The definitions that appeal the most to me are the ones from Roblyer (2012) and from the Association for Education Communications and Technology (AECT). When I think of education technology, I think of the two applications that are described by AECT and mentioned also by Roblyer (2012). Firstly, the methods we use technology for, what actions we take with them, and how they aid in the processes of solving problems. And secondly, the actual tools or resources that are used for these methods and applications. At the core of my own definition of educational technology is how and what we use to help students build the skills necessary to think critically and solve problems. The part of Roblyer’s (2012) definition that says “technology is us” is also quite powerful. In the year 2025, rarely are we doing anything without the use of modern day tech. We live our everyday lives in technology-enhanced learning environments (TELE). This is true in the classroom as well. Tech is constantly being applied to pedagogical choices to find more diverse learning solutions. In the math and science classroom more specifically, educators employ technology to make learning experiences more authentic. TELEs allow for students to apply their learning into more real world experiences. For example, utilizing Google Earth to learn about climate change, or using a Google Sheet to learn about compound interest with the latest bank rates. Students respond well to TELEs because of how integrated technology is into every other aspect of their lives.
Roblyer, M.D. & Doering, A. (2012). Integrating educational technology into teaching, (5th Ed.). Upper Saddle River, New Jersey: Prentice Hall.