AECT2017教育技术定义的评析与思考  

On Educational Technology Definition in AECT 2017

作　　者：王胜远 王运武[2] WANG Sheng-yuan;WANG Yun-wu(Kunshan Xinzhen Middle School, Suzhou, Jiangsu, China, 215300;School of Intelligence Education, Jiangsu Normal University, Xuzhou, Jiangsu, China, 221116)

机构地区：[1]昆山市新镇中学,江苏苏州215300 [2]江苏师范大学智慧教育学院,江苏徐州221116

出　　处：《广东开放大学学报》2019年第3期78-85,共8页JOURNAL OF GUANGDONG OPEN UNIVERSITY

基　　金：2018年度江苏高校哲学社会科学研究重点项目“人类命运共同体视野下‘一带一路’国家信息化发展现状及协同推进战略研究”(2018SJZDI176);2018年度江苏省现代教育技术研究重点课题“智慧校园与智慧学习环境建设研究”(2018-R-60658)

摘　　要：美国教育传播与技术协会在2017年12月发布教育技术新定义,新定义是在Web2.0时代相关教育理论及技术大发展背景下应运而生的。通过对AECT新定义的翻译及application、study、implementation等关键性词汇的解读阐释新定义,并从定义词汇、提出背景、研究对象、研究领域、研究目的、研究范畴等六个维度分层论述94定义、05定义以及17定义之间的联系与区别,指出新定义中研究边界、策略性设计等值得商榷的部分,最后从纵向、横向的历史视角分析国内对于94定义、05定义及17定义研究关注度的差异并建议以国际化及本土化视野理性对待AECT17定义的理论及实践前景。A new definition of educational technology was released by The American Association for Educational Communication and Technology in December 2017. The new definition came into being in the context of the development of relevant educational theory and technology in the Web 2.0 era. This paper explains new definitions by interpreting the translation of the new definitions of AECT and some key words such as application, research, implementation, etc. It also discusses the relations and differences between 94 , 05 and 17 definitions from six dimensions: defining vocabulary, background, object, field, purpose and category. It then points out the research boundary and strategic design in the new definitions. Finally, from the vertical and horizontal historical perspectives, this paper analyses the differences of domestic research on the definitions of 94, 05 and 17 and suggests that the theoretical and practical prospects of AECT17 should be treated rationally from the perspective of internationalization and localization.

关 键 词：AECT2017定义 AECT 教育技术学 教育技术定义 教育技术定义比较 

分 类 号：G40.057[文化科学—教育学原理]