Quality of Education

10 A HISTORY OF THE AECT’S DEFINITIONS OF EDUCATIONAL TECHNOLOGY Alan Januszewski h e State University of New York at Potsdam Kay A. Persichitte University of Wyoming Introduction The purpose of this chapter is to provide a historical context for the current dei nition of educational technology. We will do this in several stages. First, we will review the primary purposes and considerations for dei ning educational technology. h en, we will review each of the four previous dei nitions, paying particular attention to the primary concepts included in each dei nition.We will examine the context and rationales for decisions made regarding each of these primary concepts. We will also present some of the historical criticisms of the dei nitions which provided the impetus for changing the dei nitions. h e criteria and purposes for producing a dei nition were discussed at the time of the writing of the i rst dei nition in 1963. A satisfactory dei nition of instructional technology wil l let us i nd common ground, will propose tomorrow’s horizons, and will allow for a variety of patterns that specii c individuals may follow in specii c institutions . . Research must be designed in terms of clear understanding of instructional technology. Superintendents of schools are requesting criteria for new personnel ER5861X_C010. indd 259 ER5861X_C010. indd 259 8/16/07 6:24:22 PM 8/16/07 6:24:22 PM260 JANUSZEWSKI AND PERSICHITTE needed in various phases of instructional improvement. Teacher-education institutions need assistance in planning courses for pre-service and in-service instruction that will provide the skills and understanding which will be required in tomorrow’s classrooms . . Let us consider the criteria for useful dei nitions. h ey should (a) clarify the description of the i eld in ordinary language; (b) summarize existing knowledge; (c) mediate applications of knowledge to new situations; and (d) lead to fruitful lines of experimental inquiry. . . . h is report aims to provide a working dei nition for the i eld of instructional technology which will serve as a framework for future developments and lead to an improvement in instruction. (Ely, 1963, pp. –8) h ose involved in the writing of the 1963 dei nition obviously believed that there were a lot of things to consider when dei ning educational technology. Or put dif erently, the existence of such a dei nition would have far reaching consequences, sometimes with implications that the authors might not intend. Acknowledging this opened the door to criticisms of the dei – nitions and the purposes cited for redei ning educational technology. h e authors of subsequent dei nitions all seemed to adhere, at least in part, to the purposes and criteria identii ed in the 1963 dei nition.The 1963 Definition h e leadership of the Association for Educational Communications and Technology (AECT) recognized the 1963 dei nition of audiovisual communications as the i rst formal dei nition of educational technology (AECT, 1977). h is dei nition, the i rst in a series of four oi cially sanctioned dei nitions, was developed by the Commission on Dei nition and Terminology of the Department of Audiovisual Instruction (DAVI) of the National Education Association (NEA) and supported by the Technological Development Project (TDP).In 1963 audiovisual communications was the label that was used to describe the i eld as it was evolving from the audiovisual education movement to educational technology: Audiovisual communications is that branch of educational theory and practice primarily concerned with the design and use of messages which control the learning process. It undertakes: (a) the study of the unique and relative strengths and weaknesses of both pictorial and nonrepresentational messages which may be employed in the learning process for any purpose; and (b) the structuring and systematizing of messages by men and instruments in an educational environment. es e undertakings ER5861X_C010. indd 260 ER5861X_C010. indd 260 8/16/07 6:24:23 PM 8/16/07 6:24:23 PM10. A HISTORY OF THE AECT’S DEFINITIONS OF EDUCATIONAL TECHNOLOGY 261 include the planning, production, selection, management, and utilization of both components and entire instructional systems. Its practical goal is the ei cient utilization of every method and medium of communication which can contribute to the development of the learner’s full potential. (Ely, 1963, pp. 18–19) A footnote that was included as part of this dei nition read â€Å"the audiovisual communications label is used at this time as an expedient.Another designation may evolve, and if it does, it should then be substituted† (p. 18). Conceptual Shit s Signaled in Dei nitions h ere are three major conceptual shit s that contributed to the formulation of the dei nitions of educational technology as a theory: (1) the use of a â€Å"process† concept rather than a â€Å"product† concept; (2) the use of the terms messages and media instrumentation rather than materials and machines; and (3) the introduction of certain elements of learning theory and communication theory (Ely, 1963, p. 19).Understanding these three ideas and their impact on each other is essential to understanding the idea of educational technology in 1963. A technological conception of the audiovisual i eld called for an emphasis on process, making the traditional product concept of the i eld of educational technology untenable. h e Commission believed, â€Å"h e traditional product concept in the audiovisual i eld views the ‘things’ of the i eld by identifying machines, use of particular senses, and characteristics of materials by degrees of abstractness and/or concreteness† (Ely, 1963, p. 19).Members of the Commission preferred a process concept of the i eld which included â€Å"the planning, production, selection, management, and utilization of both components and ent ire instructional systems† (p. 19). h is process conception also emphasized â€Å"the relationship between events as dynamic and continuous† (p. 19). h e Commission argued that â€Å"materials† and â€Å"machines† were â€Å"things† or products and opted not to use those terms in the dei nition. Instead, the Commission used the terms messages and instruments. h e Commission further argued that materials and machines were interdependent elements. A motion picture and projector are inseparable as are all other materials requiring machines for their use† (Ely, 1963, p. 19). One was of little practical use without the other. h e Commission used the concept of media instrumentation to explain instruments. h e Commission said, â€Å"Media-instrumentation indicates the ER5861X_C010. indd 261 ER5861X_C010. indd 261 8/16/07 6:24:23 PM 8/16/07 6:24:23 PM262 JANUSZEWSKI AND PERSICHITTE transmission systems, the materials and devices available to carry s elected messages† (Ely, 1963, p. 20). e concept of media instrumentation also included the people who utilized the instruments in the educational environment as well as the transmission systems. h e idea that both people and instruments comprised media instrumentation was based in the broader concept of the man-machine system (Finn, 1957). In discussions of the relationship and integration of learning theory and communications theory to instructional technology, the Commission stated, â€Å"Certain elements of learning theory and communications theory of er potential contributions [to the i eld of educational technology]; e. . , source, message, channel, receiver, ef ects, stimulus, organism, response† (Ely, 1963, p. 20). h e Commission integrated learning theory and communications theory by identifying and combining the two systems basic to the process view of the i eld: the learning-communicant system and the educational-communicant system. h ese two systems use conce pts from both learning and communications theories that delineated and specii ed the roles of the individuals involved in the use of these systems. e learnercommunicant system â€Å"refers to the student population† and the educationalcommunicant system â€Å"refers to the professional persons in the school† (p. 23). h ese two systems could be of any size, ranging from a single classroom to large school systems (Ely, 1963). Merging the two communicant systems into a single model of the educational process provided the i eld of audiovisual communications with a theoretical framework (Ely, 1963) and a model that allowed educational technology to be viewed as a theoretical construct (AECT, 1977). e fundamental doctrine advanced by the writers of the i rst dei nition was that it was a â€Å"branch of educational theory and practice. † h e word theory was particularly important in this dei nition because it had a special place in the history of the audiovisual i eld, because of the status that it conferred on the i eld, and because of the expectation for further research to inl uence the evolution of that theory. Finn’s Characteristics of a Profession e 1963 dei nition was heavily inl uenced by James Finn’s (1953) six characteristics of a profession: (a) An intellectual technique, (b) an application of that technique to the practical af airs of man, (c) a period of long training necessary before entering into the profession, (d) an association of the members of the profession into a closely knit group with a high quality of communication ER5861X_C010. indd 262 ER5861X_C010. indd 262 8/16/07 6:24:24 PM 8/16/07 6:24:24 PM10.A HISTORY OF THE AECT’S DEFINITIONS OF EDUCATIONAL TECHNOLOGY 263 between members, (e) a series of standards and a statement of ethics which is enforced, and (f) an organized body of intellectual theory constantly expanded by research. (p. 7) Of these six characteristics of a profession, Finn (1953) argued that â€Å"the most fundamental and most important characteristic of a profession is that the skills involved are founded upon a body of intellectual theory and research† (p. 8). Having established the importance of theory and research for a profession, Finn further explained his position by saying that â€Å". . this systematic theory is constantly being expanded by research and thinking within the profession† (p. 8). Finn was arguing that a profession conducts its own research and theory development to complement the research and theory development that it adapts/adopts from other academic areas. If educational technology was to be a true profession, it would have to conduct its own research and develop and its own theory rather than borrowing from more established disciplines like psychology.Finn (1953) evaluated the audiovisual i eld against each of the six characteristics and determined that the audiovisual i eld did not meet the most fundamental characteristic: an organized body of intellectual theory and research. â€Å"When the audiovisual i eld is measured against this characteristic . . . the conclusion must be reached that professional status has not been attained† (Finn, 1953, p. 13). h is argument was largely accepted by, and had a profound ef ect on, the leadership of the audiovisual i eld in the late 1950s and early 1960s.Finn (1953) laid a foundation that the audiovisual i eld was troubled by a â€Å"lack of theoretical direction† (p. 14). He attributed this to a â€Å"lack of content† and the absence of â€Å"intellectual meat† (p. 14) in the contemporary meetings and professional journals of the i eld. In his argument promoting the development of a theoretical base for the audiovisual i eld, Finn warned, Without a theory which produces hypotheses for research, there can be no expanding knowledge and technique.And without a constant attempt to assess practice so that the theoretical implications may b e teased out, there can be no assurance that we will ever have a theory or that our practice will make sense. (p. 14) Finn dedicated his career to rectifying this dei ciency in the i eld, and the resulting impact of his work on the 1963 dei nition is evident. Advancing an argument that audiovisual communications was a theory was an attempt to address the â€Å"lack of content† cited by Finn (1953). e Commission identii ed â€Å"the planning, production, selection, management, and utilization of both components and entire instructional systems† (Ely, ER5861X_C010. indd 263 ER5861X_C010. indd 263 8/16/07 6:24:24 PM 8/16/07 6:24:24 PM264 JANUSZEWSKI AND PERSICHITTE 1963, p. 19) as tasks performed by practitioners