Kazakhstan

Integrating the educational technology expert in medical education: A role-based competency framework

Contact Info

Product

Resources

About