This essay explores definitions of technology and educational technology. The authors argue the following points: 1. Educational stakeholders, and the public at large, use the term technology as though it has a universally agreed upon definition. It does not, and how technology is defined matters. 2. For technology in schools to support student learning, it must to be defined in a way that describes technology as a tool for problem-solving. 3. Integration of technology, particularly when paired with teacher-centered practices, has the potential of reinforcing and heightening the negative consequences of a conception of learning that positions students as recipients of knowledge instead constructors of knowledge. Essay concludes with a call for leaders in the field of educational technology to provide guidance by adopting a definition that encapsulates the third point above.
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Warner, C. K., Bell, C. V., & Odom, A. L. (2018). Defining Technology for Learning: Cognitive and Physical Tools of Inquiry. Middle Grades Review, 4(1). https://scholarworks.uvm.edu/mgreview/vol4/iss1/2