in the i eld directly related to Finn’s (1953) discussion of the â€Å"intellectual technique† of the audiovisual i eld—Finn’s i rst criterion for a profession. e i rst oi cial dei nition of educational technology can be viewed as an a ttempt to bring together remnants of theory, technique, other academic research bases, and history contained in the audiovisual literature, into a logical statement closing the gap on the â€Å"poverty of thought† (Finn, 1953, p. 13) that characterized the audiovisual education movement. h e evolution of audiovisual communications (and later, educational technology) as a theory began to add â€Å"intellectual meat† to audiovisual practice.By merging the audiovisual communications concept with the process orientation of the i eld into a new intellectual technique grounded in theory, the Commission strengthened the professional practice and of ered a direction for further growth as a profession. Emergence of a Process View Included among the many factors contributing to the development of the process view of educational technology were the two beliefs held by the most inl uential and prominent individuals involved with the audiovisual i eld: (1) that technology was prima rily a process (Finn, 1960b) and (2) that communication was a process (Berlo, 1960; Gerbner, 1956). e conceptual view of educational technology as a way of thinking and a process was established by the 1963 dei nition. h e intention of the Commission that produced the i rst oi cial dei nition of the i eld was â€Å"to dei ne the broader i eld of instructional technology which incorporates certain aspects of the established audiovisual i eld† (Ely, 1963, p. 3). Not unexpectedly, the 1963 dei nition drew some critique as it was applied to the emerging i eld of the 1960s and 1970s.Prominent individuals involved with audiovisual education, such as James Finn (1957; 1960a) and Charles Hoban (1962), had previously used the term technology when referring to the activities of the audiovisual i eld. Donald Ely (1973; 1982) observed that the use of the word control in the 1963 dei nition was problematic for many individuals involved with educational technology. Ely (1982) explained, â €Å"h e strong behavioral emphasis at the time seemed to call for the word ‘control’† (p. 3).He noted that the word facilitate was substituted by many professionals â€Å"to make the dei nition more palatable† (Ely, 1973, p. 52). Perhaps equally important was the desire by members of the i eld to move away from a behaviorally based psychology to a more humanistic psychology (Finn, 1967). ER5861X_C010. indd 264 ER5861X_C010. indd 264 8/16/07 6:24:24 PM 8/16/07 6:24:24 PM10. A HISTORY OF THE AECT’S DEFINITIONS OF EDUCATIONAL TECHNOLOGY 265 Criticisms of the 1963 Dei nition As noted in the introduction, no one dei nition can be the dei nition, and there were criticisms of the 1963 dei nition.James Knowlton (1964), a faculty member at Indiana University, was a consultant for the 1963 Commission on Dei nition and Terminology. In an essay that reviewed the 1963 dei nition, Knowlton stated that the dei nition itself was â€Å"couched in semiotical termsâ €  (p. 4) but that the conceptual structure used in the rationale for the 1963 dei nition â€Å"was couched in learning theory terms [and] this disjunction produced some surprising anomalies† (p. 4). Knowlton’s argument was based on a need for conceptual and semantic consistency in the dei nition.Knowlton argued that failing to pair the language of the dei nition with the language of the conceptual structure in the rationale resulted in a general lack of clarity about this new concept. h is lack of clarity in turn caused confusion in the direction of research and practice in the i eld. Less than a decade later, Robert Heinich (1970) saw a need to redei ne the i eld of educational technology for two reasons. First, he was critical of the â€Å"communications† based language used in the 1963 dei nition. Heinich argued that this language was too complicated for school personnel to interpret and apply.Second, Heinich argued that the power to make many of the deci sions regarding the use of technology in schools should be transferred from the teacher to the curriculum planners. Heinich’s argument for changing the dei nition was based on both linguistic concerns and evolutionary changes in the functions of practitioners in the i eld. Heinich promoted an approach to schooling where specialists would decide when and where schools would use technology. h is position was dif erent from that which was discussed in the rationale for the 1963 dei – nition.In the rationale for the 1963 dei nition, teachers were viewed as partners of educational technologists rather than as their subordinates (Januszewski, 2001). Forces Impelling a New Dei nition Other contemporary issues emerged which began to inl uence the i eld. h e report of the Presidential Commission on Instructional Technology (1970) stated that instructional technology could be dei ned in two ways: In its more familiar sense it means the media born of the communications revolution which can be used for instructional purposes alongside the teacher, textbook and blackboard.In general, the Commission’s report follows this usage . . . the commission has had to look at the pieces that ER5861X_C010. indd 265 ER5861X_C010. indd 265 8/16/07 6:24:25 PM 8/16/07 6:24:25 PM266 JANUSZEWSKI AND PERSICHITTE make up instructional technology: television, i lms, overhead projectors, computers and the other items of â€Å"hardware and sot ware. † (p. 19) h e second and less familiar dei nition . . . (Instructional technology) . . . s a systematic way of designing, carrying out, and evaluating the total process of learning and teaching in terms of specii c objectives, based on research in human learning and communication and employing a combination of human and nonhuman resources to bring about more ef ective instruction. (Commission on Instructional Technology, 1970, p. 19) Educational technology professionals responded to this report in a special section of Audi ovisual Communications Review (1970). h e professional reviews of the government report were mixed at best. Ely (Ely et al. 1970) of Syracuse University thought that the Commission’s overall ef ort was commendable given its lot y charge. Earl Funderburk (Ely et al. , 1970) of the NEA called the recommendations a balanced program. But David Engler (Ely et al. , 1970) of the McGraw-Hill Book Company disapproved of the Commission’s ef ort to relegate the process-based dei nition of instructional technology to some â€Å"future† role. Leslie Briggs (Ely et al. , 1970) of Florida State University accused the Presidential Commission of providing a â€Å"two-headed image† of instructional technology by stressing both a hardware and a process orientation of the concept. e contributors to this special section of Audiovisual Communications Review (1970) were generally dissatisi ed with the â€Å"two-headed† orientation primarily because of the confusion it m ight cause among the potential client groups of educational technology. h ey viewed the hardware orientation favored by the Presidential Commission as a setback for the profession. It meant the unacceptable return to the â€Å"audiovisual aids† and â€Å"technology as machine† conceptions of educational technology. h is orientation also implied the de-emphasizing of research and theory.Given these professional discussions and developments, professionals in the i eld believed that a new dei nition of educational technology was necessary. The 1972 Definition By 1972, through evolution and mutual agreement, the DAVI had become the AECT. Along with the organizational change came a change to the dei nition. ER5861X_C010. indd 266 ER5861X_C010. indd 266 8/16/07 6:24:25 PM 8/16/07 6:24:25 PM10. A HISTORY OF THE AECT’S DEFINITIONS OF EDUCATIONAL TECHNOLOGY 267 h e newly formed AECT dei ned the term educational technology rather than the term audiovisual communications a sEducational technology is a i eld involved in the facilitation of human learning through the systematic identii cation, development, organization and utilization of a full range of learning resources and through the management of these processes. (Ely, 1972, p. 36) As a member of the group that wrote several of the early drat s of the 1972 dei nition, Kenneth Silber (1972) was successful in including changes in many of the roles and functions of the practitioners of the i eld as part of that dei nition.Silber introduced the term learning system which combined ideas of the open classroom movement with some of the concepts of educational technology. Like Heinich’s (1970) perspective, Silber’s (1972) â€Å"learning system† (p. 19) suggested changes in the roles of the teacher and the educational technologist. Unlike Heinich, Silber supported the idea that learners should make many decisions regarding the use of educational technology themselves. Educational techno logists would produce a variety of programs and designs that learners would use or adapt to meet their own â€Å"long-range learning destination† (p. 1). Silber’s position was that the teacher should be more a â€Å"facilitator of learning† and less a â€Å"teller of information. † A Dei nition Based on h ree Concepts h ere are three concepts central to the 1972 dei nition characterizing educational technology as a i eld: a broad range of learning resources, individualized and personalized learning, and the use of the systems approach. â€Å"It is these three concepts, when synthesized into a total approach to facilitate learning, that create the uniqueness of, and thus the rationale for, the i eld† (Ely, 1972, p. 7). Examining these three concepts along with the idea of educational technology as a â€Å"i eld† is crucial to understanding the AECT’s (1972) dei nition of educational technology. It is particularly important to recognize that dif erent interpretations of these three concepts would result in dif ering conceptions of the i eld through the next three decades. h e dif erent interpretations and relative emphases of these concepts were due in large part to dif erences in educational philosophy and educational goals.Dif ering interpretations of these concepts would also have the more visible ef ect of substantially dif erent products and processes developed in the i eld. h e writers of the 1972 dei nition seemed to be aware that the major concepts could be interpreted dif erently, and they seemed to be interested ER5861X_C010. indd 267 ER5861X_C010. indd 267 8/16/07 6:24:26 PM 8/16/07 6:24:26 PM268 JANUSZEWSKI AND PERSICHITTE in including individuals with dif erent philosophical and academic backgrounds in the i eld. e writers of the 1963 dei nition and its supporting rationale seemed less concerned with accommodating divergent educational philosophies. Perhaps this was due to the fact that the 1963 dei n ition was the i rst formal attempt to dei ne educational technology. Such an under taking was formidable enough. Perhaps it was because the writers of the 1972 dei – nition paid more attention to the discussions of educational philosophy in the literature from the rest of the i eld of education.Perhaps it was because the 1963 dei nition viewed educational technology as an educational theory and, potentially, as an educational philosophy itself. Regardless, there is no doubt that by 1972, the authors of the dei nition of educational technology chose to consider educational technology a i eld of study and not as a specii c theory (Januszewski, 1995, 2001). Educational Technology as a Field h e decision to refer to educational technology as a i eld of study rather than a theory or a branch of theory had at least four results: (1) we acknowledged that there was more than one theory of educational technology, ore than one way to think about the role(s) of educational technology; ( 2) the dei nition prompted signii cant philosophical discussions by members of the profession; (3) the use of the word i eld encompassed both the â€Å"hardware† and â€Å"process† orientations of instructional technology described by the Presidential Commission (1970); and (4) this dei nition was based on the â€Å"tangible elements† (Ely, 1972) that people could observe. e 1972 dei nition essentially dei ned educational technology by role and function rather than as an abstract concept, as was the