AECT 94 Definition: Teaching technology is the theory and practice about the design, development, utilization, management and evaluation of learning resources and learning process. Educational technology is the theory and practice about the design, development, utilization, management and evaluation of learning process and learning resources.
This definition expresses the research object of educational technology as a series of theoretical and practical problems about "learning process" and "learning resources", which changes the previous formulation of "teaching process" and embodies the great change of modern teaching concept from teaching-centered to learning-centered, from imparting knowledge to developing students' learning ability. Learning process is a cognitive process in which learners acquire knowledge and skills through interaction with information and environment. Learning resources are all kinds of information and environmental conditions to be used in the learning process. The new teaching theory requires students to change from passive recipients of external stimuli to active learners who can actively process information, and teachers should provide information resources and learning environment that can help and promote students' learning. Starting from the needs of social development and human development in the 2/kloc-0 century, we should build a social education system that can support comprehensive learning, autonomous learning, collaborative learning, creative learning and lifelong learning.
[Edit this paragraph] History of educational technology development
American educational technology was the earliest, developed clearly and completely, and had the greatest influence in the world. Other countries, such as Japan, Britain, Canada and so on, have borrowed the theoretical model of American educational technology. Britain and the United States can be typical representatives of studying the development history of educational technology. The formation and development of American educational technology can be traced back to three aspects: first, the audio-visual teaching movement promoted the use of various learning resources in teaching; Secondly, personalized teaching promotes the formation of learner-centered personalized teaching; Thirdly, the development of teaching system method promotes the birth of instructional design as the core of educational technology theory. These three aspects have different origins, but they all follow the development track of "visual teaching-audio-visual teaching-audio-visual communication-educational technology".
1, visual education
The term visual education was first used by a publishing company in Pennsylvania, USA, 1906. It published a book about how to take photos, how to make and use slides, and its title was Visual Education. 65438-0923, the American Education Association established the Visual Education Branch.
2. Audio-visual education
In the second half of 1930s, radio, sound movies and tape recorders were used in education one after another. People feel that the name of intuitive education can't sum up the existing practices, and begin to use the terminology of audio-visual education in their articles. From 65438 to 0947, the Visual Education Branch of the American Education Association was renamed the Audio-visual Teaching Branch. Among many researches on audio-visual education, the representative one is "Audio-visual Teaching Methods" written by E. Dale in 1946. The "tower of experience" theory put forward in this book became the main theoretical basis of audio-visual education at that time and later.
3. Audio-visual communication
From 65438 to 0960, the American Audiovisual Education Association formed a special committee to discuss what audiovisual education is. 1963 In February, the Committee submitted a report, suggesting that the name of audio-visual education be changed to audio-visual communication, and gave a detailed explanation. In addition, many articles and works about audio-visual education tend to use communication as the theoretical basis of audio-visual education.
4. Educational technology
Due to the development of media technology and the innovation of theoretical concepts, the international education community deeply feels that the original name of audio-visual education can no longer represent the practice and research category in this field. On June 25th, 1970, the American Audio-visual Education Association was renamed as the Association of Educational Communication and Technology (AECT). 1972, the association officially named its practice and research field as educational technology.
After the name of educational technology was determined, people began to explore its definition. 1970 in the report to the editor-in-chief and congress, the educational technology Committee, a professional advisory body of the U.S. government, pointed out: "Educational technology is a systematic method to design, implement and evaluate the whole process of learning and teaching based on the study of human learning and communication and by using the combination of human and non-human resources."
[Edit this paragraph] The development of educational technology in China
The earliest educational technology in China is mainly the development and application of audio-visual technology and other technical means in education, which is what we usually call audio-visual education means. The form of distance education with radio, television and satellite as the main body has promoted some changes in teaching organization, learning methods and teaching methods. In the middle and late 1980s, the continuous maturity and progress of computer network technology and communication technology brought about the rapid development of information dissemination technology and the revolution of educational technology and even educational methods.
All countries in the world regard rejuvenating the country through science and education as an important measure, and attach unprecedented importance to the development of educational technology, which is regarded as the driving force of educational development and national development. The United States has invested $565,438+0,998 to enable every citizen to use information technology for lifelong learning. When Clinton was president, he proposed that in 2000, 0/1,000% schools in the United States must be connected to the internet, so that the United States can become an advanced country with "people, machines, roads and networks" from primary school to university. The German Minister of Education Alegre announced in 1998 that the development plan of educational technology will focus on the application of multimedia teaching and the improvement of microcomputer operation level. Malaysia has established a "Multimedia Super Corridor", which makes education informatization reach the international level.
