AECT2017定义与评析——兼论AECT教育技术定义的历史演进
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摘要
美国教育传播与技术协会于2017年12月发布了教育技术新定义。AECT2017定义突出强调了教育技术"应用"的基本指向,确定了理论、研究与最佳方案的基本研究范畴。研究对象从对过程和资源的技术性关注转向了"教与学"的管窥,研究内容从资源本身的设计、开发、管理和应用转向了策略设计、管理与实施三个维度,研究目的从宏观的学习关注转向了更加具体的"提升知识、调节与促进学习和绩效"的基本旨趣。AECT2017定义与以往定义相比,最突出的特征是对"学与教""高级知识"以及"应用"等方面的关切。新定义可为我国教育技术的研究提供借鉴。
Association for Educational Communications & Technology proposed the new definition of educational technology in December 2017. The definition of AECT2017 highlights the "applied" orientation of educational technology and defines the basic research areas of theory, research and best solutions. The research object has shifted from a technical focus on processes and resources to a "teaching and learning" perspective. The research content has changed from the design, development, management and application of resources to three dimensions of policy design, management and implementation. The research purpose has moved from macroscopic learning to a more specific interest to "improving knowledge, regulating and promoting learning and performance". Compared with previous definitions, the most prominent features of AECT2017 definition are its concerns about "learning and teaching", "advanced knowledge" and "application". The new definition can provide reference for the research of educational technology in China.
Association for Educational Communications & Technology proposed the new definition of educational technology in December 2017. The definition of AECT2017 highlights the "applied" orientation of educational technology and defines the basic research areas of theory, research and best solutions. The research object has shifted from a technical focus on processes and resources to a "teaching and learning" perspective. The research content has changed from the design, development, management and application of resources to three dimensions of policy design, management and implementation. The research purpose has moved from macroscopic learning to a more specific interest to "improving knowledge, regulating and promoting learning and performance". Compared with previous definitions, the most prominent features of AECT2017 definition are its concerns about "learning and teaching", "advanced knowledge" and "application". The new definition can provide reference for the research of educational technology in China.
引文
[1]The Definition and Terminology Committee.The definition for Educational Technology[EB/OL].[2017-12-09].http://aect.site-ym.com/.
[2]黎加厚.2005AECT教育技术定义:讨论与批判[J].现代远程教育研究,2005(1):12-13.
[3]谢娟,马煜,程凤农.教育技术伦理研究:理论视角与内容边界[J].电化教育研究,2014(4):11,12-13.
[4]李海峰,王炜.面向问题解决的在线协作知识建构[J].电化教育研究,2018(1):36-37.
[5]冯建军.从主体间性、他者性到公共性———兼论教育中的主体间关系[J].南京社会科学,2016(9):123-130.
[6]上海师范大学教育技术系.“教育技术领域新界定”的再解读[J].电化教育研究,2005(1):39-44.
[7]刘次林.以学定教的实质[J].教育发展研究,2011(4):28-31.
[2]黎加厚.2005AECT教育技术定义:讨论与批判[J].现代远程教育研究,2005(1):12-13.
[3]谢娟,马煜,程凤农.教育技术伦理研究:理论视角与内容边界[J].电化教育研究,2014(4):11,12-13.
[4]李海峰,王炜.面向问题解决的在线协作知识建构[J].电化教育研究,2018(1):36-37.
[5]冯建军.从主体间性、他者性到公共性———兼论教育中的主体间关系[J].南京社会科学,2016(9):123-130.
[6]上海师范大学教育技术系.“教育技术领域新界定”的再解读[J].电化教育研究,2005(1):39-44.
[7]刘次林.以学定教的实质[J].教育发展研究,2011(4):28-31.