case for the 1963 dei nition, where educational technology was viewed as a theory. h e concept of â€Å"i eld† has been a thorny one for educational technologists. Like many areas of study within education, it is very dii cult to discuss educational technology without using the word i eld as a descriptor. Certainly audiovisual professionals used the term to describe the â€Å"audiovisual i eld† before the terms instructional technology or educational te chnology were ever used. e 1963 dei nition statement frequently used i eld (Ely, 1963) to move the discussion along, even though it was argued that educational technology was a theory or branch of theory. On the surface, the use of i eld seems a rather inescapable semantic problem when speaking of educational technology. But it is signii cant that the writers of the 1972 dei nition chose to use i eld rather than theory in the dei nition because the use of the word i eld established a territory. It also provided certain legitimacy to ef orts to advance ER5861X_C010. ndd 268 ER5861X_C010. indd 268 8/16/07 6:24:26 PM 8/16/07 6:24:26 PM10. A HISTORY OF THE AECT’S DEFINITIONS OF EDUCATIONAL TECHNOLOGY 269 both products and processes. h e consequences of this decision were anticipated by Finn (1965), who proclaimed Properly constructed, the concept of instructional or educational technology is totally integrative. It provides a common ground for all professionals, no matter in what aspect of the i eld they are working: it permits the rational development and integration of new devices, materials, and methods as they come along. e concept is so completely viable that it will not only provide new status for our group, but will, for the i rst time, threaten the status of others [italics added]. (p. 193) Criticism of the 1972 Dei nition h e 1972 dei nition was not the object of numerous criticisms as was the 1963 dei nition, probably because it was considered only an interim dei nition (Ely, 1994). Only one such article appeared in the literature of the i eld of educational technology—a critique was written by Dennis Myers, then a graduate student at Syracuse University, and Lida Cochran, a faculty member at the University of Iowa (Myers & Cochran, 1973). e brief analysis by Myers and Cochran (1973) articulated at least i ve dif erent criticisms. First, they proposed including a statement in the rationale for the dei nition stating that students have a rig ht of access to technological delivery systems as part of their regular instruction. Including such a statement follows from Hoban’s (1968) discussion on the appropriateness of technology for instruction in a technological society. Second, Myers and Cochran argued that the 1972 dei nition statement was weakened by neglecting to include a theoretical rationale for the dei nition. is criticism, which correctly pointed out that the dei nition is lacking a unii ed theoretical direction, supported Heinich’s (1970) assertions in his philosophical view of the i eld. In a third point, Myers and Cochran (1973) criticized the limited role that the educational technologist was provided in the description of the systems approach provided in the dei nition. In a fourth point, they discussed the shortcomings of the terminology used to discuss the domains and roles in educational technology.Perhaps the most interesting point made in this analysis concerned the relationship of educati onal technology to the rest of the i eld of education. In noting the problem of dei ning the i eld by the functions performed, Myers and Cochran (1973) pointed to the importance of considering the purpose of education. ER5861X_C010. indd 269 ER5861X_C010. indd 269 8/16/07 6:24:26 PM 8/16/07 6:24:26 PM270 JANUSZEWSKI AND PERSICHITTE What is important is that certain functions get done in education. h at generalization is important because it conveys an attitude that transcends narrow professional nterests and strikes a note of community and cooperativeness, qualities which are essential to the solution of problems facing education and society. (p. 13) Here, Myers and Cochran (1973) seemed to be chastising the writers of the 1972 dei nition for being overly concerned with intellectual territory and the roles performed in the i eld of educational technology. h is particular criticism lost only a little of its sharpness when it was viewed in light of earlier comments made about the inap propriateness of the limited role assigned to educational technologists in the dei nition (Januszewski, 2001).In summary, by 1972, the name of the concept had changed from audiovisual communications to educational technology. h e organizational home for professionals in the i eld had changed name: from DAVI to AECT. h ere had been substantial changes in our schools, hardware, and other technological innovations during the nine years since the writing of the i rst dei nition. Educational technology was now identii ed as a i eld of study, open to interpretation by those who practiced within it. e 1972 dei nition rel ected these interpretations but was intended to be only a temporary measure. Almost as soon as it was published, work began on the next dei nition. The 1977 Definition In 1977, the AECT revised its dei nition of educational technology with its third version: Educational technology is a complex, integrated process, involving people, procedures, ideas, devices and organizati on, for analyzing problems and devising, implementing, evaluating and managing solutions to those problems, involved in all aspects of human learning.In educational technology, the solution to problems takes the form of all the Learning Resources that are designed and/or selected and/or utilized to bring about learning; these resources are identii ed as Messages, People, Materials, Devices, Techniques, and Settings. h e processes for analyzing problems, and devising, implementing and evaluating solutions are identii ed by the Educational Development Functions of Research h eory, Design, Production, Evaluation Selection, Logistics, Utilization, and Utilization Dissemination. h e processes of directing or coordinating one or more of hese functions are identii ed by the Educational Management Functions of Organizational Management and Personnel Management. (AECT, 1977, p. 1) ER5861X_C010. indd 270 ER5861X_C010. indd 270 8/16/07 6:24:27 PM 8/16/07 6:24:27 PM10. A HISTORY OF THE AECTâ₠¬â„¢S DEFINITIONS OF EDUCATIONAL TECHNOLOGY 271 h e Dei nition of Educational Technology (AECT, 1977) was a 169-page book intended to accomplish two things: (a) systematically analyze the complex ideas and concepts that were used in the i eld of educational technology, and (b) show how these concepts and ideas related to one another (Wallington, 1977). is publication included the dei nition of educational technology (which comprises 16 pages of the text), a history of the i eld, a rationale for the dei nition, a theoretical framework for the dei nition, a discussion of the practical application of the intellectual technique of the i eld, the code of ethics of the professional organization, and a glossary of terms related to the dei nition. Educational Versus Instructional Technology h e conceptual dif erence between the terms educational technology and instructional technology constituted a large portion of the analysis of this book.Understanding how the authors of the 1977 dei niti on viewed the relationship of instructional technology to educational technology is essential to understanding the 1977 dei nition and its theoretical framework. h e basic premise of this distinction was that instructional technology was to educational technology as instruction was to education. h e reasoning was that since instruction was considered a subset of education then instructional technology was a subset of educational technology (AECT, 1977). For example, the concept of educational technology was involved in the solution of problems in â€Å"all aspects of human learning† (p. ). h e concept of instructional technology was involved in the solution of problems where â€Å"learning is purposive and controlled† (p. 3). Educational Technology as a Process Two other complex conceptual developments were also undertaken by the authors of the 1977 dei nition, which were interrelated. First, the 1977 dei – nition of educational technology was called a â€Å"pr ocess† (AECT, 1977, p. 1). h e authors intended the term process to connote the idea that educational technology could be viewed as a theory, a i eld, or a profession.Second, the systems concept was infused throughout the entire dei nition statement and in all the major supporting concepts for the dei nition in both its descriptive and prescriptive senses. h e authors of the 1977 dei nition connected these two conceptual developments by saying that the use of the systems concept was a process (AECT, 1977). As one of the three major supporting concepts for the 1972 dei nition of educational technology, the systems approach had become the basis for the ER5861X_C010. ndd 271 ER5861X_C010. indd 271 8/16/07 6:24:27 PM 8/16/07 6:24:27 PM272 JANUSZEWSKI AND PERSICHITTE dei nition itself by 1977. h rough their ef orts to reinforce the process conception of educational technology, the leadership of the i eld now assumed that all of the major supporting concepts of the dei nition were t ied to, or should be viewed in light of, the systems approach. h e three major supporting concepts of the 1977 dei nition were learning resources, management, and development.Learning resources were any resources utilized in educational systems; a descriptive use of the systems concept the writers of the 1977 dei nition called â€Å"resources by utilization. † Authors called the resources specii cally designed for instructional purposes, a prescriptive use of the systems approach, â€Å"resources by design† or â€Å"instructional system components† (AECT, 1977). Like the concept of learning resources, management could be used in a descriptive fashion to describe administrative systems or in a prescriptive way to prescribe action. e concept of management was ot en used as a metaphor for the systems approach in education (Heinich, 1970). h e term instructional development was frequently used to mean the â€Å"systems approach to instructional development† o r â€Å"instructional systems development† (Twelker et al. , 1972). h e fact that the management view of the systems approach to instruction ot en included an instructional development process and the fact that instructional development models frequently included management as a task to be completed in the systems pproach to instructional development further intertwined the systems concept with the process view of educational technology. h ese descriptive and prescriptive interpretations of the 1977 dei nition would inl uence future dei nitions. As previously noted, the predilection that educational technology was a process was not new when the 1977 dei nition was written. Process was one of the three major supporting concepts incorporated into the rationale of the 1963 dei nition (Ely, 1963).Believing that educational technology was a process provided one of the major reasons that the leadership of the profession tended to reject the report of the Presidential Commission on Instructional Technology (1970), which focused heavily on the hardware of the i eld in its i rst dei nition of instructional technology. h e authors of the 1977 dei nition, who purposefully used the term process to develop a systematic and congruent scheme for the concept of educational technology, said, h e dei nition presented here dei nes the theory, the i eld, and profession as congruent. is occurs because the dei nition of the i eld of educational technology is directly derived from, and includes, the theory of educational technology, and the profession of educational technology is directly ER5861X_C010. indd 272 ER5861X_C010. indd 272 8/16/07 6:24:28 PM 8/16/07 6:24:28 PM10. A HISTORY OF THE AECT’S DEFINITIONS OF EDUCATIONAL TECHNOLOGY 273 derived from, and includes, the i eld of educational technology. (AECT, 1977, p. 135) In the end, the ef ort to demonstrate the congruence of the major concepts involved with educational technology created as many issues for the i eld as it resolved.Five immediate advantages for describing educational technology as a process were (1) the use of the