Abstract
The field of educational technology has suffered from an identity crisis as it has struggled to define itself in the face of fast-paced historical, technological, and educational advancements. As online technologies have exploded into mainstream education and corporate training, the need for professionals who are highly qualified in designing, developing, implementing, and assessing instruction, as well as selecting appropriate technologies to support traditional and online programs, has increased. However, the roles and responsibilities of educational technologists have become as varied as the employers who hire them and the tools they use, causing confusion about what an educational technologist is and does. This paper provides: (1) a brief history of the educational technology field; (2) an overview of educational technology definitions; and (3) the results of a study conducted to ascertain what educational technology practitioners do, what skills they possess, and, in their own words, how they define their discipline. This study can help prospective students make informed decisions regarding their futures and serve as a starting point for interdisciplinary relationships between Educational Technology and CIS, IT, and CS, programs in higher education to prepare well-rounded graduates with highly marketable skills who are prepared for the increasing demands of the workplace.
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