历史的会师点:教育技术的学术繁荣

Historical Meeting Point: Academic Prosperity of Educational Technology

第四次工业革命浪潮,直劲地更新着教育的物质形态,也促进了教育研究者的学术觉醒。更多非教育技术专业学者开始"跨界"关注教育技术问题,鼓舞人心的历史会师宣告教育技术的黄金时代即将来临。觉醒者的学习态势中,非教育技术学者最关注三大核心问题:如何看待技术引领教育变革与风险;技术应如何服务于教育与人;在理论建设层面教育学如何发展技术理论。直面时代挑战,非教育技术学者试图构建教育技术与教育学理论的内在关联,从历史、现实和内在诉求阐释跨界研究教育技术的缘由。他们看似站在教育技术学科局外,其实早已身处教育技术领域内,其跨界涉足是历史必然。他们认为教育学对于教育技术的研究需要超越"教育技术学"的范畴,应当放眼于人类的启蒙与觉醒,唤醒人们在人工智能时代的自我认知和面对技术体系的自我坚守。在技术内涵的本质性追问中,只有站在哲学的高度认识教育技术,引导技术主体和利益相关者树立正确的价值意识,才不至于迷失教育改革的方向。非教育技术专业学者为什么研究技术、认为技术是什么、为什么使用技术,他们的审思启示我们应转变教育技术研究的思维方式。期待跨学科深入合作,共创教育技术回归式奥德赛。

The fourth industrial revolution has directly updated the material form of education, which promotes the academic awakening of educational researchers. More and more non-Educational Technology scholars have begun to focus on Educational Technology. The inspiring historical reunion announces that the golden age of Educational Technology is coming. What the non-Educational Technology scholars most concern about are three core issues, namely how to view technology leading to educational change and risks, how technology serves education and people, and how Pedagogy develops technology theory. They try to construct the internal relationship between Educational Technology and Pedagogy, explaining the reasons for the interdisciplinary study from the aspect of history, reality and internal demands. And they think the study needs to go beyond the category of Educational Technology and focus on human enlightenment and awakening in the Age of Artificial Intelligence. As for the connotation of technology, they believe that only by thinking at a philosophical height and guiding the technological subjects and stakeholders to establish the correct value consciousness, can we not lose the direction of education reform. Their reflections suggest us to change the way of thinking about Educational Technology research.And we look forward to further cooperation with them to create a returning Odyssey of Educational Technology.