term process reinforced the primacy of the process view of educational technology over the product view of educational technology. h e process view had been outlined in the 1963 dei nition statement, but the report of the Presidential Commission on Instructional Technology (1970) appeared to reverse this emphasis. (2) h e term process would ground the dei nition of educational technology in the activities of its practitioners, activities that could be directly observed and verii ed. 3) h e term process could be used to describe educational technology as a theory, a i eld, or a profession. (4) h e term process allowed the further evolution of thought and research around the concept of systems. Finally, (5) an organized process implies the use of research and theory, which would reinforce the idea that educational technology was a profession. Educational Technology as F ield, h eory, or Profession h e authors of the 1977 dei nition argued that educational technology could be thought of â€Å"in three dif erent ways—as a theoretical construct, as a i eld, and as a profession† (AECT, 1977, p. 7). h ey continued, â€Å"None of the foregoing perspectives is more correct or better than the others. Each is a different way of thinking about the same thing† (p. 18). h e writers of the 1977 dei nition argued that the theoretical construct, the i eld, and the profession were all process based. h e term process described and connected all three of these perspectives of educational technology with a single word. Educational technology had been called a theory in the 1963 dei nition (Ely, 1963), and it had been called a i eld in the 1972 dei nition (Ely, 1972).New to the 1977 dei nition was the argument that educational technology was also a profession. Prior to the publication of the 1977 dei nition, the term profession was used in passing as it related to educational technology. Since Finn (1953) had argued that the i eld had not yet reached professional status, members of the i eld (e. g. , Silber, 1970) had made few attempts to analyze educational technology systematically as a profession. Using Finn’s criteria, the writers of the 1977 dei nition argued that educational technology was now a profession.Depending upon the interpretation and application of the systems concept, educational technology could be explained as a theory, a i eld, or a profession ER5861X_C010. indd 273 ER5861X_C010. indd 273 8/16/07 6:24:28 PM 8/16/07 6:24:28 PM274 JANUSZEWSKI AND PERSICHITTE in the 1977 dei nition. h e impact of using the term process to describe educational technology as a theory, a i eld, or a profession hinged on these dif ering interpretations of the systems approach, once again prompting discussions and philosophical debates among prominent educational technologists. e period of the 1980s was not so focused on c riticism of the 1977 dei nition as much as characterized by broad academic wrangling over the interpretation and application of the dei nition (Januszewski, 1995, 2001). h e three major supporting concepts of the 1977 dei nition—learning resources, management, and development—could also be interpreted dif erently based on divergent conceptions of the systems approach. h e dif erent interpretations of learning resources, management, and development also provided the writers of the 1977 dei nition with a rationale to distinguish between educational technology and instructional technology.The 1994 Definition By 1994, the dei nition of educational technology had nearly come full circle. h e dei nition that was produced in 1994 read, â€Å"Instructional technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning† (Seels & Richey, 1994, p. 1). h ere are no new concepts included in the 19 94 dei nition. What was new was the identii cation of multiple theoretical and conceptual issues in the explanation of the dei nition. e 1994 dei nition was intended to be much less complex than the 1977 dei nition. h e extent to which the writers were successful can be judged in part by reviewing the criticisms of the 1977 dei nition. h e attempt by the writers of the 1977 dei nition to show the congruence of educational technology and instructional technology revealed a conceptual problem for the i eld. h e dei nition of educational technology, which was concerned with â€Å"all aspects of human learning† (AECT, 1977, p. ), had become so broad that some individuals in the i eld of education pointed out that there was no dif erence between educational technology and curriculum, school administration, or teaching methods (Ely, 1982). Saettler (1990) wryly pointed out that the dei nition had become everything to everybody, and he dubbed the 1977 dei nition the â€Å"omnibus d ei nition. † Logical Problems h ere were also serious l aws in the reasoning and the conceptual interpretations used in the theoretical framework and rationale for the 1977 dei nition of educational technology.Establishing the dif erence between ER5861X_C010. indd 274 ER5861X_C010. indd 274 8/16/07 6:24:28 PM 8/16/07 6:24:28 PM10. A HISTORY OF THE AECT’S DEFINITIONS OF EDUCATIONAL TECHNOLOGY 275 education and instruction, the authors argued, â€Å"Education, then, includes two classes of processes not included in instruction: those processes related to the administration of instruction . . . and those processes related to situations in which learning occurs when it is not deliberately managed† (AECT, 1977, p. 56).An example of learning not deliberately managed given in the discussion was â€Å"incidental learning† (p. 56). It was reasonable for the authors to argue that nondeliberately managed learning and/or incidental learning was part of the concept of education (Januszewski, 1997). However, the dei nitions of â€Å"technology† by Galbraith (1967), Hoban (1962), and Finn (1960a, 1965), which were used by the authors of the 1977 dei nition to discuss the term technology as it related to the concept of educational technology, all included the ideas of organization, management, and control (AECT, 1977). e writers of the 1977 dei nition considered organization, management, and control critical characteristics of technology; but these ideas were contrary to the idea of â€Å"incidental learning† and â€Å"learning that was not deliberately managed. † Education, at least as it was distinguished from instruction included in the rationale of the 1977 dei nition, did not seem compatible with technology. It is dii cult to conceive of a technology of the incidental, unmanaged, and unintended. e gains made in the organization of the framework of the concept of educational technology by distinguishing between education and instruction were lost when education was paired with technology (Januszewski, Butler, & Yeaman, 1996). h eory or theoretical construct. h e relationship of educational technology to â€Å"theory† presented another problem in the discussion of educational technology presented in the 1977 dei nition and rationale. ere are three ways in which the concept of theory is related to educational technology in the 1977 dei nition statement: (1) the thought that educational technology was a â€Å"theoretical construct† (AECT, 1977, pp. 18, 20, 24); (2) the notion that educational technology itself was â€Å"a theory† (AECT, 1977, pp. 2, 135, 138); and (3) that the â€Å"dei nition of educational technology was a theory† (AECT, 1977, pp. 4, 20, 134). To some degree, all three of these discussions of theory and educational technology are accurate, but they cannot be used interchangeably as they are in the 1977 dei nition.A theoretical construct is not the same as a t heory; nor is it the case, that because a dei nition of a concept is a theory, the concept itself a theory. h e word theory has been used in at least four ways in the literature of the i eld of education: (1) the â€Å"law like† theory of the hard sciences; (2) theories that are supported by statistical evidence; (3) theories that identify variables that inl uence the i eld of study; and (4) theory as a systematic analysis of a set of related concepts (Kliebard, 1977). ER5861X_C010. indd 275 ER5861X_C010. ndd 275 8/16/07 6:24:29 PM 8/16/07 6:24:29 PM276 JANUSZEWSKI AND PERSICHITTE h e fourth sense of theory is of interest to this analysis of the 1977 dei nition of educational technology. Systematic analyses of any abstract concept can be said to be theories of that concept. Referring to educational technology as a theoretical construct, or a theory, or calling the dei nition of educational technology a theory may be accurate if the construct or theory includes a systematic an alysis of the concept of educational technology. e writers of the 1977 dei nition provided criteria for â€Å"theory† that was not theory as a systematic analysis of related concepts. h e 1977 view of theory was an attempt to establish general principles and predict outcomes (AECT, 1977). h is approach was substantially dif erent from the usage of the word theory in the 1963 dei nition statement. Further confusion arises because of the writers’ claim that educational technology did indeed meet the criteria for being a predictive theory (Januszewski, 1995, 2001).Certainly â€Å"educational technology† is a theoretical construct. â€Å"Educational technology† may also be considered a theory depending on what exactly is intended by the word theory. The 1977 definition of educational technology is a theory about the abstract concept of â€Å"educational technology. † But because the definition of the concept of educational technology may be a theory of educational technology, it does not necessarily follow that the concept of educational technology is itself a theory.This is similar to saying that a definition of the concept of democracy may be a theory of democracy but that the concept of democracy itself is not a theory. Few involved in the field of educational technology adopted this systematic treatment of the concepts provided in the 1977 definition. Many in the field adopted only portions of the definition (e. g. , Gustafson, 1981). Certain parts of the definition and the supporting statements were cited by scholars in order to make erudite points about the field of educational technology (e. . , Romiszowski, 1981), but a reading of the literature of the field during this era reveals that the whole of the conceptual framework provided in the 1977 definition, specifically the part intended to distinguish educational technology from instructional technology, was not widely accepted by the professionals in the field of educati onal technology (Seels & Richey, 1994). This lack of acceptance led to the label changes in the 1994 definition. Distinguishing between educational and instructional. e ef ort to revise the 1977 dei nition addressed some of the conceptual incongruencies of previous dei nitions. h e i rst of these was the dif erence between educational and instructional technology. Unlike the writers of the 1977 dei nition, who sought to distinguish between educational technology and instructional technology, ER5861X_C010. indd 276 ER5861X_C010. indd 276 8/16/07 6:24:29 PM 8/16/07 6:24:29 PM10. A HISTORY OF THE AECT’S DEFINITIONS OF EDUCATIONAL TECHNOLOGY 277 the authors of the 1994 dei nition acknowledged that this problem had no easy answer. ey admitted, â€Å"At present the terms ‘Educational Technology’ and ‘Instructional Technology’ are used interchangeably by most professionals in the i eld† (p. 5). But they argued, Because the term ‘Instructional T echnology’ (a) is more commonly used today in the United States, (b) encompasses many practice settings, (c) describes more precisely the function of technology in education, and (d) allows for an emphasis on both instruction and learning in the same dei nitional sentence, the term ‘Instructional Technology’ is used in the 1994 dei nition, but the two terms are considered synonymous. Seels & Richey, 1994, p. 5) With that, the oi cial label of the i eld was changed from â€Å"educational technology† to â€Å"instructional technology,† although it was quite acceptable to continue to use the term educational technology. Underlying Assumptions Seels and Richey (1994) did dif erentiate the 1994 dei nition from previous dei nitions by identifying and analyzing some of the assumptions that underlie this dei nition. Identii ed assumptions included Instructional technology has evolved from a movement to a i eld and