When exploring strand eight (Science and Technology) in the National Council for the Social Studies Framework for teaching and understanding, I came across this definition of technologies. Fourth, a technology is a subset of associated technological objects and knowledge. The key advantage of this definition is that the characteristic outcome is ‘independence’ in contrast to other definitions that set functionality and security as outcomes. As it was strongly influenced by disabled and older folks, it is unsurprising that this definition is in line with the disability movement’s assistance for the personalisation of services and implies an evaluation of assistive technology services though the measurement, in component at least, of personally-set outcomes.
Offered the context of service provision and evaluation inside statutory solutions in the UK it is to be expected that researchers and practitioners typically really feel comfortable operating with a more tightly described definition that imply more generically measurable outcomes. For the purposes of FAST’s function, goods and systems are additional classified as assistive technology if their adoption and use is under some measure of handle by the disabled and older end user and there is a level of meaningful interaction by the end user with the item or system.
Assistive Technology (AT) is nonetheless used to denote a particular sub-variety of gear by different sectors, for instance, men and women operating in the education sector tend to define AT as goods and services which help studying: access to computers, each challenging and soft ware, communication aids and digital learning aids. The thought that we can have a 360 page textbook that bills itself as a definition (of educational technology) with commentary” boggles my thoughts. But this usable version of their definition leaves so several unanswered questions as to be almost meaningless. The latest AECT definition has relevance to the function of leaders in educational technology.
The a single-liner definition provided by Januszewski and Molenda – that educational technologies is the study and ethical practice of facilitating understanding and enhancing efficiency by creating, using, and managing appropriate technological proceses and resources” 1 – is not a undesirable definition. It appears more like a definition written by a committee, made to appease an untold number of stakeholders.
In my personal individual definition, I to contemplate technologies much more broadly than just computers and devices and so forth. Technologies is something we invent or use that extends our capabilities or practices or activities (and constrains them, too, from Don Ihde). So I guess I’d say educational technologies is whatever indicates we use to craft and facilitate learning”. All of this crap is fanboyism”, self-critical idiots with new tools impressed by the companies and/or technology delivering those tools.