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In This Article Expand or collapse the "in this article" section Educational Technology

Introduction, definitions and overviews.

• Organizations
• History and Pioneers
• Research and Methodologies
• Achievement and Productivity
• Training and Development
• Educational Tools
• Implementation and Integration
• Accessibility and Inclusiveness
• International Perspectives
• Impact of Educational Technology in the Future

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Educational Technology by Pearl Sims , Steven Stone LAST REVIEWED: 29 July 2020 LAST MODIFIED: 15 December 2011 DOI: 10.1093/obo/9780199756810-0011

The theoretical foundations for modern-day educational technology were laid by the early Greeks, arguably the creators of the world’s first computer. The emerging field of educational technology has been intimately intertwined with the growth of learning and human development theories and research throughout the 19th and 20th centuries. The rapid creation and field deployment of military and industrial technology during the world wars marked the marriage of technology and education. Throughout the 1950s and 1960s, research and development regarding the use of technology to develop skills and competencies was driven by businesses and industries seeking higher productivity. In more recent years, the boom in communication and collaborative and social media has propelled and responded to contemporary problems of human learning. Educational technology as an academic domain is relatively new, and much debate exists as to how to clearly define the discipline (see Lowenthal and Wilson 2010 , cited in Definitions and Overviews ). The debate, at its core, is a discussion about how to incorporate studies regarding the ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources ( Richey 2008 ), cited in Definitions and Overviews ) with the ongoing and constantly changing development of software, hardware, and Internet applications that can be used to improve teaching and learning. The selections of citations for this topic were determined partially in response to Walter B. Waetjen’s paper, “Shaping the Future of a Profession” ( Waetjen 1992 , cited in Definitions and Overviews ), which has challenged technology educators who have been helping to shape this emerging field to remember the four core elements common to all disciplines: domain, history, mode of inquiry, and instructive capability. The section Definitions and Overviews recommends articles related to the difficulty of defining educational technology as a domain. This section includes prominent journals, textbooks, and associations related to both education and technology. History and Pioneers offers a brief history of educational technology and of the early pioneers of technology in education and training. The Research and Methodologies section presents sources of quality information regarding models of inquiry into the field and introduces some of the researchers that have significantly influenced this evolving field. The sections on Teaching and Learning address how technology is currently being used in education to enhance teaching and learning. The section on Assessment puts forward a few examples of articles pertaining to the tools and the infrastructure necessary to use technology in the service of teaching and learning. The Educational Tools , Implementation and Integration , International Perspectives and Impact of Educational Technology in the Future sections provide glimpses, from international and futuristic viewpoints, of the potential impact of educational technology.

Defining the robust and emerging field of educational technology is still very much in flux, as attested to in Czerniewicz 2008 and Januszewski and Molenda 2008 . Waetjen 1992 challenges researchers and scholars of educational technology to take the necessary steps in helping to shape their studies into an accepted academic field of study. Although the respected professional organization Association for Education Communications and Technology (AECT) puts forth working definitions for what this domain could encompass, Richey 2008 and Lowenthal and Wilson 2010 argue that even what to include and exclude from such definitive statements about the field must still be strongly debated. Three of the works chosen in this section contextualize the nature and complexity of defining education technology as a domain by offering overviews of the current and emerging technologies ( Office of Educational Technology 2010 ), of the impact of the technologies on human learning ( Means and Roschelle 2010 ), and of the issues and challenges related to using technology in educational settings ( Spector 2010 ).

Czerniewicz, Laura. 2008. Distinguishing the field of educational technology . Electronic Journal of e-Learning 6.3: 171–178.

This article defines educational technology as an emerging field from both academic and professional perspectives. Provides frameworks for distinguishing fields and the implications that this distinction will have on educational technology as a field in the future.

Januszewski, Alan, and Michael Molenda, eds. 2008. Educational technology: A definition with commentary . Mahwah, NJ: Lawrence Erlbaum.

Based on the AECT’s definition of educational technology as a field, this book discusses the individual words of the definition at length. Helps provide a common taxonomy for those in the field.

Lowenthal, Patrick R., and Brent G. Wilson. 2010. Labels DO matter! A critique of AECT’s redefinition of the field. TechTrends 54.1 (January): 38–46.

DOI: 10.1007/s11528-009-0362-y

A critique of the AECT’s definition of educational technology, which claims that the definition that was current at the time of writing limited the potential of the field because of its effect on the views of external audiences.

