Educational technology is the use of technology to improve education. It is a systematic, iterative process for designing instruction or training used to improve performance. Educational technology is sometimes also known as instructional technology or learning technology.
Educational technology as practice refers to any form of teaching and learning that makes use of technology. Nevertheless, there are a few features on which most researchers and practitioners might agree:
Use of technology is principled: Technology means the systematic application of scientific knowledge to practical tasks. Therefore, educational technology is based on theoretical knowledge drawn from different disciplines (communication, education, psychology, sociology, philosophy, artificial intelligence, computer science, etc.) plus experiential knowledge drawn from educational practice.
Educational technology aims to improve education. Technology should facilitate learning processes and increase performance of the educational system(s) as it regards to effectiveness and/or efficiency.
Edtech’s [educational technology’s] definition has evolved over the years as a variation of ways of dealing with learning processes, a conceptual framework, theory and practice, and the latest study and ethical practices of dealing with technological processes and resources.
Instructional technology is the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning.
Educational technology is a complex, integrated process involving people, procedures, ideas, devices and organization for analyzing problems and devising, implementing, evaluating and managing solutions to those problems involved in all aspects of human learning.
Educational technology is a field involved in the facilitation of human learning through systematic identification, development, organization and utilization of a full-range of learning resources and through the management of these processes.
Audiovisual communications is the branch of educational theory and practice concerned with the design and use of messages which control the learning process. It undertakes: (a) the study of the unique and relative strengths and weaknesses of both pictorial and nonrepresentational messages which may be employed in the learning process for any reason; and (b) the structuring and systematizing of messages by men and instruments in an educational environment. These undertakings include planning, production, selection, management, and utilization of both components and entire instructional systems. Its practical goal is the efficient utilization of every method and medium of communication which can contribute to the development of the learners’ full potential.