profession.Since a profession is concerned with a knowledge base, the 1994 dei nition must identify and emphasize instructional technology as a i eld of study as well as practice (p. 2). A revised dei nition of the i eld should encompass those areas of concern to practitioners and scholars. h ese areas are the domains of the i eld (p. 2). Both process and product are of vital importance to the i eld and need to be rel ected in the dei nition (p. 2). Subtleties not clearly understood or recognized by the typical Instructional Technology professional should be removed from the dei nition and its more extended explanation (p. ). It is assumed that both research and practice in the i eld are carried out in conformity with ethical norms of the profession (p. 3). Instructional technology is characterized by ef ectiveness and ei – ciency (p. 3). h e concept of systematic is implicit in the 1994 dei nition because the domains are equivalent to the systematic process for developing instruction (p. 8). †¢ †¢ †¢ à ¢â‚¬ ¢ †¢ †¢ †¢ ER5861X_C010. indd 277 ER5861X_C010. indd 277 8/16/07 6:24:29 PM 8/16/07 6:24:29 PM278 JANUSZEWSKI AND PERSICHITTE h e inclusion of these ssumptions in the analysis and explanation accompanying the 1994 dei nition allowed for the publication of a dei nition that was much more â€Å"economical† than were previous dei nition ef orts. h eory and Practice h e authors of the 1994 dei nition stated that the dei nition was composed of four components: (a) theory and practice; (b) design, development, utilization, management and evaluation; (c) processes and resources; and (d) learning. h ese components were not necessarily new; but in this dei nition, they were reorganized, simplii ed, and connected, in a way making the 1994 dei nition unique. e 1994 dei nition used the phrasing included in the 1963 dei nition when it called instructional technology â€Å"the theory and practice of. † And the authors argued, â€Å"A profession must have a knowl edge base that supports practice† (Seels & Richey, 1994, p. 9). h e authors used a simple but rather clear notion that â€Å"theory consists of the concepts, constructs, principles, and propositions that contribute to the body of knowledge† and that â€Å"practice is the application of the knowledge† (p. 11).In so doing, the authors cleared up the problem of the meaning of theory that they had inherited from the writers of the 1977 dei nition, a dei nition of theory that had been too precise. Domains h e concepts (or â€Å"domains† of the 1994 dei nition) of design, development, utilization, management, and evaluation comprise the accepted knowledge base of the i eld today as evidenced by the Standards for the Accreditation of School Media Specialist and Educational Technology Specialist Programs (AECT, 2000).When these concepts are taken together and conducted in sequential order, they are the same as the stages of â€Å"development† described in t he 1977 dei nition. h ese concepts are directly traceable to the idea of educational engineering developed by W. W. Charters (1945). It is important to realize that the authors of the 1994 dei nition did not intend that practitioners of educational technology perform all of these tasks in the sequential order. Specializing in or focusing on one of these tasks would include broad practitioners in the i eld (Seels & Richey, 1994).Seels and Richey (1994) provided dei nitions of processes and resources: â€Å"A process is a series of operations or activities directed towards a particular end† (p. 12). â€Å"Resources are sources of support for learning, including support systems and instructional materials and environments† (p. 12). h ese descriptions allowed the authors to (a) use process to reinforce notions of ER5861X_C010. indd 278 ER5861X_C010. indd 278 8/16/07 6:24:30 PM 8/16/07 6:24:30 PM10.A HISTORY OF THE AECT’S DEFINITIONS OF EDUCATIONAL TECHNOLOGY 279 eng ineering and science in instruction; (b) maintain the distinction between resources as things and processes; and (c) be consistent with terminology used in all three previous dei nitions. h e concept of learning was not new to the 1994 dei nition; however, the dei nition of learning intended by the authors was new. In previous dei nitions, the term learning was intended to connote a change in behavior such as advocated by Tyler (1950). But the authors of the 1994 dei nition wanted to move away from a strong behaviorist orientation. ey argued, â€Å"In this dei nition learning refers to the ‘relatively permanent change in a person’s knowledge or behavior due to experience’† (Mayer, 1982, as cited in Seels & Richey, 1994, p. 12). Including the phrase â€Å"due to experience† also aided in moving away from causal connections and allowed for incidental learning. h is interpretation signaled the acceptance of a dif erent kind of science in education: one less grounded on prediction and control and more interested in applying other theoretical and research principles to the instructional process.Criticism of the 1994 Dei nition h e primary criticism of the 1994 dei nition is that instructional technology appeared to look too much like the systems approach to instructional development while changes in the practice of the i eld (e. g. , constructivistbased initiatives and the general acceptance of computer innovations in classroom methodologies) made the 1994 dei nition too restrictive for mainstream teachers and school administrators as well as researchers and scholars. h ese criticisms and further evolution of the research and practice in the i eld led to a need for reconsideration and evision of this dei nition at er more than a decade of use. The Current Definition h e task force empanelled by AECT to review the 1994 dei nition wrestled with the historical issues presented here and with other issues of perception, changing employm ent and training expectations, semantics, and a strong desire to develop a dei nition that both served to include the broad variety of practitioners in this i eld and one which would prompt renewed attention to the theory and research so critical to our continued contributions to learning.In a sense, we are not so far removed in this century from the professional goal stated in the 1963 dei nition: ER5861X_C010. indd 279 ER5861X_C010. indd 279 8/16/07 6:24:30 PM 8/16/07 6:24:30 PM280 JANUSZEWSKI AND PERSICHITTE It is the responsibility of educational leaders to respond intelligently to technological change . . . If the DAVI membership is to support the leadership in such bold steps, dei nition and terminology as a basis for direction of professional growth is a prime prerequisite . . Now that the i eld of audiovisual communications, the largest single segment of the growing technology of instruction, has reached the point of decision making, we i nd ourselves in the same quandary ot her i elds have discovered when they have attempted to dei ne their i elds: i. e. , dei nition exists at various levels of understanding but no one dei nition can be the dei nition. (Ely, 1963, pp. 16–18)And so, the latest in the line of dei nitions of educational technology: â€Å"Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. † References Association for Educational Communications and Technology. (1972). h e i eld of educational technology: A statement of dei nition. Audiovisual Instruction, 17, 36–43. Association for Educational Communications and Technology. (1977). h e dei nition of educational technology. Washington, DC: Author.Association for Educational Communications and Technology. (2000). Standards for the accreditation of school media specialist and educational technology specialist programs. Bloomington, IN : Author. Berlo, D. (1960). h e process of communication. New York: Holt, Rinehart and Winston. Charters, W. W. (1945). Is there a i eld of educational engineering? Educational Research Bulletin, 24(2), 29–37, 53. Commission on Instructional Technology. (1970). To improve learning: A report to the President and the Congress of the United States. Washington, DC: U. S. Government Printing Oi ce. Ely, D. P. (1963). e changing role of the audiovisual process: A dei nition and glossary of related terms. Audiovisual Communication Review, 11(1), Supplement 6. Ely, D. P. (1972). h e i eld of educational technology: A statement of dei nition. Audiovisual Instruction, 17, 36–43. Ely, D. P. (1973). Dei ning the i eld of educational technology. Audiovisual Instruction, 18(3), 52–53. ER5861X_C010. indd 280 ER5861X_C010. indd 280 8/16/07 6:24:31 PM 8/16/07 6:24:31 PM10. A HISTORY OF THE AECT’S DEFINITIONS OF EDUCATIONAL TECHNOLOGY 281 Ely, D. P. (1982). h e dei nition of educational technology: An emerging stability.Educational Considerations, 10(2), 24. Ely, D. P. (1994). Personal conversations. Syracuse, NY: Syracuse University. Ely, D. P. , Funderburk, E. , Briggs, L. , Engler, D. , Dietrich, J. , Davis, R. , et al. (1970). Comments on the report of the Commission on Instructional Technology. Audiovisual Communications Review, 18(3), 306–326. Finn, J. D. (1953). Professionalizing the audiovisual i eld. Audiovisual Communications Review, 1(1), 617. Finn, J. D. (1957). Automation and education: General aspects. Audiovisual Communications Review, 5(1), 343–360. Finn, J. D. (1960a).Automation and education: A new theory for instructional technology. Audiovisual Communications Review, 8(1), 526. Finn, J. D. (1960b). Teaching machines: Auto instructional devices for the teacher. NEA Journal, 49(8), 41–44. Finn, J. D. (1965). Instructional technology. Audiovisual Instruction, 10(3), 192–194. Finn, J. D. (1967, August). Dia log in search of relevance. Paper presented at the Audiovisual Communication Leadership Conference, Lake Okoboji, Iowa. Galbraith, J. K. (1967). h e new industrial state. Boston: Houghton Mil in. Gerbner, G. (1956). Toward a general model of communication.Audiovisual Communications Review, 4, 171–199. Gustafson, K. (1981). Survey of instructional development models. Syracuse, NY: ERIC Clearinghouse on Information Resources. (ERIC Document Reproduction Service No. ED 211 097) Heinich, R. (1970). Technology and the management of instruction. Washington, DC: Association for Educational Communications and Technology. Hoban, C. F. (1962, March). Implications of theory for research and implementation in the new media. Paper presented at the Conference on h eory for the New Media in Education, Michigan State University, Lansing, Michigan. Hoban, C. F. (1968).Man, ritual, the establishment and instructional technology. Educational Technology, 10(5), 11. Januszewski, A. (1995). h e de i nition of educational technology: An intellectual and historical account. Ann Arbor, MI: Microi lms International. Januszewski, A. (1997, February). Considerations for intellectual history in instructional design and technology. Paper presented at the Annual Meeting of the Association for Educational Communications and Technology, Albuquerque, New Mexico. ER5861X_C010. indd 281 ER5861X_C010. indd 281 8/16/07 6:24:31 PM 8/16/07 6:24:31 PM282 JANUSZEWSKI AND PERSICHITTE Januszewski, A. 2001). Educational technology: h e development of a concept. Libraries Unlimited: Englewood, CO. Januszewski, A. , Butler, R. , & Yeaman, A. (1996, October). Writing histories of visual literacy and educational technology. Paper presented at the Annual Meeting of the International Visual Literacy Association, Cheyenne, Wyoming. Kliebard, H. M. (1977). Curriculum theory: Give me a â€Å"for instance. † Curriculum Inquiry, 6(4), 257–269. Knowlton, J. Q. (1964). A conceptual scheme for the audiovisual i eld. Bulletin of the School of Education, Indiana University, 40(3). Myers, D. C. & Cochran, L. M. (1973). Statement of dei nition: A response. Audiovisual Instruction, 18(5), 11–13. Romiszowski, A. J. (1981). Designing instructional systems. London: Kogan Page. Saettler, P. (1990). h e evolution of American educational technology. Englewood, CO: Libraries Unlimited, Inc. Seels, B. , & Richey, R. (1994). Instructional technology: h e dei nition and domains of the i eld. Washington, DC: AECT Press. Silber, K. (1970). What i eld are we in, anyhow? Audiovisual Instruction, 15(5), 21–24. Silber, K. (1972). h e learning system. Audiovisual Instruction, 17(7), 10–27.Twelker, P. A. , Urbach, F. D. , & Buck, J. E. (1972). h e systematic development of instruction: An overview and basic guide to t