Means, B., and J. Roschelle. 2010. An overview of technology and learning. In International encyclopedia of education . 3d ed. Edited by Penelope L. Peterson, Eva L. Baker, and Barry MacGaw, 1–10. Oxford: Elsevier.

A brief overview of the field that details the current and emerging technologies in education and their uses in specific subjects. A valuable introduction and reference for instructional technology.

Office of Educational Technology. 2010. Transforming American education: Learning powered by technology . Washington, DC: Office of Educational Technology.

Report from the US Department of Education that defines the most important issues in educational technology and lays out a national plan for the future of the field. Vital information for the current state and future of instructional technology.

Richey, Rita C. 2008. Reflections on the 2008 AECT definitions of the field. TechTrends 52.1: 24–25.

DOI: 10.1007/s11528-008-0108-2

Provides multiple perspectives on the AECT’s 2008 definition of educational technology and points out key implications. Available online by subscription.

Spector, J. Michael. 2010. An overview of progress and problems in educational technology. Interactive Educational Multimedia 3:27–37.

This article provides a current analysis of the state of the field of educational technology while also taking a critical perspective to identify the necessary steps for future progress.

Waetjen, Walter B. 1992. Shaping the future of a profession. In Critical issues in technology education . Edited by International Technology Education Association, 25–30. Reston, VA: International Technology Education Association.

One of the first significant definitions and plans for the future of the field of educational technology. Details the need to set forth a research agenda in order to be fully accepted as an academic field of study.

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Definitions of Educational Technology

Educational technology.

What is educational technology? There are a variety of definitions of  educational technology .

What is instructional design and technology ?

The Association for Educational Communications and Technology (AECT):

Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources. [1]

The Encyclopedia of Educational Technology:

Educational technology is a systematic, iterative process for designing instruction or training used to improve performance. [6]

Michael Spector

Educational Technology involves the disciplined application of knowledge for the purpose of improving learning, instruction and/or performance. [7]

History of the Definitions

Edtech’s [educational technology’s] definition has evolved over the years as a variation of ways of dealing with learning processes (2), a conceptual framework (9), theory and practice (5), and the latest study and ethical practices of dealing with technological processes and resources (1). [8]

Audiovisual communications is the branch of educational theory and practice concerned with the design and use of messages which control the learning process. It undertakes: (a) the study of the unique and relative strengths and weaknesses of both pictorial and nonrepresentational messages which may be employed in the learning process for any reason; and (b) the structuring and systematizing of messages by men and instruments in an educational environment. These undertakings include planning, production, selection, management, and utilization of both components and entire instructional systems. Its practical goal is the efficient utilization of every method and medium of communication which can contribute to the development of the learners’ full potential. [2]

Educational technology is a field involved in the facilitation of human learning through systematic identification, development, organization and utilization of a full-range of learning resources and through the management of these processes. [3]

Educational technology is a complex, integrated process involving people, procedures, ideas, devices and organization for analyzing problems and devising, implementing, evaluating and managing solutions to those problems involved in all aspects of human learning. [4]

Instructional technology is the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning.[5]

References:

• Richey, R. C., Silber, K. H., & Ely, D. P. (2008). Reflections on the 2008 AECT Definitions of the Field. TechTrends, 52 (1), 24-25.
• Ely, D.P. (1963). The changing role of the audiovisual process in education: A definition and a glossary of related terms. TCP Monograph No. 1. AV Communication Review, 11(1). Supplement No:6.
• Association for Educational Communications and Technology. (1972). The field of educational technology: a statement of definition. Audio-visual Instruction, 17(8), 36-43.
• Association for Educational Communications and Technology (1977). The definition of educational technology. Washington, D.C.: Association for Educational Communications and Technology.
• Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Washington, DC: Association for Educational Communications and Technology.
• The Encyclopedia of Educational Technology. What is Educational Technology? Retrieved from: http://www.etc.edu.cn/eet/eet/articles/edtech/index.htm
• Spector, J. M. (2015). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. Routledge.
• Hsu, Y. C., Hung, J. L., & Ching, Y. H. (2013). Trends of educational technology research: More than a decade of international research in six SSCI-indexed refereed journals. Educational Technology Research and Development, 61(4), 685-705.
• Davies, I. K., & Schwen, T. M. (1972). Toward a Definition of Instructional Development.

