Abstract
Educational technology seems to be suffering from an identity crisis. Many exciting things are happening in the field, but increasingly we educational technologists find ourselves on the sidelines in our own ballgame. People from other disciplines are taking an interest in educational technology, but they show little interest in our knowledge base (often even little awareness that it exists!) and little interest in our professional organizations and publications. Why is this happening? What can we do about it? To what extent might our mindset be the problem? What new directions do we need to pursue to improve the health and value of our field? These are the central issues which this article discusses.
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Reigeluth, C.M. Educational technology at the crossroads: New mindsets and new directions. ETR&D 37, 67–80 (1989). https://doi.org/10.1007/BF02299047
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DOI: https://doi.org/10.1007/BF02299047