Educational Technology

by: Daniel W. Surry Abstract This paper discusses how the theories of innovation diffusion have been incorporated into the field of instructional technology. The paper begins with a brief description of general diffusion theory that includes mention of the four most commonly discussed diffusion theories. Following the discussion of general diffusion theory, the author describes how general diffusion theories have been used to form diffusion theories specific to the field of instructional technology. The paper states that the two màjor categories of IT-related diffusion theory are Systemic Change Theories and Product Utilization Theories. Examples of each category are provided. The paper identifies and describes two opposing philosophical views of technology: Determinism and Instrumentalism. The author uses the two philosophies of technology to create two subcategories of IT-related diffusion theory: Developer Based Theories and Adopter Based Theories. Examples of both subcategories

by: George Siemens Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast of the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42). Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundat

Authors: Kim Issroff   , Eileen Scanlon Abstract Abstract:  In this paper we explore the role of theories in current practice in educational technology. We review a range of writings from the past 30 years on the nature of learning technology research. We discuss influences on learning technologies from the related fields of Artificial Intelligence in Education (AIED) and Human-Computer Interaction (HCI). We identify two groups of theories which have been used. The first group are related to principled decisions about the design of learning materials. The second group influence the ways in which we frame our research on learning. Research in learning technologies in the future will need to draw on both groups of theories. In this paper, we draw on our own experiences as educational technologists and the purpose of the paper is to encourage other educational technologists to join with us in reflecting on their own use of theories. Editors:   Martin Oliver  (UC Lond