I am a professor of Educational Technology. I have worked at several elite universities. I hold a PhD degree from the University of Illinois and a master's degree from Purdue University.

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Chapter 1: Introduction to Educational Technology

The current definition of Educational Technology, as defined by the Definition and Terminology Committee of the Association for Educational Communications and Technology (AECT) is “the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources” (Januszewski & Molenda, 2008, p. 1).

Januszewski & Molenda (2008) further describe each of the major terms in the above definition as follows:

• Study – research and reflective practice in order to “examine the appropriate applications of processes and technologies to the improvement of learning” (p. 2).
• Ethical practice – ethics are not merely rules to follow, but the basis for our practice as educational technologists. We should question our assumptions and seek to serve the benefit of learners and of society.
• Facilitating – the focus in the field has shifted from its early focus on transferring knowledge from teacher to learner to a focus on facilitating activities and environments that engage the learner and lead to deep learning.
• Learning – the current conception of learning goes beyond mere retention of information to encompass “the acquisition of knowledge, skills, and attitudes used beyond the classroom walls” (p. 4).
• Improving – educational technology should provide efficient and cost-effective ways to bring about the desired learning benefits.
• Performance – the “ability to use and apply the new capabilities gained” (p. 7).
• Creating – “the research, theory, and practice involved in the generation of instructional materials, learning environments, and large teaching learning systems in many different settings” (p. 7).
• Using – includes the selection of an appropriate resource as well as its implementation.
• Managing – can include project management and management of large-scale systems.
• Appropriate – suitable for the defined purpose, based on information and sound professional judgement
• Technological – processes and resources
• Process – “ a series of activities directed towards a specific result” (p. 11)
• Resources – “people, tools, technologies, and materials designed to help learners” (p. 12).

While this definition of terms may seem abstract, you can see that it encompasses much more than simply the use of the latest digital gadgets.  Educational technology involves a thoughtful effort to employ the right technologies in the right way to meet learning goals.

Foundations of Educational Technology Copyright © 2017 by Penny Thompson is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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The Definition of Educational Technology. AECT Task Force on Definition and Terminology

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Educational technology a definition with commentary ALAN JANUSZEWSKI • MICHAEL MOLENDA

This book presents a definition of the field of study and practice known as “educational technology” or “instructional technology.” While recognizing that educational and instructional have different connotations, the authors intend that this definition encompass both terms. It could be argued that either term is broader and more inclusive in some sense, but the current Definition and Terminology Committee chooses to focus on the sense in which education is the broader term, incorporating both purposive and spontaneous learning, both teacher led and learner initiated, taking place in settings both formal and informal. This project was sponsored by the Association for Educational Communications and Technology (AECT) and reflects the collaborative efforts of all the members of the AECT Definition and Terminology Committee. The definition statement itself was discussed and agreed to by the full committee during the annual conventions of 2002 and 2003, with final modifications made at the meeting of the Professors of Instructional Development and Technology in Spring of 2004, and was subsequently approved by the Board of Directors of AECT in the summer of 2004. Most of the chapters were written or coauthored by committee members, based on the understandings worked out during committee deliberations. All of the chapters were reviewed by outstandingly qualified members of the educational technology community and were improved immeasurably by their constructive criticism during the rounds of writing and reviewing during 2005 and 2006. AECT has an international membership, and the study and practice of educational technology flourish in every part of the world. Although it is hoped that the ideas in this volume will be found relevant by a broad array of readers, especially those who are at the early stages of study, both domestic and foreign, we acknowledge that the text is centered in the experiences of the authors and the historical evolution of educational technology in the United States.This volume begins with the statement of the definition itself (chapter 1), followed by chapters of commentary upon each of the key terms and concepts in the definition (chapters 2–9). Chapter 10 provides a historical context for the current definition by reviewing the salient elements of prior AECT definitions. Chapter 11 discusses the status of ethical considerations in the field, and chapter 12 concludes by discussing the ramifications of the current definition for academic programs in educational technology.As has been the case with each of the preceding definition projects, this definition aims to reflect contemporary thinking and to stimulate a conversation about the many meanings of educational technology.

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jafar ahmadigol , Gabriela Jalil Perez , Karen Wisdom

Throughout the history of educational technology, a variety of accounts have been provided in this subject matter. In the beginning, it was introduced as use of instruments, and then as process of design, implementation, and evaluation of educational situations, and then as study and moral action on facilitation of learning and improvement of performance through creation (building), use and management of technology processes and appropriate resources. In the end, with regard to the accounts, a new account of educational technology is provided.

