Proposed strategies for Teaching - Learning English teachers
Teaching Strategies

In each classroom where he developed the process of learning English , it performs a joint construction between teacher and learners , which in turn is unique and unrepeatable. For this and other reasons it is concluded that it is difficult to consider that there is only one way to teach or a foolproof method to be effective and valid for all teaching and learning situations .

In fact it can be said that even with or counting with recommendations on how to carry out a proposal or English teaching method either, the way this or these are concretized or operate will always be different and unique every time . Teaching strategies are procedures that the teacher uses in a reflective and flexible to promote the achievement of significant learning in students, are means or resources to provide educational support .

Some of the strategies that we can include in the teaching-learning process of English we can mention the following , which in one way or another have shown some effectiveness , to be introduced either as support academic texts or in the dynamics of teaching-learning process .

     Reading

It is the skill that develops over because everything is provided for students to be in the ability to understand English texts , hence the introduction of strategies such as:

Reading for specific information or Scanning. It consists of performing a cursory reading , in which specific information is sought , and once you find it with the naked eye you start reading more carefully, to take the most interesting elements of it.

Reading for gist or skimming . It consists of a generally quick read to get a general idea of the text.

Reading for details : Consists of a slow and detailed reading in order to understand the meaning of each word , this applies mainly to reading complex issues such as poetry or highly technical issues of a specific workplace .

     Listening

Through this skill is achieved the student to understand the language that is expressed verbally without reading . The most used strategies are:

Listening for gist : It consists of listening to a segment complete either a conversation , reading , etc. , so that the student understands generally what the speaker means .

Listening for specific information: the student is asked to listen to a recording or teacher in order to locate specific information so requested .

Listening for detail : consists mainly listen to a recording to detect similarities and diferentas between the pronunciation of the words and how they are pronounced the same . As used for the identification of accents .

Listening for attitude: The student listens to a recording to help on how to be the intonation and even to determine the speaker's emotions .

     Speaking

Develops the student's ability to express themselves orally easily in a foreign language . Hence the use of strategies such as :

Role play and dialogues : Help the student practice the language in a safe for them , since they are allowed to write fictional situations that subsequently have to present in public.

Speech : It consists of writing and presenting speeches on specific topics that you want to develop the student. This practice helps not only fluency but their ability to express themselves in public in formal situations .

Discussions : We present controversial topics that motivate students to talk without restrictions and free one way in which you can express your ideas and defend their views .

Group work: small activities are conducted in the classroom that require students to exchange ideas using the language. This helps with the practice of it improving your fluency and even given the opportunity to correct within themselves or answer your questions without help from the teacher.

Choral Drill : The strategy used for word repetition in order to improve pronunciation and intonation .

     Writing

Help the student develop the way they express in writing in the language. The most used strategies are:

Simple Completing texts : The student completes either a text with the correct form of the verb , or some other word to help give coherence to the text.

Writing post cards and Letters : The student can write their experiences and emotions or even can learn how to write a formal letter and so practicing grammar and other aspects of writing .

Writing compositions and essays : This is a strategy of more formal writing allows students to develop a freely chosen topic while other resource documents to argue their work. It is used with advanced students , as not only their level of difficulty but also the need to write coherently .

Teaching Strategies

                                                     

Language Learning

                                   

Using-Technology-in-Foreign-Language-Learning

                                                Role of Technology in Language Learning
It is rare to find a language class that does not use some form of technology. In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken.

Further, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. Distance learning programs can enable language educators to expand language-learning opportunities to all students, regardless of where they live, the human and material resources available to them, or their language background and needs. In sum, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating language learning for their students.

While technology can play an important role in supporting and enhancing language learning, the effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment. In some cases, however, school and university administrators have permitted technology to drive the language curriculum and have even used it to replace certified language teachers. Language technology companies have made unsubstantiated claims about their products' abilities to help students learn languages, thus confusing administrators into thinking that these technologies can be an effective cost-cutting measure. There is currently no definitive research to indicate that students will acquire a second language effectively through technology without interaction with and guidance from a qualified language teacher. It is rare to find a language class that does not use some form of technology. In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken. -
It is rare to find a language class that does not use some form of technology. In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken.

