Educational Technology Definition and Significance

Educational Technology Series: Topic Intro | Part 1 | Part 2 | Part 3 | Part 4

Educational Technology Series
Part 1:
Definition and Significance

Overview

Technology is an ubiquitous, multi-layered term which is used in many, diverse contexts. The term technology can refer to several types of innovative machinery, tools, and applied science. Definitions of the term educational technology may focus on the field itself, such as “a field that investigates the process of analyzing, designing, developing, implementing, and evaluating the instructional environment, learning materials, learners, and the learning process in order to improve teaching and learning” (Loyola, 2021); while other definitions may include practical elements of the discipline as well, such as defining it as “the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources” (Reid, 2018). A critical aspect of educational technology (ed tech) are the technological tools which course designers, instructors, and instructional designers draw from to enhance their teaching and to support students’ learning. 

Educational technological tools can span a range of purposes, such as disseminating information, student assessment, and facilitating student engagement. Historically, as technology develops and its uses shift and expand, how it is classified also evolves. For example, one widely accepted taxonomy for educational technology was proposed by John Dewey (Bruce & Levin, 1997), which divided the uses up into four parts: inquiry, communication, construction, and expression. Other ed tech taxonomies, or classifications, include content versus communication, or organizing the information according to interaction type or types of learning (EduTech Wiki, 2021). 

Here, the term educational technology tools refer to software and hardware that support teaching and student learning in and out of the classroom. For example, these tools may include digital devices (i.e. iPads, tablets, mobile phones, personal computers, headphones, recording devices, etc.), software (i.e. Canvas, Zoom, Microsoft Suite, databases) and applications (i.e. Google Workspace, Duolingo, Canvas, Khan Academy, Coursera, etc.) which may or may not correspond to a computer operating system. 

Thus, the objective of this Just-in-Time Teaching resource is to offer an introduction to theoretical frameworks and taxonomies, pedagogical methods, and practical strategies, for effective implementation of educational technology tools for the purposes of teaching and learning. This resource makes specific reference to topics such as frameworks for integrating technology in the classroom, rubrics for tool selection, tech ecosystems, and practical discipline-specific strategies. For a detailed account of online and hybrid learning, see the Hybrid Learning Series Just-in-Time Teaching Resource. 

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Significance

Understanding the vital role that technology can play in the lives of both students and instructors is critical. Effective technology integration for teaching and learning can support students and instructors in a myriad of ways, including academic success, versatility in teaching, enhanced accessibility, and developing digital literacy and transferable skills. It is also necessary for instructors to learn how to select and integrate educational technology tools in an intentional manner by focusing on the learning objectives in order to best support student learning. 

Student success is largely linked to the integration of technology for teaching and learning purposes. For example, research suggests that technology use in the classroom can help boost student engagement and academic success (Schlosser et al., 2022). For example, McClean and Crowe (2017) showed an increase in overall student engagement and an improvement with student learning outcomes through facilitating interactive activities throughout a lecture-based course (Schlosser, 2022). Furthermore, Saichaie (2020) notes that technology supports student-centered pedagogies (i.e. active learning) and some research on students’ knowledge assessment suggests that blended learning models may offer the same, “if not improved” (p. 97) learning outcomes. Research also shows that when implemented effectively, technological tools can also positively impact students’ cognitive abilities and higher order thinking (Schlosser, 2022, p. 239). Schlosser et al. (2022) also reports how technologies have been shown to facilitate active learning to increase student performance. The author also notes that successful integration of technology for active learning and educational technology can support collaborative learning, which is essential to develop skills such as group problem solving among students of different backgrounds. Additionally, similar studies show a positive impact on STEM student performance in high-tech active learning classrooms (Cotner et al., 2014). 

Instructors can facilitate a variety of teaching methods (Schlosser, 2022) because of the wide array of multimodal technology that exists. For example, video conferencing and recording technology allows instructors to carry out class fully online or pre-record lectures for students to watch asynchronously at home. Instructors may also leverage technologies like iClicker to increase student engagement in large lecture-style classes, or instructors might ask students to complete an anonymous form functioning as formative assessment in a synchronous face-to-face class. Technology can also help streamline tasks (Schlosser, 2022) for both instructors and students, saving them time and energy. Additionally, the multifaceted communicative environment of learning management systems (LMS) allows for students to engage with the course material, other classmates, and the instructor, through online discussion forums and quizzes; and collaborative technologies like Google Docs, Jamboard, and Google Slides (through Workspace) allow students to simultaneously work on several types of activities and projects, such as document annotation, brainstorming, concept maps, highlighting main points, and group writing activities. 

Accessibility is also largely impacted by educational technology tools. In the context of higher education and educational technologies, accessibility can include access to the course content and materials, the instructor, and classmates. When integrated effectively, technology has the capability to make the aforementioned more accessible, especially to students that may need extra support or accommodations. 

For example, technology has the ability to provide content and learning material in multimodal ways (Bruff, 2019; Currinder & Cahalan, 2023; McCarron, 2021), provide the opportunity for students to access the content any time they want, and support learners who may need to leverage special accommodations such as screen readers. Accessible materials can also help promote student agency and engagement (Accessible Syllabus, 2015; Currinder & Cahalan, 2023). However, technology can also create inaccessibility, such as marginalized students who do not have access to technology (i.e. devices and internet), as well a lack of knowledge on how to use it (Alexander et al., 2016). 