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A brief introduction to our view of the history and role of educational technology and its practitioners, and a statement of our standards and vision for this journal.

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Foundations of Educational Technology

Penny Thompson, Oklahoma State University

Copyright Year: 2017

Publisher: Oklahoma State University

Language: English

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Reviewed by Erin Weldon, Instructional Design Specialist, Trine University on 11/22/22

This textbook maps out the foundations of educational technology into specific categories. Readers develop an understanding of the overall topic through the historical aspects of the idea of educational technology, followed by developmental... read more

Comprehensiveness rating: 5 see less

This textbook maps out the foundations of educational technology into specific categories. Readers develop an understanding of the overall topic through the historical aspects of the idea of educational technology, followed by developmental theories, learning theories, motivation to increase engagement, adult and workplace learning, how communication impacts instructional design, thorough research and different views of educational technology, a chapter that covers the most critical aspects of instructional design, integrating technology and the selection process, acceptance and diffusion of technology, and ending with a chapter on professional ethics. The textbook provides instructional design opportunities in many different disciplines in addition to education. The textbook provides a table of contents; however, there is no index glossary. It might be beneficial to include a glossary of the terms used throughout the book that relate to educational technology. As an introduction to the topic, readers might find it helpful to understand the meaning of terms.

Content Accuracy rating: 3

Content is accurate and up-to-date on theories regarding Educational Technology. This textbook appears to be unbiased as it offers research on different perspectives and theories; however, I noticed in the Chapter 11.2: Conflicts of Interest, the last paragraph could come across as biased information as there could be opinionated information written.

Relevance/Longevity rating: 4

There are some videos throughout the textbook that represent relevant information; however, some a from more than five years ago. To avoid obsolete information, you might consider choosing content that has been created within the last five years. As many know, technology can change very quickly!

Clarity rating: 3

The text is clear and accessible to read most of the time. The URL links do not appear accessible. It might be helpful to include descriptive hyperlinks for each of the YouTube videos embedded into the book. Technology jargon is used occasionally throughout the text. It might be beneficial to include the definition of the terms at the end of the pages or a include a glossary at the end.

Consistency rating: 5

All terminology and the framework is consistent and relevant to Educational Technology.

Modularity rating: 4

The text is organized very well into specific categories and does not overwhelm the reader. I do find the videos a little distracting. It might be helpful to include the videos as a descriptive hyperlink rather than appear on the page.

Organization/Structure/Flow rating: 5

Each chapter demonstrates a great understanding of the topic and the chapters lead into one another. The book flows in a way that readers will not be confused or feel as if something is missing before reading another chapter.

Interface rating: 4

Overall, the textbook was simple to navigate; however, it might be useful to include page navigation at the bottom left and right corners. Readers can move from page to page without having to go back to the table of contents. Including the next topic with the navigational buttons would also increase ease of navigation.

Grammatical Errors rating: 5

I did not find any grammatical errors.

Cultural Relevance rating: 5

The text is not culturally insensitive or offensive. I found the research to be very thorough and the text includes a variety of perspectives.

Overall, this textbook is a great introduction to Educational Technology and discusses the key points leaders will need to know about the discipline.

Table of Contents

Introduction to Educational Technology

Human Development

Learning Theory

Adult & Workspace Learning

Communication

Research in Educational Technology

Instructional Design

Technology Selection and Integration

Acceptance and Diffusion of Technology

Professional Ethics

Ancillary Material

About the book.

This text provides a a graduate level introduction to the field of educational technology. 

About the Contributors

I am an associate professor in the  Educational Technology program  at  Oklahoma State University .

My research interests center on areas where technology and human cognition intersect. I’m particularly interested in how immersion in digital technology may or may not be changing habits of mind and attitudes toward learning. My research also extends to how people learn from each other in technology-mediated environments, including both formal learning management systems and informal social networking and content sharing sites.

Before beginning my academic career I was an e-learning developer and an accounting systems developer.

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What is Educational Technology? [Definition, Examples & Impact]

What is Educational Technology? [Tools & Media]

What is educational technology [theory & practice], careers in educational technology [value of a master’s degree].

