Abstract
It should not be surprising that the educational technology curriculum developed for a university in the Netherlands differs markedly from its counterparts in North America. After all, the structure of university degrees and programs differ as do the historical backgrounds of the fields of education and educational technology in the two regions. Perhaps most importantly, the program described here was built systematically from the ground up using a unique conceptual scheme, a scheme that truly places systematic, scientific problem solving at the core of the educational technology process.
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