Following the "Opinions on Strengthening Educational Technology Work in Colleges and Universities" issued by the Ministry of Education, China issued the "Decision of the Central Committee of the State Council on Deepening Educational Reform and Promoting Quality Education in an All-round Way" in June 199, which put forward a more clear task for the development of educational informationization and modernization of teaching means: vigorously improve the modernization level of educational technology and means and the degree of educational informationization. Minister Chen Zhili once stressed: "We should deeply understand the important position of modern educational technology in education and teaching and the necessity and urgency of its application;" Fully understanding the application of modern educational technology is the requirement of modern science and technology and social development for education; This is the need of educational reform and development. "Educational technology is moving from the edge of educational reform to the center, and its position and role in the education system are unprecedented.
[Edit this paragraph] Modern educational technology
Highlighting "modernity" is reflected in:
(1) Pay more attention to topics related to modern science and technology;
(2) Make full use of many modern scientific and technological achievements as the media to disseminate educational information and provide a rich material foundation for education;
(3) Absorbing scientific and systematic thinking methods to make educational technology more characteristic of the times, more scientific and systematic.
Educational technology and teaching media
Teaching books
Language experiment system
Traditional educational media
Modern educational media
blackboard
Physical sample model
Newspapers, books and materials
Chart photo wall chart
Audio-visual media
Slide show
project
Audio and video recording
telecine
CD VCD
Image pickup system
Integrated media
Microteaching system
CAI system
Multimedia computer
Satellite reception
Educational media
network
mobile phone
Wireless broadband network
In the process of human civilization, the development and progress of various technologies have played an inestimable role in human society. The appearance of writing, especially the invention of printing, made it possible for knowledge to spread across time and space. The development of audio-visual media such as slide show, silent film, audio film, radio, television and projection has greatly improved the quality and efficiency of knowledge dissemination. With the human society stepping into the information society, information technology, represented by multimedia technology and network technology, has the functions of memory storage, high-speed operation, logical judgment and automatic operation for media information such as signals, languages, sounds, graphics, animations and videos. , so that human learning of knowledge enters the stage of three-dimensional communication.
Modern educational technology shows the trend of the integration of audio-visual technology and computer technology, digital signal processing, CD-ROM information storage and intelligent teaching process, which enables the educated all over the world to learn independently at any time and acquire the most advanced and excellent culture in the world quickly and conveniently.
[Edit this paragraph] Comparison between ]AECT94 definition and 2004 definition
1. The definition of educational technology AECT94: It is the theoretical and practical research to promote the design, development, utilization, management and evaluation of related resources and processes.
2. Definition of educational technology AECT2004: Educational technology is a research and moral practice that promotes learning and improves performance by creating, using and managing appropriate technical processes and resources.
3, the definition shows that:
The concept name defined by (1) is "educational technology", not "educational technology".
(2) There are two fields of educational technology: "research" and "ethical practice".
(3) Educational technology has dual purposes: "promoting learning" and "improving performance".
(4) Educational technology can be divided into three categories: creation, use and management. Compared with AECT94 definition, it is equivalent to integrating five categories in 94 definition into three categories in 2004 definition. The corresponding relationship is: the two categories of "design" and "development" in the definition of 94 are merged into one category of "creation"; Change the category of "utilization" in the definition of "94" to a simpler word "use"; Change the two categories of "management" and "evaluation" in the definition of "94" into one category of "management".
(5) Educational technology has two major objects: "process" and "resources", which are different from "learning process" and "learning resources" in the definition of 94. "Technology" and "resources" in the 2004 definition are preceded by a qualifier "appropriate technology" technology and resources.
(6) The main feature of educational technology lies in its technicality.
4. The main contribution of the definition of educational technology AECT2004:
(1) Expand the research scope of educational technology from the teaching field to the enterprise performance field;
(2) It is clearly stated for the first time that the practice of educational technology should meet the requirements of moral norms;
(3) "Creation" is regarded as one of the three categories in the field of educational technology for the first time, emphasizing the innovation of educational technology;
(4) The study of general teaching process and teaching resources is limited to the study of "appropriate technical process and resources", highlighting professional characteristics and work priorities.
5. This definition also has some shortcomings. First, it is limited to the social and cultural background and industry background of the United States, emphasizing the practicality and stipulation of the definition, and the understanding of the essence of educational technology is not deep enough; Secondly, it is necessary to emphasize the ethics of educational technology practice within a certain range, but we should pay attention to avoid overcorrection.