From the ancient abacus to handheld calculators, from slide projectors and classroom film strips to virtual reality and next-generation e-learning, educational technology continues to evolve in exciting new ways — inspiring teachers and students alike.

Technology is continually changing the way we work and play, create and communicate. So it’s only natural that advancements in digital technology are also creating game-changing opportunities in the world of education.

For teachers, technology is opening up new possibilities to enrich and stimulate young minds. Today, there is growing excitement around the potential for assistive technology, virtual and augmented reality, high-tech collaboration tools, gamification, podcasting, blogging, 3D printing, artificial intelligence, personalized learning and much more.

Here, we’ll explore some of the most promising examples of educational technology and some specific edtech tools and trends. But first let’s take a closer look at what we mean when we talk about “educational technology,” because the discussion can refer to both:

• The theory and practice of educational approaches to learning, as well as
• The technological tools that assist in the development and communication of knowledge

One important definition of educational technology focuses on “the technological tools and media that assist in the communication of knowledge, and its development and exchange.”

Take augmented reality and virtual reality , for example. Writing about the “Top 6 Digital Transformation Trends In Education” in Forbes.com, technology innovation specialist Daniel Newman discusses using AR and VR to “enhance teacher instruction while simultaneously creating immersive lessons that are fun and engaging for the student.” He invites us to imagine using virtual reality to transport students to ancient Greece.

Gamification combines playing and learning by utilizing gaming as an instructional tool, according to Newman, who explains that incorporating gaming technology into the classroom “can make learning difficult subject matter more exciting and interactive.”

Regarding artificial intelligence , Newman notes that a university in Australia used IBM’s Watson to create a virtual student advisory service that was available 24/7/365. Apparently Watson’s virtual advisors fielded more than 30,000 questions in the first trimester, freeing up human advisors to handle more complex issues.

ProwdigyGame.com, whose free curriculum-aligned math game for Grades 1-8 is used by millions of students, teachers and parents, offers specific tips for leveraging educational technology tools in a report titled “25 Easy Ways to Use Technology in the Classroom.” Their ideas include:

• Running a Virtual Field Trip : Explore famous locations such as the Empire State Building or the Great Barrier Reef; or preview actual field trips by using technology to “visit” the locations beforehand.
• Participating in a Webquest : These educational adventures encourage students to find and process information by adding an interesting spin to the research process. For example, they could be placed in the role of detective to solve a specific “case,” collecting clues about a curriculum topic by investigating specified sources and web pages.
• Podcasting : Playing relevant podcasts — or assisting students in creating their own — can be a great way to supplement lessons, engage auditory learners and even empower students to develop new creative skills.

Educational technology strategist David Andrade reports in EdTechMagazine.com ( “What Is on the Horizon for Education Technology?” ) that current tools and trends include online learning and makerspaces, “with robotics and virtual reality expected to be widely adopted in the near future.” Peeking a little further into the future, Andrade says studies indicate that “artificial intelligence and wearable technology will be considered mainstream within four to five years.”

In practice, future innovation will come from the hearts and minds of the teachers who develop the knowledge and skills needed to discover the most engaging, effective ways to use educational technology strategies in classrooms, and virtual classrooms, far and wide.

Another essential definition of educational technology focuses on the theory and practice of utilizing new technology to develop and implement innovative educational approaches to learning and student achievement.

Behind all the high-tech tools, the digital bells and whistles, are the teachers who possess the skill — and the inspiration — to use these new technologies to expand the educational universe of their students.

According to a report by the International Society for Technology in Education ( “11 Hot EdTech Trends to Watch” ), “the most compelling topics among educators who embrace technology for learning and teaching are not about the tech at all, but about the students.”

Benefits for students include expanded opportunities for personalized learning , more collaborative classrooms and new strategies such as so-called “flipped learning,” in which students are introduced to the subject material outside the classroom (often online), with classroom time then being used to deepen understanding through discussion and problem-solving activities with peers.

For teachers who aspire to make an impact in this discipline, earning a master’s in educational technology is obviously about learning new tools, strategies and practices, but it’s also about understanding the supporting structures that must be in place to ensure the most successful outcomes. These include:

• Policy and legal issues
• Ethical issues (student privacy, etc.)
• Funding, grants and budgets
• Real-world applications (the world of work, partnership opportunities, etc.)
• Networking basics, hardware, learning management software
• Equity (community/school access and assets, student access)
• Ability to complete a school or district needs assessment/site tech survey analysis

Therefore, for educators who are inspired by the immense potential of educational technology, the value of a master’s degree cannot be overstated.

