摘要
The book entitled Educational Technology: the Definition and Categories of its Field, collaborated by Americans Barbara Hills and Rita Lich and translated by Wu Meina and others, was recommended at the Third Membership Representative& The oretical Discussion Conference of Chinese Audio and Visual Association which was held in Xi’an in the October of 1999. The book systematically elaborated the definition and five categories set forth by AECT in 1994, which is very conducive to the full understanding of those definition and categories of educational technology, and to the absorbing of the development and research results of Americal educational technology. The translators of the book amended the 1994 translation version of the defintion, ty replacing "educational technology" with "teaching technology". As a matter of fact, there has been a debate about the term of "audio and visual education" and "educational technology" in academic circles since 1980s; and it is only since 1990s that the term of "educational technology" has been gradually recognized by the society. Now, is it possible that such and alteration will give rise to a new argument? This essay starts from the point of a new definition, focuses in the relations and distinctions between "educational technology" and "teaching technology", "educational technology" and "educational technology studies", and then further elaborates on the relationship between the five categories of educational technology and on its course positioning.
The book entitled Educational Technology: the Definition and Categories of its Field, collaborated by Americans Barbara Hills and Rita Lich and translated by Wu Meina and others, was recommended at the Third Membership Representative& The oretical Discussion Conference of Chinese Audio and Visual Association which was held in Xi'an in the October of 1999. The book systematically elaborated the definition and five categories set forth by AECT in 1994, which is very conducive to the full understanding of those definition and categories of educational technology, and to the absorbing of the development and research results of Americal educational technology. The translators of the book amended the 1994 translation version of the defintion, ty replacing 'educational technology' with 'teaching technology'. As a matter of fact, there has been a debate about the term of 'audio and visual education' and 'educational technology' in academic circles since 1980s; and it is only since 1990s that the term of 'educational technology' has been gradually recognized by the society. Now, is it possible that such and alteration will give rise to a new argument? This essay starts from the point of a new definition, focuses in the relations and distinctions between 'educational technology' and 'teaching technology', 'educational technology' and 'educational technology studies', and then further elaborates on the relationship between the five categories of educational technology and on its course positioning.
出处
《开放教育研究》
2000年第1期11-12,共2页
Open Education Research