Further, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. Distance learning programs can enable language educators to expand language-learning opportunities to all students, regardless of where they live, the human and material resources available to them, or their language background and needs. In sum, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating language learning for their students.

While technology can play an important role in supporting and enhancing language learning, the effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment. In some cases, however, school and university administrators have permitted technology to drive the language curriculum and have even used it to replace certified language teachers. Language technology companies have made unsubstantiated claims about their products' abilities to help students learn languages, thus confusing administrators into thinking that these technologies can be an effective cost-cutting measure. There is currently no definitive research to indicate that students will acquire a second language effectively through technology without interaction with and guidance from a qualified language teacher. -

                                

It is rare to find a language class that does not use some form of technology.  In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken.
Further, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. Distance learning programs can enable language educators to expand language-learning opportunities to all students, regardless of where they live, the human and material resources available to them, or their language background and needs.  In sum, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating language learning for their students.
While technology can play an important role in supporting and enhancing language learning, the effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment. In some cases, however, school and university administrators have permitted technology to drive the language curriculum and have even used it to replace certified language teachers. Language technology companies have made unsubstantiated claims about their products' abilities to help students learn languages, thus confusing administrators into thinking that these technologies can be an effective cost-cutting measure. There is currently no definitive research to indicate that students will acquire a second language effectively through technology without interaction with and guidance from a qualified language teacher.
- See more at: http://www.actfl.org/news/position-statements/role-technology-language-learning#sthash.M1iXtxPD.dpuf

It is rare to find a language class that does not use some form of technology.  In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken.
Further, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. Distance learning programs can enable language educators to expand language-learning opportunities to all students, regardless of where they live, the human and material resources available to them, or their language background and needs.  In sum, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating language learning for their students.
While technology can play an important role in supporting and enhancing language learning, the effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment. In some cases, however, school and university administrators have permitted technology to drive the language curriculum and have even used it to replace certified language teachers. Language technology companies have made unsubstantiated claims about their products' abilities to help students learn languages, thus confusing administrators into thinking that these technologies can be an effective cost-cutting measure. There is currently no definitive research to indicate that students will acquire a second language effectively through technology without interaction with and guidance from a qualified language teacher.
- See more at: http://www.actfl.org/news/position-statements/role-technology-language-learning#sthash.M1iXtxPD.dpuf

It is rare to find a language class that does not use some form of technology.  In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken. - See more at: http://www.actfl.org/news/position-statements/role-technology-language-learning#sthash.M1iXtxPD.dpuf

It is rare to find a language class that does not use some form of technology.  In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken.
Further, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. Distance learning programs can enable language educators to expand language-learning opportunities to all students, regardless of where they live, the human and material resources available to them, or their language background and needs.  In sum, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating language learning for their students.
While technology can play an important role in supporting and enhancing language learning, the effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment. In some cases, however, school and university administrators have permitted technology to drive the language curriculum and have even used it to replace certified language teachers. Language technology companies have made unsubstantiated claims about their products' abilities to help students learn languages, thus confusing administrators into thinking that these technologies can be an effective cost-cutting measure. There is currently no definitive research to indicate that students will acquire a second language effectively through technology without interaction with and guidance from a qualified language teacher.
- See more at: http://www.actfl.org/news/position-statements/role-technology-language-learning#sthash.M1iXtxPD.dpuf

It is rare to find a language class that does not use some form of technology.  In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken.
Further, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. Distance learning programs can enable language educators to expand language-learning opportunities to all students, regardless of where they live, the human and material resources available to them, or their language background and needs.  In sum, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating language learning for their students.
While technology can play an important role in supporting and enhancing language learning, the effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment. In some cases, however, school and university administrators have permitted technology to drive the language curriculum and have even used it to replace certified language teachers. Language technology companies have made unsubstantiated claims about their products' abilities to help students learn languages, thus confusing administrators into thinking that these technologies can be an effective cost-cutting measure. There is currently no definitive research to indicate that students will acquire a second language effectively through technology without interaction with and guidance from a qualified language teacher.