[Edit this paragraph] The characteristics of educational technology
On the characteristics of educational technology
Educational technology is not the general application of a certain teaching method, it includes the theory and practice of three concepts (learner-centered, relying on resources and using systematic methods) that are comprehensively applied to education and teaching. Educational technology attaches importance to the analysis and study of learners' characteristics (such as behavior level, ability, knowledge base, age characteristics, etc.). ), because the learner's situation has a direct impact on many educational decisions such as choosing goals, determining the rhythm, and determining the nature of evaluation. In educational technology, solving problems depends on developing and utilizing learning resources, promoting personalized learning and improving people's learning quality. Learning resources include information, personnel, materials (teaching media software), equipment (hardware), skills and environment, which is a complex system. In order to make them produce overall functions and play an excellent role in learning, it is necessary to realize the optimal combination through system design. Therefore, it involves a series of educational development work, effective teaching resources development and effective teaching process design.
Educational technology attaches importance to the development, application, management, design and learners' learning experience of all learning resources or learning media called human beings, and emphasizes the scientific and systematic method to analyze and integrate the process of "teaching and learning". For example, teaching activities are designed in a systematic way. Through demand analysis, content analysis and learner analysis, operable progressive learning objectives are formulated, and appropriate strategies (processes, methods and media) are selected according to these learning objectives, thus forming a complete teaching and learning design scheme, which is evaluated and summarized in the trial of the scheme, and necessary adjustments and modifications are made as needed. This systematic process provides a way to optimize teaching activities (or learning experience).
The basic guiding ideology of applying educational technology to solve teaching problems can be summarized as the comprehensive application of three concepts: learner-centered, relying on resources and using systematic methods. Its basic practical principle is to identify the problem first, find out the essence of the problem to be solved, and then study and design the solution according to the essence of the problem. Its operating program is implemented according to the procedures and steps of the system method. The operation process can be divided into six steps, namely, identification, design, selection, implementation, evaluation, modification and popularization. It can also be summarized as two basic links, identifying problems and solving problems, that is, first determine what kind of problems (or needs) to solve, and then find solutions according to the nature of the problems. The process is shown in figure 1.4. In application practice, every step needs to use relevant theories, knowledge and technology to support the systematic method of educational development.
It can be said that in fact, educational technology has already existed in various educational and teaching activities. Whether it is class teaching, individual teaching or group cooperative learning, it is more or less related to some teaching technology content using media and related methods and strategies that do not include real media. For example, traditional educational media involved in daily teaching activities, such as printed textbooks, blackboards, chalk, laboratories, teaching AIDS, wall charts, etc., and modern educational media equipped by schools with better conditions, such as slide projectors, TV and video teaching, computer-aided teaching, satellite education systems, etc. At the same time, teachers often prepare lessons before class, choose and use corresponding teaching procedures and methods according to different teaching contents and students' characteristics, and test the teaching effect and students' learning situation. , all belong to the teaching technology content such as related methods and strategies that do not contain real media. Therefore, all educational activities involve the content of educational technology. Although educational technology itself is not a strange thing, it exists in daily teaching activities. However, as a special discipline and a field with fruitful research results, a set of effective methods and professional knowledge and skills with great potential for improving educational effect, educational development and reform have not been recognized, familiar and mastered by all educators, and need more study, use and further promotion.
[Edit this paragraph] The connection between educational technology and modern educational ideas
The Relationship between Educational Technology and Modern Educational Ideas
The concept of learning society is not only the prediction of the future development direction of human society, but also the ideal and goal of human future development, including the challenges posed by human beings to their own future social development.
The concept of lifelong learning is essentially a concept put forward on the basis of integrating the concepts of lifelong education and learning society, covering the basic ideas of lifelong education and learning society. From this perspective, the concept of lifelong learning should include three basic connotations and extensions:
First, lifelong learning must have the premise of a learning society, that is, society must provide learning conditions and opportunities for people's lifelong learning;
Second, this kind of learning can't be an ultimate way of learning, but a lifelong way of learning, which lasts a lifetime;
Third, lifelong learning must also require breaking the monopoly of an educational institution on education, and must realize the learning scene of education everywhere in society.
The basic connotation and extension of the above three aspects of lifelong learning reflect the relationship between lifelong learning, lifelong education and learning society, but this does not mean that lifelong learning is just a simple addition of lifelong education and learning society. In fact, the concept of lifelong learning has its uniqueness in thinking angle and perspective, which is put forward from the perspective of learners. It can be said that lifelong learning emphasizes the learner's dominant position and regards education and learning as a life style centered on the subject.
