Four historical perspectives on educational technology are discussed: 1) Media and audiovisual communications, 2) Instructional systems, 3) Vocational training, and 4) Computer systems. Media focused on delivering information through tools like slides and films. Instructional systems applied a systematic approach to design and deliver instruction. Vocational training viewed technology as tools for business and industry skills. Computer systems were initially hoped to transform instruction but implementation challenges emerged. Currently, educational technology draws from all four perspectives through combining resources like media, instructional design, and computer-based systems to support learning.

1. Four Perspectives on
Educational Technology
Mr Kurt S Candilas
MAE –Eng 2

2. Educational Technology
 The combination of the processes
and tools in addressing educational
needs and problems, with an
emphasis on applying the most
current tools: computers and their
related technologies

3. Historical Perspectives
 Important to examine the four
different historical perspectives on
these processes and tools, each of
which has helped to shape current
practices in the field:
Media and Audiovisual
Communications
2. Instructional Systems
3. Vocational Training (Technology
Education)
4. Computer Systems
1.

4. 1. Technology as Media
 Saettler – (1990) Audiovisual
Movement
 Another way of delivering
information other than books, or
teacher instruction.
 Early forms of Media were: slides,
overheads, filmstrips, opaque
projectors.
 Some critics felt these methods were
more effective

5. Groups involved in Media and
Audiovisual Communication
 The Association for
Educational
Communications and
Technology (AECT)
-concerned with
machines which contain
messages and their
application in
classrooms
 Later (1988) refocused
their concerns with
telecommunications
and computer
information systems.

6. Media Impact
 The impact of media has been
widespread and continues to be an
important part of educational
technology.
Teachers
are
constantly trying different ways to
reach their students particularly
when they are confronted with so
many media images in their daily
lives.

7. 2. Instructional Systems
 Took shape in the 1960’s and 1970’s
 The
systems approach to solving
educational problems came from
military and industrial training
 Systems was introduced to K-12 by
university personal working with
schools.
 The system was based on the belief that
teachers and media could be parts of a
system for addressing instructional
need.

8. Instructional Systems
 Educational technology was now
seen as a systematic approach to
design, develop and deliver
instruction matched to specific
needs. From the 1960’s to the
1980’s the application of the
systems approach was influenced
by the popular learning theories of
the time.
 Initially
Behaviorist
theories
followed by Cognitive theories.

9.  In the 1990’s the systems theory was criticized by
popular learning theories, suggestion it was too rigid.
 Today’s constructivist theories have changed opinions
once again and are embracing the Instructional
Systems approach.

10. 3. Technology as Vocational
Training
 Vocational Training is another view of educational




technology.
It sees technology as a tool used in business and
industry called technology education.
It derived from trainers and vocational educators in
the 1980’s.
Key words: Job skills, work world, business/industry
Examples: Robotics, manufacturing systems, and
computer-assisted design

11. Current View of Vocational Training
 Computers are shaping the world around us. Both
are constantly changing as we speak. Business,
industries, and teachers all play in important part
in vocational training in the industrial classroom
and in the classroom itself in all content areas.

12. 4. Computer Systems
 Advent of computers in 1950’s for
business, industry, and military trainers
 Recognized the potential of computers
as instructional tools
 Computer technology was predicted to
be the most important components of
educational technology.
 Instructional applications of computers
did not produce the anticipated success

13.  From 1960’s to 1990’s educational computing was
created to encompass both instructional and support
applications of computers
 In the 1990’s a combination of technology resources,
including media, instructional systems, and computer
based support systems
 Currently our system combines all resources to aid in
learning

14. What could have caused this
disagreement?
 Individuals in this scenario each had




a different perspective of what
Technology Integration meant. Their
idea of the technology plan could
have been different because of the
following:
Prior educational experience
Age of the teacher
Comfort level with technology
Background tech knowledge

15. Our thoughts
 Each individual had one piece of
the pie, but nobody was seeing
the big picture. In order to attain
Technology Integration combined
resources, including media,
instructional systems and
computer based support systems
must be used.

16. Reference
Boudreau, Tammy et. al. (2011). Four
Perspectives on Educational
Technology. Retrieved January 16,
2014 from [electronic version]
quektek.wikispaces.com/.../Four_P
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