- See more at: http://www.actfl.org/news/position-statements/role-technology-language-learning#sthash.M1iXtxPD.dpuf

It is rare to find a language class that does not use some form of technology.  In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken.
Further, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. Distance learning programs can enable language educators to expand language-learning opportunities to all students, regardless of where they live, the human and material resources available to them, or their language background and needs.  In sum, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating language learning for their students.
While technology can play an important role in supporting and enhancing language learning, the effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment. In some cases, however, school and university administrators have permitted technology to drive the language curriculum and have even used it to replace certified language teachers. Language technology companies have made unsubstantiated claims about their products' abilities to help students learn languages, thus confusing administrators into thinking that these technologies can be an effective cost-cutting measure. There is currently no definitive research to indicate that students will acquire a second language effectively through technology without interaction with and guidance from a qualified language teacher.
- See more at: http://www.actfl.org/news/position-statements/role-technology-language-learning#sthash.M1iXtxPD.dpuf

It is rare to find a language class that does not use some form of technology.  In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken.
Further, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. Distance learning programs can enable language educators to expand language-learning opportunities to all students, regardless of where they live, the human and material resources available to them, or their language background and needs.  In sum, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating language learning for their students.
While technology can play an important role in supporting and enhancing language learning, the effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment. In some cases, however, school and university administrators have permitted technology to drive the language curriculum and have even used it to replace certified language teachers. Language technology companies have made unsubstantiated claims about their products' abilities to help students learn languages, thus confusing administrators into thinking that these technologies can be an effective cost-cutting measure. There is currently no definitive research to indicate that students will acquire a second language effectively through technology without interaction with and guidance from a qualified language teacher.

- See more at: http://www.actfl.org/news/position-statements/role-technology-language-learning#sthash.M1iXtxPD.dpuf

Role of Technology in Language Learning

It is rare to find a language class that does not use some form of technology.  In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken.
Further, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. Distance learning programs can enable language educators to expand language-learning opportunities to all students, regardless of where they live, the human and material resources available to them, or their language background and needs.  In sum, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating language learning for their students.
While technology can play an important role in supporting and enhancing language learning, the effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment. In some cases, however, school and university administrators have permitted technology to drive the language curriculum and have even used it to replace certified language teachers. Language technology companies have made unsubstantiated claims about their products' abilities to help students learn languages, thus confusing administrators into thinking that these technologies can be an effective cost-cutting measure. There is currently no definitive research to indicate that students will acquire a second language effectively through technology without interaction with and guidance from a qualified language teacher.

- See more at: http://www.actfl.org/news/position-statements/role-technology-language-learning#sthash.M1iXtxPD.dpuf

Role of Technology in Language Learning

It is rare to find a language class that does not use some form of technology.  In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken.
Further, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. Distance learning programs can enable language educators to expand language-learning opportunities to all students, regardless of where they live, the human and material resources available to them, or their language background and needs.  In sum, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating language learning for their students.
While technology can play an important role in supporting and enhancing language learning, the effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment. In some cases, however, school and university administrators have permitted technology to drive the language curriculum and have even used it to replace certified language teachers. Language technology companies have made unsubstantiated claims about their products' abilities to help students learn languages, thus confusing administrators into thinking that these technologies can be an effective cost-cutting measure. There is currently no definitive research to indicate that students will acquire a second language effectively through technology without interaction with and guidance from a qualified language teacher.

