Explanation of Terms of Educational Technology_Historical Origins_Characteristics

Nomenclature of educational technology

Educational technology, technology as the object of study of the discipline. In the United States, educational technology appears as the face of the field; in China, educational technology is regarded as the object of study of the discipline. It is the object of study of educational technology.

Historical Origins of Educational Technology

The United States of America, the earliest generation of educational technology, the development of a clear and complete vein, the greatest impact in the world, other countries such as Japan, Britain, Canada and other countries to the United States of America's theoretical model of educational technology to do borrowing, the United Kingdom, the United States can be used as a study of the history of the development of educational technology as a typical representative. The formation and development of educational technology in the United States can be traced from three aspects: First, the audio-visual teaching movement to promote the use of various types of learning resources in teaching; Second, individualized teaching to promote the formation of learner-centered personalized teaching; Third, the development of teaching systems approach to promote the core of educational technology theory? The birth of the discipline of instructional design. These three developments have different origins, but all are related to ? Visual teaching? Audiovisual teaching? Audiovisual communication? educational technology? This development trajectory.

Visual education

The earliest use of the term visual education was by a publishing company in Pennsylvania, USA, which in 1906 published a book on how to take photographs, and how to make and utilize slides, titled Visual Education.

In 1923, the American Council on Education established a section on visual education.

Audiovisual education

In the second half of the 1930s, when radio broadcasting, talkies, and tape recorders were being used in education, it was felt that the name visual education did not encapsulate existing practice, and the term audiovisual education began to be used in articles. 1947 saw the name of the AEA's Section on Visual Education changed to the Section on Audiovisual Teaching and Learning. Among the many studies on audiovisual education, the most representative is E. Dale's 1946 book, Audiovisual Methods in Teaching. The book presents the ? The Tower of Experience? theory became the main theoretical basis for audiovisual education at that time and later.

Audiovisual Communication

In 1960, the Association for Audiovisual Education in the United States formed a special committee to study what was meant by audiovisual education, and in February 1963, the committee produced a report recommending that the name of audiovisual education should be changed to audiovisual communication, which was explained in detail. In addition, many articles and writings on audiovisual education have tended to adopt communication as the theoretical basis for audiovisual education.

Educational Technology

The discussion of the definition of educational technology in China is quite rich, and the journals China Electrification Education and Research on Electrification Education have published papers by almost all of the country's major scholars on their understanding of the definition of educational technology.

As a result of the development of media technology and the broadening of theoretical concepts, the international education community was y concerned that the original name of audiovisual education did not represent the scope of practice and research in the field, and on June 25, 1970, the American Association for Audiovisual Education changed its name to Association for Educational Communication and Technology (AECT). On June 25, 1970, the American Association for Audiovisual Education changed its name to the Association for Educational Communication and Technology (AECT), and in 1972, the Association formalized its field of practice and research as educational technology.

After the name of educational technology was determined, people began to explore its definition. 1970, the Commission on Educational Technology, a professional advisory body of the U.S. government, pointed out in a report to the editor-in-chief and the Congress: ? Educational technology is a systematic method of designing, implementing, and evaluating the entire process of learning and teaching in accordance with specific objectives, based on research on human learning and communication, and the use of a combination of human and non-human resources, thereby contributing to more effective teaching and learning.?

Characteristics of Educational Technology

Educational technology is not a general application of a certain teaching methodology, it contains three concepts (learner-centered, relying on resources, and the use of a systems approach) comprehensively applied to the theory and practice of education and teaching. Educational technology attaches importance to the analysis and study of learner characteristics (such as behavioral level, ability, knowledge base, age characteristics, etc.), because the learner's situation has a direct impact on the selection of goals, determine the pace, determine the nature of the evaluation and many other educational decisions. In educational technology, problem solving manifests itself in the form of improving the quality of human learning through the development and use of learning resources and the promotion of individualized learning. Learning resources, which include information, people, materials (instructional media software), equipment (hardware), skills and environments, are a complex system. In order for them to have an overall function and play an excellent role in learning, it is necessary to achieve an optimal combination by carrying out a systematic design. This involves a series of educational development efforts to develop effective teaching and learning resources and to design effective teaching and learning processes.

Educational technology attaches importance to the development, application, and management of all learning resources or learning media known as human beings, the design and learning experience of the learner, emphasizing the use of scientific systems approach to the analysis and integration of ? teaching, learning? process. For example, using a systematic approach to the design of teaching activities, after needs analysis, content analysis, learner analysis, the development of operational progressive learning objectives, and according to these learning objectives to choose the appropriate strategies (processes, modes, media), in order to form a complete teaching and learning design program, and in the trial implementation of the program, to evaluate and summarize the needs of the need to make the necessary adjustments and modifications. Such a systematic process provides a way to optimize teaching activities (or learning experiences).

The basic guiding principle for the application of educational technology to solving teaching problems can be summarized as the integrated application of three concepts: learner-centeredness, reliance on resources, and the use of a systems approach. Its basic principle of practice is to first identify the problem, to clarify the nature of the problem to be solved, and then according to the essence of the problem to study and design a solution to the problem. Its operational procedures are in accordance with the procedures and steps of the systematic approach to the operation and implementation.

The operation process can be divided into six steps, namely, identification, design, selection, implementation, evaluation and modification and promotion. Can also be summarized as two basic links, identification of the problem and problem solving, that is, first determine what nature of the problem to be solved (or demand), and then according to the nature of the problem to find a solution to the problem. The process is shown in Figure 1.4. In applied practice, for each step carried out also need to apply the relevant theories, knowledge and technology to support the systems approach to educational development.

It can be said that, in fact, educational technology has long been prevalent in a variety of educational and teaching activities, whether it is the use of school classes, individualized teaching, or group cooperative learning forms of teaching, are more or less, or partially or fully involved in the use of some of the media content of instructional technology and does not contain the media related methods, strategies and other instructional technology content.

For example, in the day-to-day teaching activities involved, known as the traditional educational media: printed textbooks, blackboards, chalk, laboratories, teaching aids, wall charts, and better equipped schools, known as the modern educational media: slide projector projector, television and video teaching, computer-assisted teaching, satellite education system. At the same time, teachers often carry out pre-course preparation, according to different teaching content and student characteristics to choose to use the appropriate teaching procedures and methods, to understand the effectiveness of teaching, student learning test, etc., are not included in the media related methods, strategies and other teaching technology content.