Digital Literacy considers the knowledge and capability to use digital and virtual tools. Although there may not be an agreed upon finite definition among educational institutions and educators, what is accepted is that the concept of digital literacy goes beyond that simple definition. A common working conceptualization of digital literacy is “competence with a wide range of digital tools for varied educational purposes, or as an indicator of having the ability to critically evaluate web resources- a component of information literacy” (Alexander et al., 2016, p. 1). Although digital literacy does not necessarily involve educational purposes and may be understood generally as “the power to use digital tools to solve problems, produce innovative projects, enhance communication, and prepare for the challenges of an increasingly digital world” (Adobe, 2020, p. 4). In fact, in 2022 Forbes listed Digital Literacy in the The Top 4 Digital Skills Everyone Will Need for the Future of Work. 

Possessing strong digital literacy skills, including a working (or advanced) knowledge of educational technological tools, even at the most basic level, is increasingly becoming a requirement in the workplace, especially when working as an instructor in higher education. By modeling effective use of technology for teaching and learning and providing students with opportunities to get hands-on practice with the tools and skill development, instructors will not only support their students’ academic success, but also contribute to their professional development as they move into the job market. Incorporating digital literacy into the daily experience of undergraduate and graduate students can help improve their career prospects (Adobe, 2020), as these skills will continue with students after graduation: 

Although the details of these classes will fade from my memory one day, the lessons I learned in them will not. I can confidently say that the UWP professors who incorporated digital literacy skills into their curriculums have prepared me for success in my subsequent and anticipated writing and thinking tasks, both in a graduate program and on the job.  -- Alexandra Mauceri, UC Davis undergraduate student and guest blogger for The Wheel. 

Transferable skills are skills or qualities “that can be transferred from one job to another, such as Communication and Leadership skills” (UC Davis Internship and Career Center). Considering the ubiquitous nature of technology in the workplace, by facilitating environments where students engage with various technology tools (software and hardware) and engage in active discussions and learn about related topics such as data privacy and ethical use of technology, instructors can help prepare students for the workplace. 

^ 1. A blended model for learning can be understood as an environment which combines face-to-face instruction with technology-mediated instruction or as a blend of in-person and online instruction (Saichaie, 2020, p. 96). 

^ 2. For more information about assistive technology at UC Davis, please see: https://accessibility.ucdavis.edu/technology-services 

  • Additional Resources
  •  
    • Academic Technology Services
      Academic Technology Services. (2023, April 21). Faculty forum: A conversation about accessibility and inclusive teaching. UC Davis Academic Technology Services. video.ucdavis.edu. https://bit.ly/3BrNilJ
    • Trends from SITT 2021 Blog Series
      Jones, L. (2021, October 26). Trends from SITT 2021: A Five-Part Blog Series. The Wheel, UC Davis. Includes: Intro to blog series, Going Forward: Online Teaching Strategies Applied to In-Person Classes, and Student Autonomy.
    • Trends from SITT 2020 Blog Series
      Jones, L. (2020, August 28). Trends from SITT 2020: A Five-Part Blog Series. The Wheel, UC Davis. Includes: Introduction, Equity & Accessibility, Community & Connection, Video, Multimodal/Multitasking, and Breakout Rooms.
  • Acknowledgement
  • This resource was developed by Lillian Jones (PhD Candidate, Spanish and Associate Instructor) while working as a Teaching Assistant Consultant in the Center for Educational Effectiveness, UC Davis.
  • Citation
  • Center for Educational Effectiveness (CEE). (2024). Educational Technology Series: Just-in-Time Teaching Resources. https://cee.ucdavis.edu/JITT
  • References
  • Adobe. (2020). Digital literacy in higher education: Now more than ever. Adobe. https://bit.ly/42WsA9g

    Alexander, B., Adams Becker, S., & Cummins, M. (2016). Digital literacy: An NMC Horizon Project strategic brief (Vol. 3.3). The New Media Consortium.

    Accessible syllabus: Accessible classroom resources promote student engagement and agency. (n.d.). accessiblesyllabus.com. https://www.accessiblesyllabus.com

    Bruce, B., & Levin, J. (1997). Educational technology: Media for inquiry, communication, construction, and expression. Journal of Educational Computing Research, 17(1), 79–102.

    Bruff, D. (2019). Intentional tech: Principles to guide the use of educational technology in college teaching. West Virginia University Press.

    Cotner, S., Loper, J., Walker, J. D., & Brooks, D. C. (2013). “It's not you, it's the room”—Are the high-tech, active learning classrooms worth it? Journal of College Science Teaching, 42(6), 82–88.

    Currinder, B., & Cahalan, C. (2023, February 13). Creating accessible course materials [Workshop PowerPoint slides]. Center for Educational Effectiveness.

    Educational technology. (2021, January 10). EduTech Wiki. https://edutechwiki.unige.ch/mediawiki/index.php?title=Educational_technology&oldid=74900

    Loyola University Maryland: School of Education. (2021). What is educational technology and why is it important? Loyola.edu. https://www.loyola.edu/school-education/blog/2021/what-is-educational-technology

    Marr, B. (2022, July 22). The 4 digital skills everyone will need for the future of work. Forbes. https://bit.ly/3Mrsq4u

    Mauceri, A. (2019, December 16). A reflection of the digital literacy skills I learned at UC Davis. The Wheel, UC Davis. https://wheel.ucdavis.edu/blog/reflection-digital-literacy-skills-i-learned-uc-davis

    Reid, P. (2018, December 10). EdTechs and instructional designers—What’s the difference? EDUCAUSE Review. https://bit.ly/3IhHkHZ

    Schlosser, L., Hood, C. E., Hogan, E., Baca, B., & Gentile-Mathew, A. (2022). Choosing the right educational technology tool for your teaching: A data-privacy review and pedagogical perspective into teaching with technology. Journal of Educational Technology Systems, 51(2), 236–251.

    UC Davis Internship and Career Center. (n.d.). Career research. Icc.ucdavis.edu. https://icc.ucdavis.edu/research