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Q.1:- Define the term Educational Technology in the perspectiveof modern education?
 
 Educational Technology:
Educational technology is the use of technology toimprove education. It is a systematic, iterative process for designing instruction or training used to improve performance. Educational technology is sometimes alsoknown as instructional technology or learning technology.
Teaches with technology (uses technology as a tool)
Primarily concerned with the narrow spectrum of information and communicationtechnologies
Primary goal: To enhance the teaching and learning process.today's educators tend to think of educational or instructional technology asequipment particularly electronic equipment.In the view of most writers, researchers, and practitioners in the field, usefuldefinitions of educational technology must focus both on the process of applyingtools for educational purposes and the tools and materials used. As Muffoletto(1994) puts it, "Technology. . . is not a collection of machines and devices, but away of acting"
Four Perspectives That Define Educational Technology
If educational technology is viewed as both processes and tools, it is important to begin by examining four different historical perspectives on these processes andtools, all of which have helped shape current practices in the field.
Educational technology as media and audiovisual communications :
This perspective grew out of the audiovisual (AV) movement in the 1930s, whenhigher education instructors proposed that media such as slides and filmsdelivered information in more concrete, and therefore more effective, ways thanlectures and books did. This movement produced audiovisual communications or the "branch of educational theory and practice concerned primarily with thedesign and use of messages that control the learning process" The view of educational technology as media to deliver information continues to dominateareas of education and the communications industry. As late as 1986, the National
 
Task Force on Educational Technology equated educational technology withmedia, treating computers simply as another medium (Saettler, 1990).
Educational technology as instructional systems and instructional design
Thisview originated with post-World War II military and industrial trainers who werefaced with the problem of preparing large numbers of personnel quickly. Based onefficiency studies and learning theories from educational psychology, theyadvocated using more planned, systematic approaches to developing uniform,effective materials and training procedures. Their view was based on the belief that both human (teachers) and nonhuman (media) resources could be part of anefficient system for addressing any instructional need. Therefore, they equated"educational technology" with "educational problem solutions." As these training personnel began to work with both university research and development projectsand K-12 schools, they also influenced practices in both of these areas.Behaviorist theories initially dominated and cognitive theories later gained precedence. In the 1990s, popular learning theories criticized systems approachesas being too rigid to foster some kinds of learning, particularly higher order ones.Thus, the current view of educational technology as instructional systems iscontinually evolving.
Educational technology as vocational training:
Also known as technology education, this perspective originated with industry trainers and vocational educators in the1980s. They believed that an important function of school learning is to preparestudents for the world of work in which they will use technology and thatvocational training can be a practical means of teaching all content areas such asmath, science, and language. This view brought about a major paradigm shift invocational training in K-12 schools away from industrial arts curricula centered inwoodworking/metals and graphics/printing shops toward technology educationcourses taught in labs equipped with high-technology stations such as desktop publishing, computer-assisted design (CAD), and robotics systems.
Educational technology as computer systems :
As computers began to transform business and industry practices, both trainersand teachers began to see that computers also had the potential to aid instruction.From the time computers came into classrooms in the 1960s until about 1990, this perspective was known as
educational computing 
and encompassed bothinstructional and administrative support applications. At first, programmers andsystems analysts created all applications. But by the 1970s, many of the sameeducators involved with media, AV communications, and instructional systems
 
also were researching and developing computer applications. By the 1990s,educators began to see computers as part of a combination of technologyresources, including media, instructional systems, and computer-based supportsystems. At that point, educational computing became known as
educational technology
.

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