EDUCATIONAL TECHNOLOGY

Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application.

Educational technology is not restricted to high technology. Nonetheless, electronic educational technology, also called e-learning, has become an important part of society today, comprising an extensive array of digitization approaches, components and delivery methods. For example, m-learning emphasizes mobility, but is otherwise indistinguishable in principle from educational technology.

Educational technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extra-net and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes.Theoretical perspectives and scientific testing influence instructional design. The application of theories of human behavior to educational technology derives input from instructional theory, learning theory, educational psychology, media psychology and human performance technology.

Educational technology and e-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. It is suited to distance learning and in conjunction with face-to-face teaching, which is termed blended learning. Educational technology is used by learners and educators in homes, schools (both K-12 and higher education), businesses, and other settings.

Richey defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources". The Association for Educational Communications and Technology (AECT) denoted instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning. “As such, educational technology refers to all valid and reliable applied education sciences, such as equipment, as well as processes and procedures that are derived from scientific research, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology.

Educational technology refers to the use of both physical hardware and educational theoretic. It encompasses several domains, including learning theory, computer-based training, online learning and, where mobile technologies are used, m-learning. Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology:Educational technology as the theory and practice of educational approaches to learningEducational technology as technological tools and media that assist in the communication of knowledge, and its development and exchangeEducational technology for learning management systems (LMS), such as tools for student and curriculum management, and education management information systems (EMIS)Educational technology itself as an educational subject; such courses may be called "Computer Studies" or "Information and Communication Technology (ICT)"Educational technology is an inclusive term for the tools and the theoretical foundations for supporting learning and teaching. Educational technology is not restricted to high technology.

However, modern electronic educational technology is an important part of society today. Educational technology encompasses e-learning, instructional technology, information and communication technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, networked learning, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital education.

Each of these numerous terms has had its advocates, who point up potential distinctive features. However, Moore sees these various terminologies as emphasizing particular features such as digitization approaches, components or delivery methods rather than being fundamentally dissimilar in concept or principle. For example, m-learning emphasizes mobility, which may allow for altered timing, location, accessibility and context of learning; nevertheless, its purpose and conceptual principles are those of educational technology. In practice, as technology has advanced, the particular "narrowly defined" aspect that was initially emphasized by name has blended into the general field of educational technology. As a further example, "virtual learning" in a narrowly defined semantic sense implies entering the environmental simulation within a virtual world, for example in treating post-traumatic stress disorder (PTSD). In practice, a "virtual education course" refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet. "Virtual" is used in that broader way to describe a course that is not taught in a classroom face-to-face but through a substitute mode that can conceptually be associated "virtually" with classroom teaching, which means that people do not have to go to the physical classroom to learn. Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and videoconferencing.

Bernard Luskin, an educational technology pioneer, advocated that the "e" of e-learning should be interpreted to mean "exciting, energetic, enthusiastic, emotional, extended, excellent, and educational" in addition to "electronic."[16] Parks suggested that the "e" should refer to "everything, everyone, engaging, easy". These broad interpretations focus on new applications and developments, as well as learning theory and media psychology.

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