Vol. 5, Issue 6 (2020)
Averting the Eclipse of a Field: Educational Technology as a Case
Author(s): Cheta Williams, Young Denson Torunarigha
Abstract: What do practitioners in Educational Technology do that is distinct and different from those of other educators? In other words, how can we associate a given set of academic papers with the field where no clear-cut difference can be observed between Educational Technology papers and those of non-specialists? This could be due to the emphasis placed on technology in education and relegating instructional design (ID) or instructional system design (ISD) and other subsets to the background. Therefore, the paper maintains that if Educational Technology must maintain its worth, value and relevance, ID/ISD, for instance which is the chief corner stone of the field should be given its due place. After all, it is ID/ISD that should prescribe the place, type and how technology should be integrated in an instructional process, and not technology itself being the driving force. The paper therefore showcased some misconceptions about Educational Technology and its implications. It also focused on the ways the field does go about achieving the task of facilitating learning and improving performance of the “learner” with emphasis on instructional processes, instructional and learning theories, while still recognizing the invaluable place of technological resources in teaching and learning. This is how the paper approached the process and product approaches about the field that enjoys making learning an easy task.