Educational Technology Definitions

Educational technology is a broad category that changes as fast as technology is developed. This implies that due to the continuous evolution in the available technological tools (hardware and software); especially the technologies that can be employed to serve learning, it is challenging to agree on one lasting definition for

educational technology. Hence, in order to keep the definition up to date, continuous modification is necessary.

Defining an applied field like Educational Technology is more difficult than defining any of the social science disciplines. The reason is that there is no single knowledge base to ground Educational Technology, as is the case in the social sciences. In an applied field, by its very nature, multiple knowledge bases are employed. The development of new knowledge causes shifts in thinking and introduces change, and in the field of Educational technology, multiple knowledge bases lead to multiplying change. (Luppicini, 2005, p. 105)

Marshall (2002) suggested that educational technology is the broad range of

communication tools between educators and learners, transferring knowledge using the related digital technologies that can be used to support learning. It can be seen that this definition focuses on the idea of communication between teachers and students and among students themselves, to exchange knowledge, experience and ideas. In addition to the previous definition, the Association for Educational Communications and Technology (AECT) Definition and Terminology Committee (2004) defined educational technology as the ethical practice of facilitating learning, improving student’s academic performance and innovation, using appropriate technological tools.

Richey (2008) and Aziz (2010) claimed that educational technology is the considered implementation of suitable tools and methods that promote the application of senses, memory and cognition to improve teaching and maximise learning outcomes.

In accordance with this definition, educational technology should include the following

categories: i) implementation, ii) proper tools and iii) appropriate methods that facilitate

learners’ memorisation, constructivism and cognition, as well as improving the teaching skills, practices and sharing knowledge.

Schacter (1999) and Costley (2014) claimed that educational technology has not only become popular and widely used to achieve the learning outcomes and learners’ expectations, but is also recognised by academic institutions as a viable learning alternative to the traditional classroom. Turner (2003) confirmed that using educational technology effectively improves learning since it offers learners advanced skills in

computing technology and positive experience of researching. The International Society for Technology in Education (ISTE, 2007) stated clearly that:

Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyse and synthesise the information and present it professionally. The technology should become an integral part of how the classroom functions as accessible as all other classroom tools. (Cited in (Abdullah, 2016, p. 41)

Young (2008) suggested that the term digital technology could include software or hardware tools, such as computers, portable devices and diverse applications (Apps). Young (2008, p. 10) claimed that many schools “use technology to enhance students’ learning: tools such as Internet access, digital cameras, email, interactive whiteboards, laptop computers, LCD projectors and course-specific software that support the curriculum”.

Kalz (2014) argued that using digital technology could guarantee lifelong learning since digital technology-based learning is not subject to the same limitations as traditional learning is. For instance, communication in traditional learning is limited by classroom space and lesson timing. This echoes Thorpe (2000) who argued that digital technology-based learning could be described as life-long learning as it facilitates the exchange of knowledge and ideas between learners, teachers and curriculum developers regardless of time and place. Baghcheghi et al. (2011) claimed that the lack of collaboration, communication and digital technology tools in the classroom leads to traditional teaching or what can be described as the teacher-centred classroom where a teacher is the main protagonist and students are mere listeners with limited participation in the learning process.

Turner (2003) gives four rationales for schools using educational technology. Firstly, social rationale: since digital technology is an essential part of any society, as long as students are members of society, then students should know how to use digital technology. Secondly, vocational rationale: learning how to use digital technology can improve employment opportunities. Thirdly, pedagogical rationale: digital technology can support pedagogy by developing new methods of teaching, which might improve students’ learning. Finally, catalytic rationale: digital technology is a catalyst for students’ learning in schools.

In 1997, Tony Blair (the former Prime Minister of the UK, launching the National Grid for Learning) emphasised the importance of digital technology for all people, but particularly in the field of education:

Technology has revolutionised the way we work and is now set to transform education. Children cannot be effective in tomorrow's world if they are trained in yesterday's skills. Nor should teachers be denied the tools that other professionals take for granted. (Blair, 1997)

As regards education, digital technology has provided a new learning resource for learners, such as audio-visual education (effective watching and listening). It has enhanced the quality of content knowledge and moved it from the theoretical part only to be integrated into three kinds of content: theoretical, practical and interactive content knowledge (Farah, et al., 2016). Furthermore, new technologies offer a connection within the same subject between the theoretical side and the practical side by providing many sorts of innovative services, such as virtual laboratories.

2.5.2 Educational Technology/ Digital Technology Supports Pedagogy