Learning society and lifelong learning have strong subjective characteristics. Learning society is a learner-centered social form, therefore, emphasizing learners' dominant position has become an important prerequisite for learning society. At the same time, lifelong learning is not external passive learning, but active and voluntary learning based on learners' own needs. In this sense, it is also required to fully reflect the learner's dominant position. This subjective feature extends the individualization of learning style in learning society and lifelong learning, that is, different subjects have their own personality characteristics in the choice of learning style. To some extent, this makes up for the fact that traditional education emphasizes unity and * * * while ignoring individuality. Of course, emphasizing individuality does not deny the existence of a learning society and lifelong learning. In fact, learning society and lifelong learning also have the characteristics of * * * or wholeness. This * * * or wholeness is mainly reflected in the fact that from the perspective of education, the education of the whole society belongs to a discipline, and from the perspective of personal lifelong education practice, the education of life belongs to a holistic behavior.
From the goal of lifelong learning, it is trying to build such a society: that is, the whole society has opportunities and conditions for learning everywhere, and education has become an important part of social life; Learning has become a universal social behavior and value choice; Learning plays a vital role in society. Therefore, from the definition of this goal, the society is required to assume the corresponding educational responsibility and create a good social atmosphere and environment for education and learning.
Due to the acquisition of learners' subjective learning status in a learning society, traditional educators who play the role of managers and professors can no longer meet the new needs, which requires the role of educators to change accordingly. While the role changes, the function of educators is also changing. This can be said to be the biggest impact on educators, especially teachers. As members of society, educators are also faced with lifelong learning and lifelong education in a learning society. Therefore, this requires teachers to have the new role orientation of learners first. Educators or teachers in a learning society, whether as social citizens or professionals, must constantly learn, constantly understand and master new knowledge and information, which is also an important guarantee for educators to better complete their jobs. The traditional teacher-student relationship is a top-down relationship model. Educators or teachers are in the position of managers and supervisors, and students are naturally managed. Under this relational model, learners' personality and subjectivity are not brought into play, which leads to the lack of students' factors in the teaching process. In the learning society, learners' dominant position has been highlighted, and their role in teaching has been brought into play, which has become an important indicator to measure and evaluate teaching. In this context, it is required to change the role orientation of educators, managers, professors and supervisors and realize equal cooperation between educators and learners. Educators are required to fully respect learners' individuality, individuality and initiative, and teaching becomes a process of cooperation between educators and learners.
In this sense, the learning society and lifelong learning have undoubtedly brought great impact to educators. In addition, the acquisition of learners' dominant position in a learning society requires educators to change the role of traditional professors and educate as guides. The traditional education mode is a top-down one-way education mode, with only teachers teaching and no students participating. But in a learning society, this one-way learning will be replaced by learners' own learning, which requires educators to change from the traditional role of professor to the direction of guide, and guide students to learn better through their own experience, skills and knowledge accumulation. In this process, the relationship between educators and learners belongs to equal cooperation.
The impact of learning society and lifelong learning on educators is undoubtedly enormous, which is also the biggest challenge that our educators are facing or will face.
Lifelong education, lifelong learning and learning society, as an important international educational concept and educational trend of thought, are or will have an important influence and promotion on the enrichment and perfection of the theory in the field of education; On the other hand, these macroscopic ideas and thoughts are not only theoretical trends, but are gradually moving towards reality and gradually transforming from theoretical level to practical level. In the near future, lifelong education, lifelong learning and learning society will become the ideals and goals pursued by all countries in the world. The influence of lifelong education, lifelong learning and learning society is extensive and far-reaching, which not only has a great impact on traditional education theory, but also challenges the educational practice of all countries in the world, and is of course a kind of motivation. The impact and challenge of lifelong education, lifelong learning and learning society can be said to be all-round, whether it is for every member of society or for institutions, groups, governments and countries. Facing such challenges and impacts, it will be a wise choice to conform to the trend of lifelong education, lifelong learning and learning society. Only in this way can we realize the sustainable development of society and individuals, which is the ideal and goal of education itself. At the same time, the basic conditions and technical support of learning society are inseparable from information technology and educational technology, so it is also an important mission of educational technology itself.
[Edit this paragraph] The development relationship between educational technology and education
The development relationship between educational technology and education
In the understanding of educational development, the theory of "four revolutions" is popular, which mainly comes from the following aspects:
First, at the end of 1978, the booklet "American Educational Technology" issued by the former US Liaison Office in People's Republic of China (PRC) was put forward. It wrote: "Historians have identified three revolutions in the field of education. The first time is to transfer the responsibility of educating teenagers from family to professional teachers; The second time is to regard written language as an educational tool as important as spoken language; The third time was the invention of printing and the widespread use of textbooks. The fourth educational revolution is taking place in western countries, especially in the United States. This is the result of the rapid progress in electronics, communication technology and data processing technology in recent years. "
Secondly, according to the special report "The Fourth Revolution-Industrial Technology in Higher Education" published by Carnegie Commission 1972, the theory of "Four Revolutions" originated from British educator Ashby. Ashby.e has long led the establishment.