The definition of educational technology is new. While it grows out
of and uses concepts from previous theoretical frameworks of educational
technology, it is, in Lewis’ (Hawkridge, 1976) words, “a whole new conceptual
frame work.” It is a synthesis which presents a new way of thinking about what
the concept, field, and profession of educational technology are.
Lewis indicates that this type of new conceptual framework is a
“lonely and high risk activity.” Kuhn (1962) would consider this new framework
a major paradigm change for educational technology and predict the difficulties
which will occur in’ its acceptance by educational technologist and
non-educational technologist alike.
To present the other side of these views of the difficulties
associated with this new conceptual framework, we close the definition of
educational technology with two positive statements that best summarize what
this new definition means and what its implications can be.
Properly constructed, the concept of instructional or educational
technology is totally integrated. It provides a common ground for all
professionals, no matter in what aspect of the field they are working; it
permits the rational development and integration of new devices, materials, and
methods as they come along. The concept is so completely viable that it will
not only provide new status for our group, but will, for the first time,
threaten the status of others. (Finn, 1965,p. 193)
The
educational future will belong to those who can grasp the significance of
(educational and) instructional technology (Finn, 1964, p. 26).
Bibliography
J.C. Agarwal.
Essential of Educational Technology.Vikas Publishing House Pvt limited.2009
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