Generation stage
There are different opinions about the origin of educational technology. Some scholars believe that educational technology, as a means, method and skill to carry out educational activities, should be extended to an older era. From the development process, educational technology can be traced back to the classification of knowledge subjects by ancient tribal priests, hieroglyphics or writing symbols invented by early culture to accumulate and spread information, and every era has an educational technology or a set of procedures invented to complete a cultural education.
Some scholars believe that the real ancestor of educational technology should be the teachers of rhetoric, philosophical eloquence and ethics gathered in Athens from all over ancient Greece. They use the term "technology" and apply their knowledge to the actual educational art process in a systematic way. They formulate cognitive rules that meet the requirements of teaching objectives, systematically analyze disciplines, design teaching methods and compile teaching materials.
Others believe that "from the first day of education, there is educational technology". According to this statement, educational technology can be traced back to the beginning of the transmission of ancient production and life experience. With the progress of the times, human beings constantly adopt new technologies to complete education, which leads to the development of educational technology.
Some people think that intuitive technology and philosophical epistemology (sensory theory) in1end of the 7th century-19 years should be the primary stage of educational technology, and intuitive technology with classroom teaching as the cognitive form and books, chalk, blackboards, pictures, models and oral English as the media is relatively simple and primitive educational technology.
Some people divide educational technology into traditional and modern. They believe that the period from the birth of education to the end of 19 is the development period of traditional educational technology, which is mainly educational activities with oral language, body technology, writing, printing and intuitive technology as technical means. At the end of 19, the media intervened in the field of educational technology, marking the development period of educational technology from tradition to modern education technology.
Most scholars in the field of educational technology in the United States, represented by J.D.Finn, believe that educational technology originated from the second industrial revolution, namely the era of automation and atomic energy. They believe that educational technology began in the early 1920s, with the rise of visual movement as the beginning of educational technology.
stage of development
In the early 1970s, D.D.Ely proposed that the formation and development of American educational technology can be traced back to three main aspects: audio-visual teaching movement, personalized teaching and the development of teaching system and methods.
Audio-visual teaching movement
The vision from 19 18 to 1928 marks the beginning of educational technology. It is a reform of long-standing formalism education methods, especially "Linguism", aiming at promoting the application of visual media in teaching, providing students with concrete perceptual knowledge of abstract teaching content in school and improving teaching effect.
During the period of 1924, audio-visual movies came into being, and people gradually realized the great role of audio-visual movies in improving the educational effect, which aroused people's extensive interest and the government attached great importance to it. Visual teaching extends to audio-visual teaching.
During World War II, audio-visual teaching in schools lacked equipment, materials and experts, and developed slowly, but it was vigorously developed in military and industrial training. Projectors are mainly used to identify aircraft and military targets. The flight training simulation of astronauts has trained qualified soldiers to fight on land, sea and air in a short time, and trained ordinary young men and women into skilled workers who make arms and ships.
After World War II, audio-visual teaching entered a period of stable development, and various ideas were gradually bred. For example, 1946, E.Dale's tower of experience, 1947, the visual teaching department of the national education association was renamed as the audio-visual teaching department.
Individualized teaching
In 1950s, Skinner launched the program teaching movement, which had an important impact on the development of personalized teaching. It prints the teaching materials into small paragraphs or frames, and each paragraph or frame includes a message (stimulus), an unfinished sentence, or an unanswered question (response) and a correct answer (reinforcement). In the article entitled "The Science of Learning and the Art of Teaching" published by 1954, he redesigned the teaching machine according to his own operational conditioning and active reinforcement theory, which led to the climax of the program teaching movement in the United States from the 1950s to the early 1960s, and later developed into "program teaching" with only program textbooks but no teaching machine. In the late 1960s, the cost was too high, students' interest weakened, and new requirements were put forward for the use and management, and program teaching began to decline.
Formation stage
In the early 1960s, influenced by communication theory and early system theory, there appeared a new trend in the field of audio-visual teaching. Shannon applied communication theory to the field of education, resulting in audio-visual communication. The emergence of communication studies has shifted people's attention from "things" to the process of information transmission from the source to the receiver. At the same time, the United States began to discuss the definition of educational technology, such as Ely 1963. Although program teaching declined in the 1960s, computer-assisted instruction, which was replaced by computers, reached its peak.
With the penetration of communication into audio-visual teaching, system theory has also begun to play a role and influence on education and teaching. With the development of educational technology practice, systematic method has become the main research method of modern educational technology. The study of educational technology has shifted from the study of the characteristics of a single media to the systematic study of the systematic development and educational process of the media. Based on the study of human learning and communication, this paper systematically designs human resources and non-human resources. Among them, it is of great significance that in the early 1970 s, the audio-visual teaching department in the United States was separated from the National Education Association and became an independent educational communication and technology association. Scholars pay more and more attention to the definition of educational technology, such as 1970 defined by the American Educational Technology Committee, 197 1 Mac Kenzie and Eraut defined by silber, AECT 1972 and 6542. At the same time, the theoretical system of educational technology is also forming, represented by the publication of Gagne's book Fundamentals of Educational Technology in 1987.
Since the 1990s, educational technology has entered the stage of network development, multimedia systems and computer networks have been applied to teaching, and constructivist learning theory has attracted attention. Formulate educational system, educational means, educational methods, educational models, educational systems, educational concepts, etc.