In my previous blog about the history of educational technology, I commented how the definition of educational technology has evolved and still is. Different authors had emphasized the importance of technology, or the importance of the learning process while others considered both aspects. Reiser (2001) pointed out that \u201ctechnological advances, new ideas and theories regarding the learning process, and new views of how to promote learning and performance in classrooms and in the workplace\u201d has influenced the field and demonstrates the ever-changing environment.<\/p>\n
After reading the articles by Weller (2018) and Reiser (2001), one can see how their viewpoints differ. Weller (2018) chose to examine and strictly focus on technologies when looking at the history of EdTech while Reiser (2001) looked at and discussed the two perspectives of design and technology.<\/p>\n
Reiser (2001) gave a very comprehensive definition for instructional design and technology. His definition included the six categories of activities\/phases which are analysis, design, development, implementation, evaluation (ADDIE) and management (these phases are still being used by instructional designers and training developers), as well as looked at the importance of research and theory in the field (Reiser, 2001, p. 57). Additionally, Reiser (2001) not only looked at the incorporation of media but noticed that the learning process and the promotion of learning and performance is of importance. When exploring the topic of research and theory in educational technology, one will see there is a remarkable growth of research which looks at how technology influences students\u2019 learning and interactions between themselves and other learners as well as with their educators and resources\/instructional content as shown in the four editions of the Handbook of research on educational communications and technology<\/em> by J. Michael Spector (2014). In his books, Spector (2014) \u201cprovides one small glimpse of the revolution that is unfolding\u201d. For these reasons, I find that Reiser\u2019s claims are still relevant in today\u2019s world of innovation.<\/p>\n Although Weller (2018) showed dissatisfaction when looking at the history of educational technology and the overall incorporation of technology in education, he made a very good point when he stated that \u201ceducation is a complex, highly interdependent system\u201d; therefore, it would not be easy to use technology from a different industry and apply it to education. Core functions of education such as content, delivery and recognition need to be considered first before a technology is implemented (Weller, 2018, p. 48).<\/p>\n One lesson from the past applied to the present<\/strong><\/p>\n When reviewing the readings from Reiser (2001), one of the developments which resonates with me is the instructional principles related to constructivism. This requires learners to collaborate and solve real-life, complex issues from different perspectives and take responsibility in their own learning and knowledge construction processes (Driscoll, 2000, as cited by Reiser, 2001). When considering this concept, I feel that this can be applied where students from different disciplines such as dentistry, medicine, nursing, pharmacy and speech language pathology can work on a case scenario together. Currently, we do this during face-to-face discussions when everyone is able to attend; however, if we were to incorporate this by using a platform like Collaborate Ultra, this would enable students from different professions and different locations to learn from each other, see the different perspectives in treatment recommendations and recognize the importance of their roles in patient care and how they can work together towards a common goal of helping the patient.<\/p>\n One lesson from the past, but having a concern<\/strong><\/p>\n When considering the other developments that Reiser (2001) discussed, knowledge management is one that would be a challenge. \u201c[K]nowledge management involves identifying, documenting, and disseminating explicit and tacit knowledge within an organization in order to improve the performance of that organization\u201d (Rossett, 1999, as cited by Reiser, 2001, p. 64). Although, we have the technology to support this at work i.e. intranet, groupware, content management systems (CMS), etc. and can organize and disseminate the knowledge, having the time to use them efficiently and effectively is very difficult in our day-to-day hustle and bustle of work. As pointed out by Greg Hughes, a contributor on a panel discussion on EdTech, there is a \u201c[l]ack of time for effective CPD [Continuing Professional Development] and training. Regular use is the best way forward, but any introduction of new technology needs careful planning and regular time for practice and training\u201d (Vickers, 2017). Some educators find that to use this technology, they need the time for proper training; however, this can be difficult with a heavy workload of preparing and teaching courses for face-to-face or online delivery (using a learning management system, LMS) and meeting with students before or after classes. Unfortunately, there never seems to be enough hours in the day.<\/p>\n <\/p>\n References:<\/p>\n Culatta, R. (2018). ADDIE Model. Retrieved from http:\/\/www.instructionaldesign.org\/models\/addie\/<\/p>\n Spector, J. (2014).\u00a0Handbook of research on educational communications and technology <\/em>(4th ed. ed.). New York, N.Y.: Springer.<\/p>\n Reiser, R. A. (2001).\u00a0A history of instructional design and technology: Part I: A history of instructional media.\u00a0Educational Technology Research and Development<\/em>,\u00a049<\/em>(1), 53-64.<\/p>\n Reiser, R. A. (2001).\u00a0A history of instructional design and technology: Part II: A history of instructional design.\u00a0Educational Technology Research and Development<\/em>,\u00a049<\/em>(2), 57-67.<\/p>\n Vickers, H. (2017). Edtech: keeping up with the pace of change. Retrieved from https:\/\/edtechnology.co.uk\/Article\/edtech-keeping-up-with-the-pace-of-change<\/p>\n Weller, M. (2018).\u00a0Twenty years of EdTech.\u00a0EDUCAUSE Review, 53<\/em>(4).<\/p>\n","protected":false},"excerpt":{"rendered":" In my previous blog about the history of educational technology, I commented how the definition of educational technology has evolved and still is. Different authors had emphasized the importance of technology, or the importance of the learning process while others considered both aspects. Reiser (2001) pointed out that \u201ctechnological advances, new ideas and theories regarding … Continue reading EdTech \u2013 Where were we? Where are we? 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