- See more at: http://www.actfl.org/news/position-statements/role-technology-language-learning#sthash.M1iXtxPD.dpuf

Role of Technology in Language Learning

It is rare to find a language class that does not use some form of technology.  In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken.
Further, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. Distance learning programs can enable language educators to expand language-learning opportunities to all students, regardless of where they live, the human and material resources available to them, or their language background and needs.  In sum, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating language learning for their students.
While technology can play an important role in supporting and enhancing language learning, the effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment. In some cases, however, school and university administrators have permitted technology to drive the language curriculum and have even used it to replace certified language teachers. Language technology companies have made unsubstantiated claims about their products' abilities to help students learn languages, thus confusing administrators into thinking that these technologies can be an effective cost-cutting measure. There is currently no definitive research to indicate that students will acquire a second language effectively through technology without interaction with and guidance from a qualified language teacher.

- See more at: http://www.actfl.org/news/position-statements/role-technology-language-learning#sthash.M1iXtxPD.dpuf

Languages ​​and TIC, a perfect combination

 Languages ​​and TIC, a perfect combination

Learning languages ​​can be much easier if we use the new technologies. We now have at our disposal a wealth of tools and applications that we can be helpful for learning.
                             


For example, to learn English we can use uSpeak, a free application that will help us learn while utilizing the game. Using different sets of words, the order of the letters, etc.. we can learn a lot about the language and also help us to improve the ability to think in English and improve our vocabulary.

On the other hand we have bussuu platform, a platform that helps improve a language from beginner levels to advanced levels. With this tool we can access over 3000 words and expressions, photographic material, activities, etc.. Furthermore, we can find lesson plans in many languages​​, exercises.


In addition, for intermediate levels can have a tool developed by The New York Times: Learn Inglés With The New York Times. With this tool you can hear the complete recording of a text, do different activities for their understanding, learn vocabulary, etc..

In other languages ​​can also find helpful tools such as French Verbs HD, an application for learning this language and that is mainly aimed at teaching verb conjugations. This tool helps improve correct pronunciation of verb forms with the use of animations, etc..

Educational technology

                                  

“Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important.” - Bill Gates

Technology in the classroom

There are various types of technologies currently used in traditional classrooms. Among these are:

• Computer in the classroom: Having a computer in the classroom is an asset to any teacher. With a computer in the classroom, teachers are able to demonstrate a new lesson, present new material, illustrate how to use new programs, and show new websites.

• Class website: An easy way to display your student's work is to create a web page designed for your class. Once a web page is designed, teachers can post homework assignments, student work, famous quotes, trivia games, and so much more. In today's society, children should know how to use the computer to navigate their way through a website, so why not give them one where they can be a published author? Just be careful, as most districts maintain strong policies to manage official websites for a school or classroom. Also, most school districts provide teacher webpages that can easily be viewed through the school district's website.

• Class blogs and wikis: There are a variety of Web 2.0 tools that are currently being implemented in the classroom. Blogs allow for students to maintain a running dialogue. They work a tool for maintaining a journal of thoughts, ideas, and assignments, as well as encourage student comment and reflection. Wikis are more group focused to allow multiple members of the group to edit a single document and create a truly collaborative and carefully edited finished product.

Blogs allow the student to express their knowledge of the information learned in a way that they like. Blogging is something that students do for fun sometimes, so when they are assigned an assignment to do a blog they are eager to do it! If you are a teacher and need to find a way to get your students eager to learn, create, and inspire assign them a blog. They will love it.

• Wireless classroom microphones: Noisy classrooms are a daily occurrence, and with the help of microphones, students are able to hear their teachers more clearly. Children learn better when they hear the teacher clearly. The benefit for teachers is that they no longer lose their voices at the end of the day.

• Mobile devices: Mobile devices such as clickers or smartphone can be used to enhance the experience in the classroom by providing the possibility for professors to get feedback.See also MLearning.

• Interactive Whiteboards: An interactive whiteboard that provides touch control of computer applications. These enhance the experience in the classroom by showing anything that can be on a computer screen. This not only aids in visual learning, but it is interactive so the students can draw, write, or manipulate images on the interactive whiteboard.

• Digital video-on-demand: Replacement of hard copy videos (DVD, VHS) with digital video accessed from a central server (e.g. SAFARI Montage). Digital video eliminates the need for in-classroom hardware (players) and allows teachers and students to access video clips immediately by not utilizing the public Internet.

