The History Of American Educational Technology And Its Paradigm Evolution

In the field of Educational Technology, there has been a tendency of emphasizing processes and methods but ignoring basic research. Based on T. Kuhn's scientific paradigm theory, the new development of scientific philosophy, this paper proposes a new methodology to direct the study , and it also studies the paradigm of Educational Technology and its historical evolution, which is not only one of the issues in fundamental theory building, but also an important research interest both at home and abroad. According to Kuhn's scientific paradigm theory, "scientific paradigm" is used to indicate some certain norms and rules, and some common beliefs, values, tools and methods. Through the study of the development of Educational Technology based on paradigm theory, the new developments of paradigm theory, the methodology of the study of Educational Technology history and paradigm, we will make Educational Technology become "normal science" as soon as possible. By doing so, we can develop Educational Technology quickly and direct the practice field and make full use of its directive functions on ICT in Education.This paper includes six parts: introduction, the study of American scholars on the history and paradigm of American Educational Technology, scientific paradigm theory and the paradigms of Educational Technology, new explaination of the history of American Educational Technology, the main factors that affect the paradigm evolution of Educational Technology, Conclusions and trends.In the first chapter, the writer explains the reasons to study the topic, defines the related concepts, and illustrates the research objectives, domains, methods and limitations of the study.Chapter 1, 2, 3, 4 constitute the main body of the paper. Chapter 1 analyzes the study of American scholars on the history and paradigm of American Educational Technology. The scholars includes such as Paul Saettler, Robert Reiser and so on. Chapter 2 begins with discussing scientific paradigm theory, and explains the positive and negative meanings of scientific paradigm theory on Educational Technology. Then the author discusses and criticizes the opinion of Paul Saettler and proposes a conclusion: Educational Technology is still a preparadigmatic science. Chapter 3 first introduces the new development of paradigm theory in scientific philosophy, and the methodology of the integration of history and logic. Based on this, proposes the methodology of the study ofEducational Technology history, the historical development of American Educational Technology can be divided into three stages: media-communication, instruction-design, learning-performance. At last, the writer analyzes the development of the Department of Instructional Systems Technology at Indiana University. Chapter 4 studies the main factors that influence the development of Educational Technology: the influences of technology, the influences of basic theories including systems theory, learning and teaching theory, communication theory, the influences of the society and practice field.Finally, chapter 5 discusses whether Educational Technology can become a normal science, the development of Educational Technology in China and the problems that exist in China, the inspirations of the history and paradigm development in America on China.Educational Technology is a field that has been developing quickly, the study of the fundamental theories benefits the building of the discipline. Educational Technology in China should absorb the experiences and lessons of American Educational Technology, develop and become a normal science as quickly as possible.