Settling the Rio Grande Valley

Settling the Rio Grande Valley The Rio Grande Valley consists of the southern most part of Texas, along the Texas/Mexico border. The population growth in this area was very slow until the 1900's, when it began to skyrocket. From 1920 to 1930, the population in the Valley more than doubled. One of the main factors for this population increase was the railroad construction. The St. Louis, Brownsville, and Mexico railroads all were completed in 1904. This furthered the expansion of the already popular method of irrigation farming in this area. The railroad system allowed for commercial production of different fruits and vegetables. Irrigation farming became extremely popular in this area and citrus orchards began popping up in this area. The farmers even discovered a tree that would thrive in the Valley climate. Irrigation farming became so successful that an amendment was added to the Texas constitution encouraging irrigation and drainage districts. Though it was becoming very popular, irrigation farming was far more expensive than the dry farming done in West Texas. It was almost impossible for small farmers to compete with the corporate farms and wealthy land owners. The large, corporate farms required extensive staff and therefore increased the population. The railroads continued to encourage population growth into the 20's and 30's by running excursion trains. These trains transported people, free of charge, from North Texas cities into South Texas. The passengers would often times buy land in South Texas and a single excursion could generate up to one million dollars in land sales. The economy continued to thrive and population continued to grow. Since most of the Valley consisted of large, corporate farms; the farmers relied on low paid laborers and the farms had their own cotton gins, stores, and employee housing. This created a wide gap between the wealthy and the poor, this gap was wider and more apparent than in other areas of the state because there were less small farmers to buffer the gap. Many of the low-wage laborers were African- American or Mexican-American. With that said, not only did rifts between classes become more evident, but also the racial tension became heavier. Earlier, â€Å"tradition and a relatively static social and political order† made people more sympathetic with the Tejanos. But during the twentieth century, these wealthy land owners were far more unsympathetic to the Tejano traditions and culture than in earlier years. This made discrimination more rampant and people became more outspoken with their bigotry. There are many documented events, like the Brownsville Affair to shed light on the extreme racism. In 1906, a documented fight broke out between a black soldier at Fort Brown and a local merchant. Since the soldiers arrived at Ft. Brown, the black soldiers were subject to extreme hatred and racism. With this particular incident, shots were fired and a white man was killed. This just goes to show the intense division between the classes and the hatred that was shown between the two groups. The railroads, the newly popular irrigation system, and the high land sales all contributed to the population growth, but because the corporate farms dominated the area, racial tension was very prevalent.

Memory Boy Essay

Memory Boy The book that I choose to read this 9 week period is called Memory by Will Weaver. The book is based on the lives of a family of 4 people; Miles, Sarah, and their two parents. Memory Boy starts out in the Mid West after a mountain range in Washington erupts and spews ash what seems billions of feet up, and over the entire United Sates like a blanket. The ash is so thick that people have to wear dust masks outside to avoid the risk of breathing it in. Miles and his family finally decide to leave the town that they live in to head northwest.Since the ash is so heavy they can’t drive a car because those are restricted, and people can only use them on certain days to avoid the problem of pollution. So Miles assembles a new vehicle that he calls the Princess. It is a mix between a bicycle and a boat that they must pilot by either peddling, or when there is enough wind they have a sail from a boat to put up. They decide to leave under the curtain of night to avoid being d etected by other people who would want to take their vehicle from them.As they make their way North they must face encounters with many obstacles such as road blocks, bandits, hunger, the government, nature, each other, and other hazards. In between telling us about they’re adventure north, Miles, who is the main character tells us the events leading up to their departure, starting with the day that the eruption happened. The novel starts out a peaceful journey by the family but they soon learn that their trip will not be easy and they must work together to survive.Miles is our main character and we watch all the events happen through his point of view. He would be a junior in high school if they still actually went to school. Miles is a smart individual who enjoys doing the job of a mechanic. He built the Princess by himself and is the only one who is about to fix and maintain it throughout the book. He takes a strong leadership role; even his parents look to him to solve th e solutions. When the volcano erupted he was only in the 9th grade.So every other chapter he will flashback to his 9th grade year to tell us a story about after the volcano erupted. He often compares his life now to that of his 9th grade year, and how he would have done things different. He used to be disrespectful and would often act out in school to seek attention. He will explain to us how some of the events he tells us about have changed him. Miles sister Sarah is a few years younger than he is. She is a dark and morbid girl; the type that is into vampire, dark music, and dark literature.But even though she seems tough on the outside, but she is actually just hiding how scared she has been throughout this entire ordeal. She secretly looks up to miles even though she would never say so to him. She doesn’t like her father very much because he was always away when she was a child. Miles’s father was a jazz musician in a band before the eruption. He was always on the r oad with his band, so he wasn’t around much when Miles and Sarah were growing up.Although he seems quite docile at the beginning of the book we soon learn that he is actually quite the leader, and when Miles gets overwhelmed his father is always there to take the lead for awhile. Miles’s mother was the main caretaker of the children so she was always around. At the beginning of the book she kept the family together as a unit, they referred to her as being. The children see their mother as being helpless most of the time. It isn’t until later in the book that she really blooms as a character, and becomes a very useful asset to the group.

Audience analysis Research Paper Example | Topics and Well Written Essays - 250 words

Audience analysis - Research Paper Example PSAs that emphasize how people crashed cars under the influence of marijuana, for example, are not only blatant guilt trips likely to turn off teenagers, but in any respect are bad arguments, since many people clearly use marijuana without crashing their cars and in any respect alcohol is legal despite the risk of drunk driving. Children and teenagers in general need to be respected, not coddled: The idea that they are empty vessels just waiting to be filled by whatever comes along is totally absurd. Kids are more like clay: They can be molded to a shape, but they have their own give and push, and someone who thinks it's easy to control their behavior will struggle just as much as someone who doesn't know how to sculpt. My emphasis will be on harm reduction. People who are already smoking pot or are at risk to have far too many factors pushing towards marijuana use for a simple abstinence message to make any sense. Instead, I will talk to kids about why reducing their abuse and facin g up to the source of their problems could make it easier to get a job, make real relationships, find ways of enjoying themselves without smoking, and resolve some of the real issues that might be leading them to use pot as an escape.