• Online media: Streamed video websites can be used to enhance a classroom lesson (e.g. United Streaming, Teacher Tube, etc.)

• Online study tools: Tools that motivate studying by making studying more fun or individualized for the student (e.g. Study Cocoa)

• Digital Games: The field of educational games and serious games has been growing significantly over the last few years. The digital games are being provided as tools for the classroom and have a lot of positive feedback including higher motivation for students.

There are many other tools being used depending on the local school board and funds available. These may include: digital cameras, video cameras, interactive whiteboard tools, document cameras, or LCD projectors.

• Podcasts: Pod-casting is a relatively new invention that allows anybody to publish files to the Internet where individuals can subscribe and receive new files from people by a subscription. The primary benefit of pod-casting for educators is quite simple. It enables teachers to reach students through a medium that is both "cool" and a part of their daily lives. For a technology that only requires a computer, microphone and internet connection, pod-casting has the capacity of advancing a student’s education beyond the classroom. When students listen to the pod-casts of other students as well as their own, they can quickly demonstrate their capacities to identify and define "quality." This can be a great tool for learning and developing literacy inside and outside the classroom. Pod-casting can help sharpen students’ vocabulary, writing, editing, public speaking, and presentation skills. Students will also learn skills that will be valuable in the working world, such as communication, time management, and problem-solving.

Although pod-casts are a new phenomenon in classrooms, especially on college campuses, studies have shown the differences in effectiveness between a live lecture versus podcast are minor in terms of the education of the student.
  

    

Technology in Education

Educational technology

Educational technology, sometimes termed EdTech, is the study and ethical practice of facilitating e-learning, which is the learning and improving performance by creating, using and managing appropriate technological processes and resources. The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology is "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning," according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee, educational technology includes other systems used in the process of developing human capability. Educational technology includes, but is not limited to, software, hardware, as well as Internet applications, such as wikis and blogs, and activities. But there is still debate on what these terms mean.

Technology in education is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning and may be measured in how and why individuals behave. Educational Technology relies on a broad definition of the word "technology." Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators. Newer tools such as smartphones and games (both online and offline) are beginning to draw serious attention for their learning potential. Media psychology is the field of study that applies theories of human behavior to educational technology.

Consider the Handbook of Human Performance Technology. The word technology for the sister fields of Educational and Human Performance Technology means "applied science." In other words, any valid and reliable process or procedure that is derived from basic research using the "scientific method" is considered a "technology." Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology comes from the Greek "techne" which means craft or art. Another word, "technique," with the same origin, also may be used when considering the field Educational Technology. So Educational Technology may be extended to include the techniques of the educator.

A classic example of an Educational Psychology text is Bloom's 1956 book, Taxonomy of Educational Objectives. Bloom's Taxonomy is helpful when designing learning activities to keep in mind what is expected of—and what are the learning goals for—learners. However, Bloom's work does not explicitly deal with educational technology per se and is more concerned with pedagogical strategies.

According to some, an Educational Technologist is someone who transforms basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction. Educational Technologists typically have a graduate degree (Master's, Doctorate, Ph.D., or D.Phil.) in a field related to educational psychology, educational media, experimental psychology, cognitive psychology or, more purely, in the fields of Educational, Instructional or Human Performance Technology or Instructional Systems Design. But few of those listed below as theorists would ever use the term "educational technologist" as a term to describe themselves, preferring terms such as "educator."^{[citation needed]} The transformation of educational technology from a cottage industry to a profession is discussed by Shurville, Browne, and Whitaker.
is "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning," according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee, educational technology includes other systems used in the process of developing human capability. Educational technology includes, but is not limited to, software, hardware, as well as Internet applications, such as wikis and blogs, and activities. But there is still debate on what these terms mean.
  is "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning," according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee, educational technology includes other systems used in the process of developing human capability. Educational technology includes, but is not limited to, software, hardware, as well as Internet applications, such as wikis and blogs, and activities. But there is still debate on what these terms mean.