The term resources is understood to include the tools, materials, devices, settings, and people that learners interact with to facilitate learning and improve performance. Both the types of resources (specifically, technological resources) and how these resources are used (appropriately) serve to differentiate what is done by educational technologists from similar efforts in other fields. The chapter begins with these defining characteristics, and then, it surveys the evolution of the various types of resources and surveys how emerging technologies have affected the field. The second half of the chapter differentiates analog and digital media, examining in greater depth how digital tools have changed the landscape of educational technology. It also discusses how settings and people are used a resources. The chapter concludes with a consideration of ethical issues in the use of resources.
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International Journal of Technology in Education
This paper discusses the history of the instructional design and technology field in four major time periods: (1) 1900s – 1930s, (2) World War II – 1970s, (3) 1980s – 1990s, and (4) 21st century. Since the 20th century has been discussed in detail in earlier works, this paper puts more focus on the 21st century section, which includes discussions of social media, online and blended learning, mobile learning, the open educational resource (OER) movement, massive open online courses (MOOCs), virtual reality (VR) and augmented reality (AR), digital game-based learning (DGBL), gamification, the maker movement, new instructional design process models, and instructional-design theory. While previous discussions of the history of the field focused on the history of instructional media and instructional design and the evolution of learning theories, this paper includes the discussion of the evolution of instructional-design theories and models, which have received relatively less attention.
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The primary purpose of this study was to determine whether or not there has been a change in focus and content of the undergraduate introductory technology course taught to pre-service teachers in schools of education in the United States. A second purpose of this study was to document the degree to which instructors of the introductory technology course taught pre-service teachers pedagogical approaches that emphasize involving their students in using technology. To gain an understanding of the content covered, the instructional approaches taught to students, and the factors that influence both of these, a national survey of introductory technology courses taught to undergraduate pre-service teachers was conducted.
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Communication and Critical/Cultural Studies
In the last century, teachers have come under pressure to incorporate new media technologies into their lessons. Comparing educational research, press coverage, and teachers' firsthand accounts of mediated instruction between 1919 and 1946, this article highlights a historic discrepancy between anticipated and actual uses of media in classrooms. Drawing on de Certeau's theory of “making do,” the author argues that teachers' efforts to balance high technologies with simpler, more do-it-yourself varieties of media in their lessons constituted critical forms of participation in educational media culture and small acts of resistance against industrial, top-down efforts to streamline, modernize, and technologize their work.
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Handbook of Improving Performance in the Workplace: Instructional Design and Training Delivery
This chapter surveys the history of the concept of instructional design as it is known in the educational technology field. Obviously, there are as many ways of preparing instruction as there are teachers and trainers. Often the approach is more intuitive than deliberate. If deliberate, the .
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Journal of Educational Policy and Entrepreneurial Research
Education is increasingly becoming individualised, customised and universally accessible. Its future is being shaped by current and emerging technologies that are drastically changing the way in which teaching and learning are experienced. Such changes are as a result of development in the field of educational technology to utilise game based learning, mobile learning devices, cloud computing, 3-D learning tools, blended learning and multifaceted technologies like laptops, ipods, ipads, Smartphone, tablet computer and e-book reader to its own advantage. Consequently, independent learning is at the forefront of the paradigm changes that are shaping the future of education. This paper reflects on the potential benefits of educational technology in the 21st century, its implication for institutions of learning, challenges and prospects for teachers and students. Building upon this, the paper also examined why these technologies are changing the landscape of education thereby making bot.
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