How should WTO member states respond to the issue of access to Essay

How should WTO member states respond to the issue of access to medicines as provided for in the DOHA AGREEMENT for trips - Essay Example European Union: European Parliament , EU Motion For Resolution Cases: Thai Cigarette Case India- Mailbox Case 3 Abstract The issue of access to medicines is an important, strategic issue which if not answered immediately will entail loss of million of lives. At the moment, the HIV/AIDS epidemic is raging like wild bushfire in Africa. In Kenya alone, 300 people die daily because of AIDS while1.5 million people carry the HIV virus . In other countries, the statistics are even more mind-boggling. The Doha Agreement on TRIPS and the strict intellectual property laws on patents had been pinpointed as at the heart of the failure to access medicines needed to treat HIV, TB, malaria and other diseases prevalent in LDCs or least developed countries. This paper traces the history of the Doha Agreement and finds solutions to the problem of accessibility pointing out weaknesses in the TRIPS Agreement. Finally, it suggests ways of how WTO member states be able to do their part in ensuring that millions of lives be saved by a steady supply of affordable, generic drugs to LCDS and how these can be encouraged to manuf acture their own drugs using compulsory licenses easily obtainable through TRIPS provisions and furthermore export these drugs to other LCDs similarly situated as them. Introduction International trade in the olden days was often marked with conflicts, disputes or even violence that threatened sprouting of wars between contracting nations. Thus,... International trade in the olden days was often marked with conflicts, disputes or even violence that threatened sprouting of wars between contracting nations. Thus, the lex mercatoria or law merchant came into being to govern international trade, all international merchants and especially monopolistic chartered companies such as the East India Company, South Sea Company and the Hudson Bay Company which needed to be reined over to protect small-scale merchants . Suddenly, international commercial arbitration governed by lex mercatoria was utilised to settle international trade disputes. Here, an aritrator applied the usages and customs of international trade and the â€Å"rules of law which are common to all or most of the states engaged in international trade† . But despite this, the problem of diversity of sales laws in some 200 trading countries, forum shopping by nations in dispute, no level playing field, high transaction costs demanded that conflict rules of internationa l law be applied to avoid rising incidents of disputes. As international trade metamorphosed into a highly complex trade deals that involved tariffs and non-tariff barriers, dumping of goods, trade in services, trade in intellectual property, patents, trademarks, copyright rights etc., institutions designed to supervise, police and liberalise international trade as well as negotiate and implement trade agreements, had to be established. Moreover, as authors Trebilcock and Howse pointed out, there was an imperative need to regulate international trade because a favourable balance of trade had to be perpetually maintained and this meant formulating policies that encouraged aggressive exportation while at the same time restricted importation.

Fashion Marketing of the Brand Sovereign in the UK Essay

Fashion Marketing of the Brand Sovereign in the UK - Essay Example The dip in revenue can be directly associated with the fall in consumer spending as the prolonged recessionary phase of the UK economy triggered a shortage of jobs, non-availability of consumer credit and decline in disposable income of the consumers (ibisworld.co.uk, 2013). A trend that was noticed in the UK apparel market in the year 2012 is that a large majority of the consumers are opting for either economy apparel or premium apparel. The focus of the consumers was mostly on buying apparels that can be worn on multiple occasions. However, during this period of slow domestic growth, the UK apparel market witnessed an increase in product demand from foreign buyers, who were looking forward to capitalizing on a weak currency. Also, as many retailers set up their online presence, the sales through online stores and platforms helped in boosting of sales on a temporary basis. As of the year 2013, the total valuation of the UK apparel market stood at around 3.2 billion pounds. Now, curr ently, with positive developments happening in most of the global economies, the levels of disposable income of the consumers are expected to rise again. This will again trigger a period of strong growth for the UK apparel market, thereby putting it back on the growing revenue trajectory. It is being currently forecasted by market experts that by the year 2018, the UK apparel market will have a cumulative annual growth rate (CAGR) of around 0.7%.

Graphic Design in Victorian Era Essay Example | Topics and Well Written Essays - 1250 words

Graphic Design in Victorian Era - Essay Example The Victorian Era (Fig. 1) also referred to social movement, celebration of the industrial era's spirit, design with fancy ornamental detail, the rise of American advertising design that contributed to the development of Graphic Design. In 1851, Prince Albert, husband of Victoria, organized the first international exhibition of manufactured goods as celebration of modern industrial technology and design in Crystal Palace. The exhibition attracted more than six million visitor and thirteen thousand exhibitors. "Amazingly, the building, dubbed the "Crystal Palace" (Fig.2), was ready on time and on budget. In fact, due to presale of tickets, the exhibition was ensured profit before it even opened on May 1, 1851" (www.britainexpress.com). In 1851 just about everyone who could manage it visited the Crystal Palace: six million people in five months. Over four million of them came from outside London, double the usual number of travelers (Gillett, 1990). Handling that traffic was tribute to the new, high-speed, mass circulation of people and goods by railroad. The project's architect, Joseph Paxton, was not simply builder of greenhouses, but railway engineer; the great ferrovitrious sheds that still lie behind the public face of King's Cross and Paddington stations are architectural cousins of the Crystal Palace. The cruciform palace was constructed of standard cast and wrought iron pieces, none over 24 feet long or weighing more than ton (Briggs, 1988). They supported 900,000 square feet of glass panes that were at the time the biggest ever manufactured. The enclosed floor space was 772,824 square feet: room for nearly 14,000 exhibitors from around the world, featuring everything from raw materials and massive machinery for mining and manufacturing to fine arts and finished -products for daily use. Prefabrication allowed the building to be erected in nine months; it also meant the palace could be taken down as scheduled and rebuilt in expanded form as cultural center in Sydenham, south London, where it survived until 1936 when it was destroyed in fire (Briggs 1988: ch. 2). One of the English lithographers, William Sharp introduced the chromo-lithography to America. Sharp moved to Boston in the late 1830s. He created the first chromolithograph in 1840 by printing the portrait of the congregation's minister, the Reverend F. W, P. Greenwood from two or perhaps three lithographic stone. Later in 1870, John H. Bufford, masterly craftsman achieved stunning realism on crayon-style images. "Hallmarks of Bufford designs were meticulous and convincing tonal drawing and the integration of image and lettering into unified design" (Philip, 1998). Bufford kept artistic direction responsibilities in his whole life. Louis Prang (1824-1909), German immigrant to America who was the most plentiful

Talk about Electrical Engineering Essay Example | Topics and Well Written Essays - 250 words

Talk about Electrical Engineering - Essay Example For example, advances in electronics engineering, a subfield of electrical engineering has led to  the development of more advanced communication devices such as mobile phones and automated machines used in the industries. The work revolves around research, development, installation and monitoring of various electrical engineering devices and equipment. In the recent past, technological breakthrough in material science field has led leading to the establishment of solid-state transistors, thus propelling the field into greater heights. Additionally, radio and laser technology, which has found numerous applications, have led to significant development in the production of various electrical devices and equipment (Markoff, 2012). Electrical engineering degree courses usually run for five years in many universities across the globe. The same principles are taught in the various subfield with emphasis on specific concepts bringing forth the difference. Once graduated, individual are registered under certified unions, which usually air their views and assist them in fighting for their right, s in case they are violated. On the other hand, registered professionals are bound to abide to the codes of ethics, failure to which, they may be expelled or suspended which would consequently affect their jobs and work environment. Markoff, J. (Feb 20, 2012). Engineers Take Aim at a Barrier in LED Technology. The New York Times. Retrieved on Nov 27, 2012 from

The United States Patriot Act Essay Example | Topics and Well Written Essays - 1750 words

The United States Patriot Act - Essay Example The PATRIOT Act was enacted to protect US citizens by augmenting the tools by which law enforcement agencies fight crime and improves communication capabilities between these government agencies. In spite of the prevailing majority opinion, the PATRIOT Act protects, rather than degrades, civil liberties. The name of the act, the USA PATRIOT Act, is a shortened acronym for Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism. According to the Justice Department, the PATRIOT Act gives support to and encourages enhanced sharing of information among various law enforcement agencies at the local, state and federal levels. In addition, this law assists law enforcement in their efforts to â€Å"connect the dots† from a wider scope of agencies when assembling evidence so as to â€Å"develop a complete picture† regarding possible threats from terrorists. By enabling more fluid communications between the various agencies, information regarding a particular suspect can be matched up faster, often automatically by computer database, and more accurately identified. This assists in increasing the safety of citizens both by removing dangerous suspects from the general population before they are able to cause serious trouble and by ensuring innocent citizens are cleared and released in a timely and efficient manner if or when mistakes are made. Communications is the focus of the other major element of the act as well. The Act allows law enforcement officials more latitude when attempting to intercept transmissions of suspected terrorist’s discussions via electronic surveillance (Ward, 2002). This is not a blanket license for law enforcement to listen to anyone’s line based upon a simple whim or roll of the dice, but is instead intended to help investigators trace suspicious person’s through their more intimate and therefore

