Abstract

The purpose of this research is to advance knowledge of how the academic field of educational technology has developed in Canada. It identifies key events and trends to provide new insights into the academic field of educational technology. The study focuses on the field in Canada from 1968 to 2006 and addresses one main research question:- How has the academic field of educational technology in Canada reached theist current state? Qualitative research methodology was employed to gather and analyze data from key individuals in the field in Canada and from relevant documentation. Data sources included: A purposive sample of 25 semi-structured interviews with leading stakeholders and also carefully selected documents (i.e., program information, faculty curricula vitae, and research on educational technology development in Canada). Text analyses were used to produce robust descriptions of the phenomenon under investigation. Based on interview data and supporting document data, the findings are:- First, the development of educational technology academic programs at the majority of universities studied was shaped by educational technology developments outside degree programs, especially those involving affiliated research centres and media service units within the universities. Second, it was found that there is a great diversity in how the educational technology degree programs developed at the 12 universities investigated. Third, the evolution of educational technology outside Canada, particularly in the United States, was perceived by faculty participants to influence the emergence of educational technology in Canada. Canadian universities built upon technological innovations achieved in the United States, but also built a field with uniquely Canadian characteristics. Interpretations generated from the data analysis suggest that the trend toward online and blended degree program creation in Canada from 2000 to the present offers an important new direction for educational technology program development. The best available criteria were followed to maximize the trustworthiness of the findings. A broad range of evidence was used to establish the greater plausibility of these findings over competing alternatives. Knowledge obtained from this study should prove useful to administrators, researchers, university students studying educational technology, and instructors in educational communications and technology academic programs