“We need technology in every classroom and in every student and teacher’s hand,” says education technology pioneer David Warlick, “because it is the pen and paper of our time, and it is the lens through which we experience much of our world.”

In recent years, rising interest in educational technology has led to the emergence of new advanced degree programs that are designed to prepare educators to shift into an innovator’s mindset and become transformative technology leaders in their classroom, school or district.

The best programs are structured to impart a comprehensive understanding of the tools used in educational technology, the theories and practices, and critically important related issues (budgeting, legal/ethical considerations, real-world partnership opportunities, educational equity, etc.) that are essential for such technology-enhanced programs to deliver on their potential to inspire student learning, achievement and creativity.

For example, the University of San Diego, well-known for its innovative, online Master of Education program, is launching a new specialization. The program is designed to prepare teachers to become effective K-12 technology leaders and coaches, virtual educators and instructional innovators who embrace technology-influenced teaching practices to empower student learning.

The program’s fully online format — in which students learn from expert instructors who possess deep experience in the field, while also interacting with fellow teachers from across the country — enables busy education professionals to complete their master’s degree in 20 months while working full time.

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J. Michael Spector’s: Foundations of educational technology: integrative approaches and interdisciplinary perspectives

Routledge, NY, 2012, ISBN 978-0-415-87471-7

• Book Review
• Published: 21 June 2012
• Volume 60 , pages 963–965, ( 2012 )

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Tracey, M.W. J. Michael Spector’s: Foundations of educational technology: integrative approaches and interdisciplinary perspectives. Education Tech Research Dev 60 , 963–965 (2012). https://doi.org/10.1007/s11423-012-9264-3

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Educational Technology

Educational technology is a term used to describe a wide array of teaching-and-learning software and hardware that’s increasingly being used in college and university classrooms. The ultimate goal of educational technology, also referred to as Ed Tech, is to enable an improved learning environment, which in turn is meant to boost student outcomes. It has also been proven to increase student engagement and participation in class. Educational technology isn’t meant to replace an educator’s instruction. Instead, it’s meant to supplement their instruction by making lectures more collaborative and interactive. “Technology will never replace great teachers, but in the hands of great teachers, it’s transformational,” says George Couros , Adjunct Instructor in the Graduate School of Education at the University of Pennsylvania and author of The Innovator’s Mindset.

Educational technology refers to technology that usually helps facilitate collaboration in an active learning environment. There are a number of ways instructors can use educational technology in the classroom. These include creating dynamic textbooks that are filled with custom case studies related to today’s headlines. Another example of educational technology use is the process of gamification , where games and activities are imported into class lessons to reinforce concepts in a fun way. Attendance, homework assignments and quizzes can also be administered via educational technology and help educators gauge which students are the highest and lowest performers. Educational technology can be used to generate real-time insights on teaching material, style and format and can give students an instant look at their own progress.

Educational technology examples have expanded in recent years to include the rise of 3D and sensory platforms including augmented reality, virtual reality and artificial intelligence. Augmented reality (AR) is a virtual replication of the real world that includes sights, sounds and, in some instances, sensory stimuli. Anatomy students might use an AR app to see a detailed diagram of the heart when hovering their phone over a static image. Virtual reality (VR), on the other hand, immerses the user in a fully virtual environment that is often digitally rendered. Using a headset, users are immersed in an animated or digital space. History students, for example, might take a trip to the Smithsonian Museum using VR. Finally, artificial intelligence (AI) tools such as Siri and Alexa combine computer science and machine learning to solve problems and complete tasks upon request. Software such as Turnitin may be considered AI as the platform automatically flags behavior indicative of cheating.

Educational technology is disrupting traditional education and teaching methods by offering both teachers and students the ability to learn in an environment that makes use of now-common devices such as smartphones, laptops and tablets. Software including Top Hat is considered educational technology. Top Hat gives educators the flexibility to deliver personalized, meaningful and equitable learning experiences. Dynamic courseware gives students a representative and relevant reading experience. Quizzes and discussions let students demonstrate their knowledge in lectures or on their own. Real-time signals and learning insights—ranging from attendance to poll performance—offer an automatic indication of student success. Read how these professors use Top Hat to make their teaching more dynamic.

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