Educational technology can be defined in various ways but generally refers to the process of applying tools and materials to education. It has evolved over time from a focus on audiovisual media and communications to encompass instructional systems, vocational training tools, and now computers and computer-based systems. Different organizations define educational technology according to their focus, such as the Association for Educational Communications and Technology (AECT) which focuses on audiovisual media, and the International Society for Technology in Education (ISTE) which emphasizes computers and computer systems.

1. Educational TechnologyEducational Technology
Integrating Educational Technology
into Teaching

2. Chapter ObjectivesChapter Objectives
Definitions of educational
technology
Identifying the component parts of a
computer system
Functions of a given systems device
Classifying computer software
Describing the contributions of
educational technologists
Classifying educational technology
products

3. Technology in Education:Technology in Education:
Concepts and Definitions
Educational Technology has no
agreed upon definition.

4. “Technology is commonly
thought of in terms of gadgets,
instrument, machines, and
devices….most (educators) will
defer to technology as
computers”
-- Muffoletto(1994)-p.5 Integrating Education-- Muffoletto(1994)-p.5 Integrating Education
Technology into Teaching (IETIT)Technology into Teaching (IETIT)

5. ““Only about a decade ago, a
history of technology in
education since 1920 placed the
emphasis on radio and
television, with computers as
an afterthought .”
--Cuban, 1986--Cuban, 1986 (IETIT) p.5

6. However, Saettler (1990) urgesHowever, Saettler (1990) urges
“The historical function of“The historical function of
educational technology is aeducational technology is a
processprocess rather than a product.”rather than a product.”

7. Any useful definition of
educational technology, therefore,
must focus on the process of
applying tools for educational
purposes, and the materials used.

8. In education, the combination of
process and product merges
instructional procedures with
instructional tools.

9. Technology in Education asTechnology in Education as
Media and AudiovisualMedia and Audiovisual
CommunicationsCommunications

10. Audiovisual movement: ways of
delivering information that could be
used as alternatives to lectures and
books.
Audiovisual communications: the
“branch of educational theory and
practice concerned primarily with the
design and use of messages which
control the learning process.”
(Saettler, IETIE,p6)
AECT- Association for Ed. Commo.
and Technology.

11. Technology in Education asTechnology in Education as
Instructional SystemsInstructional Systems

12. 1960s and 1970s
Human and non-human resources
( teachers and media).
Systematic approach to designing,
developing, and delivering
instruction matched to carefully
identified needs.
International Society for
Performance Improvement.
Validating and creating instruction.

13. Technology in Education asTechnology in Education as
Vocational Training ToolsVocational Training Tools

14. Technology in Education:
1. School learning prepares students
for the world of work.
2. Vocational training can be a
practical means of teaching.
ITEA (International Technology
Education Association).

15. Technology in Education asTechnology in Education as
Computers and Computer-basedComputers and Computer-based
SystemsSystems

16. Instructional and supportive
applications of computers.
Computers began to be used in
classrooms in 1960s until 1990
and was known as educational
computing.
By the mid-1990s, educational
computing became known as
educational technology.
ISTE (International Society for
Technology in Education) holds the
following views:

17. Approaches to Technology inApproaches to Technology in
EducationEducation

18. An emphasis on ComputerAn emphasis on Computer
SystemsSystems
 Computers as media are becoming
more complex and more
capable.
 Computer systems are subsuming
other forms of media.
The perceived complexity of
computer-based systems has made
it more difficult for educators to
effectively integrate software and