What are the theories of educational technology

What is 'Education Technology'?

Regarding the term "educational technology":
As you have guessed correctly, there is no uniform definition, everyone understands something different by it. But it sounds exciting and has to be something special. Above all, it sounds "technical" and it must have something to do with computers in education. I find a useful discussion of the term in Ludwig Issing ("Developments and tendencies in educational technology - documentation of a conference of the professional association for media and technology in the educational sector" .- Series Medien, Technik, Bildung - Volume 5; ISBN 3-8169-0480-7) in the introduction to his lecture "Educational Technology in Theory and Practice" (Chapter 1: Definition of Terms and History of Development, p. 2). The term was adopted from the USA during the period of so-called "programmed teaching" (educational or instructional technology) and refers to methods for planning, developing, evaluating and realizing teaching and learning processes using learning programs.
The professorship for educational technology at the TU Dresden follows the tradition of the former "Research Center for Technical Teaching and Learning Aids", which essentially carried out research in the field of device and program-based teaching and learning from the late 1960s to 1990. With the restructuring of the Dresden University in 1990/1991, the term "educational technology" was chosen for the professorship in connection with this tradition. Today one would probably decide differently here.

About my own understanding of the term:
The process-oriented term "technology" makes statements about the application of available techniques and processes. The Greek original contains the "Techne" (ability, craft, technology) and "Logos" (the teaching of). I therefore understand educational technology in the narrower sense as "the teaching of the application of available techniques and processes in educational processes". However, if you follow this conceptualization, you are in collision with the process with the term "didactics", which for a long time no longer only denotes the "teaching of teaching", but also bears the process character of the design of teaching and learning processes. And the corresponding procedures are essentially what we call methods and knowledge path structures in didactics. And if you see technology as the use of devices (the computer would be a device for me), then you see that only a few devices are built and used today that were directly developed for teaching-learning processes.

Due to its lack of clarity and fuzziness, I myself do not use the term "educational technology". The origin of the term technology relates to the theory of the extraction, processing, production or distribution of goods and services (with the help of the available technologies), which in my opinion cannot simply be transferred to education (as a social process). Above all, it arouses wrong ideas about the following: There are technologies with the help of which one can obtain education (the "Nuremberg funnel" would therefore be an educational technology). But education is much more than just acquiring knowledge or being informed. That is why we speak of "information and communication technologies" in a much more objective manner today (even if the majority understand this to mean technology).

Hartmut Simmert

Bachelor thesis on the topic: "Overview of the historical development of computer-aided teaching and learning systems"
The complete work can be read here.