Housing law Essay Example | Topics and Well Written Essays - 3000 words

Housing law - Essay Example Tackling both anti-social behavior and the causes of it has become a priority for the Government, Housing Corporation, RSL, and Local Authorities. Communities are demanding more effective ways to deal with this disease. "The Housing Corporation in its publication, "Themes from Inspection - Anti-Social Behavior" (June 2003) states: "Potential perpetrators must understand the consequences of anti-social behavior including the possible loss of their home, and realize that the association will take a tough line on unacceptable conduct". Property developers therefore have developed effective policies and procedures for tackling antisocial behavior in the areas in which it operates and we will work in partnership with residents and relevant agencies to ensure, as far as possible, that residents take responsibility for their actions and behave in a way which does not harass or intimidate others". "Anti-social behavior can have different meaning for different people. ... ose numerous unemployed junkie people begging by cash points, abandoned cars, litter and graffiti, young people using air guns to threaten and intimidate or people using fireworks as weapons", said David Blunkett, Home Secretary, in March 2003. Anti-Social Behavior - Statement of Policy, Cathy Jackson: H:My DocumentsPolicies & ProceduresASBFinal Statement of ASB Policy- Dec 2004.doc) To substantiate the Home Secretary's statement and policy, and to provide clarification to staff and residents, most property developers have brought the following actions under anti-social behavior: Use of threatening or offensive language Offensive drunkenness Using a property or any of the communal areas on a scheme for immoral or Illegal purposes, such as prostitution, or illegal manufacture, sale or use of drugs Excessive domestic noise, whether from radios, televisions, hi-fis, musical instruments, social activity, daytime or late night parties or gatherings The lighting of bonfires in the garden of a property or in any of the communal areas on a scheme The depositing of litter or rubbish either in the garden of a property or in any of the communal areas on a development or estate owned or managed by Accord Failure to control the behavior of pets including taking adequate precautions to prevent the fouling of neighboring areas The playing of ball games sufficiently close to neighboring homes so as to cause a nuisance or damage to Accord's property including boundary fences, trees and shrubs The carrying out of maintenance or repairs to motor vehicles other than those normally used for domestic purposes by the resident or members of their household Using threatening or aggressive behavior towards visitors. Physical Violence Harassment in any form, like due to a person's

Teamwork and Motivation Research Paper Example | Topics and Well Written Essays - 1250 words

Teamwork and Motivation - Research Paper Example Leaders work to enhance the internal force in employees that eventually manifests itself in all the above sectors of the organization. Motivational theories are sometimes used as tools to measure the manifestations of motivation efforts in workplaces. Consequently, an effective motivation plan is essential towards the success of any organization in relation to the dynamism in the market and the ever-growing competition. The WooWoo manufacturing company requires an effective motivation plan that would encourage high job satisfaction, low turnover, high productivity and high quality of work within the organization. This plan should bring together more that self-interest to all employees to attain success. Moreover, the motivation should also improve the relationships among all staff in this small organization to ensure both individual and group strengths. The organization’s motivation design contains several components namely organizational structure and culture, intangible rewa rds, communication, and trust among all employees and the management. The combination of all these components would result to success in the establishment and implementation of the motivation plan. Many organizations today implement the horizontal structure that incorporates transparency and open environment for employees. This clears communication and results to efficiency in allocation and completion of assigned tasks and projects. This form of openness motivates the employees and inspires loyalty to leaders. The employees work as a team in accomplishing the mission and organizational objectives with ease (Bruce, 2006). The horizontal structure helps in eliminating the mental barriers and employee-management myths. A motivation plan with this component boosts employees’ motivation leading to improved loyalty and minimal employee turnover. Intangible rewards are part of the motivation plan and entails looking beyond the monetary compensations. Intangible rewards help in achi eving employees’ confidence in their jobs. This is done through the creation of a platform that helps them to grow on their careers and develop to their next level. They include clear job descriptions that create a conducive environment for assuming an employee’s responsibilities (Bruce, 2006). Receiving career development support, being well informed on the affairs of the organization and just compensation are part of intangible rewards that boost the performances through high job satisfaction with respect to employees. Communication is a crucial part of any organization because it determines the efficiency of all operations, completion of assigned tasks and projects. Keeping the employees updated on all issues, rewards, promotions and change of command avoids negative reactions towards changes. Communication also entails feedback that ensures a message was received and any forms of instructions were followed (Lauby, 2005). Passing on information regarding an individu al’s personal achievements and expectations boosts the workplace relationships thus motivating them to improve their performances. Effective communication motivates employees towards high productivity through passing on the requirements of any task and giving the necessary feedback on the progress and completion. The management should build on trust to ensure they trust the employees and are trusted. Trust entails keeping of promises, upholding integrity and fairness in the workplace. Trust

Modern Language Association Essay Example for Free

Modern Language Association Essay The Modern Language Association (MLA) format is the most used format in doing papers especially with Liberal Arts and Humanities subjects (Purdue Owl). This format is based primarily on the author’s name and page number format. But before we start discussing how to cite sources, we must first learn how to properly format the paper using MLA. According to the OWL at Purdue website, the paper size should be a standard 8. 5 x 11 inches with 1-inch margin on all sides. The paper should be double-spaced using a formal font style such as Times New Roman in 12 pts. On all pages of the paper, a header that includes the last name of the owner of the paper and page numbers should be placed. The first lines of the paper should be indented to the left and one line apart: First and Last Name of the owner of the paper, name of professor, Subject/Course, and the date. Once these things are set up, the paper could now be officially started; the title of the paper should be at the center one line following the date (Purdue Owl). There are two basic ways of doing an in-text citation using MLA format. The first is using signal phrases — naming the author first in the sentence and then placing in parentheses the page number where the citation came from after the cited words. The second is including the last name of the author in the parenthetical citation, written before the page number and without any marks between them. If a particular source has no author mentioned, there are also two ways on how to properly cite the material. First is to use the title of the work as a signal phrase or place a shortened version of the title in the parenthetical citation. In case of sources where an organization can be used as the source, use the name of the organization as if it was the author. If page numbers are missing, like in web sites, just include the name of the author, again, either as a signal phrase or a parenthetical citation (â€Å"MLA in-text citations† 2).

Relationship Between Consumer Vanity Cultural Studies Essay

Relationship Between Consumer Vanity Cultural Studies Essay This is a very brief overview of what candidate wants to do and it is based on preliminary and superficial literature review. The direction of the study within this area and choice of variables and model details can be modified after in-depth literature review under the directions of study supervisor. The relationship between consumer vanity, status consumption, fashion consciousness and materialism in university students of Islamabad Naveed Ahmed (MM-113046) MS-Marketing Muhammad Ali Jinnahl University Islamabad, Pakistan. [emailprotected] For consideration in Department of Management Muhammad Ali Jinnah University, Islamabad The relationship between consumer vanity, status consumption, fashion consciousness and materialism in university students of Islamabad Introduction: Consumption   is   a   construct shaped in accordance with social,   cultural, political   and   economic   process   of   choosing   products   and services. This process reflects the opportunities and constraints of modernity depiction by consumers through acquisition of a desired social identity via patterns of consumption . As the US populations insatiable appetite for consumerism teeters on a staggering $14 trillion in consumer debt . What is most puzzling to economists and decision theorists is that it is often those earning the least that spend the greatest fraction of their income on conspicuous consumption (i.e., the act of acquiring goods not for their inherent objective or subjective value, but to signal social status . Now a days consumption has become the social standard of leisure time and lifestyle that is necessary, easily accessible, and optimistic by society . Goldbart, Jaffe, DiFuria stated that consumer goods will give psychological benefits as the focus of materialistic values is more on materialistic good, and young people are comparatively more exposed to status consumption than the old ones. Sometimes consumers wish to become distinctive among larger groups to acquire an improved self. The fashion industry is becoming globalized by having the 220 billion worth in the luxurious fashion market for different brands . In USA consumers having age between 12 and 19 emerged as an fashion consumer due to having purchasing power of worth 153 billion $. That is an emerging market for getting profitability . In Asia the scenario is not different, according to different researchers Asian consumers adopt eight main styles in their decision making . These are: Perfectionist high quality conscious Brand conscious Novelty and fashion conscious Recreational or shopping conscious Price conscious Impulsive careless Confused by too much choices Habitual and brand loyal Even in Pakistan, people are becoming brand, fashion consciousness by purchasing the imported products rather than the Pakistani products, which shows that Pakistanis have become more fashion, and brand conscious . Economists say that, in recent years, Pakistani women have fueled a retail boom in name brand shopping as they move from a traditional homebound life into the working world. A senior female instructor at the Government College of Technology in Lahore said she earns about 100,000 rupees, or $1,054, a month. Gradually in the last five years I have become brand-conscious, she said. Today, definitely I spend more on my clothes and jewelry. . People acquire, utilize and dispose the materialistic products in order to get feelings of differentiation from society, creating a new self and social identity . According to Solomon the materialistic show is only through vanity, people show vanity via different materialistic products like dressing, sunglasses, luxury watches etc. Durvasula, Lysonski, Watson found that vanity is an improved self in the human which is affected by society and it is also derived by the society. People try to create an idealistic personality to prove them unique in the society. Netemeyer, Burton, Lichtenstein separated the vanity into four categories which includes physical concern. Physical view, achievement concern and achievement view. Physical and achievement vanity both are very important from the perspective of marketers because they have to highlight the benefits of an individual in terms of their physical appearance and attractiveness. Marketers use vanity as an appeal to promote different products . Fashion consciousness is of greater importance when examining the self-concept of fashion consumers. explain that the concept of self-consciousness suggested by is the basis for construct of fashion consciousness Individual can posses status with accumulation of education, wealth, social ties, fashion consumption, different possessions and materialistic products . Problem: The companies of cosmetics products, which are promoted on the appeal of physical vanity, and different materialistic products that are promoted on the appeal of achievement vanity are more conscious about customers now days. With the emergence of modernism, the customer has become more fashion and brand conscious. They do not care about the price of products and are more conscious about their status. The status consumption is an indicator to social dimensions for consuming certain products and consumer is more conscious about status than price, quality and other dimensions of the products . Therefore, its very difficult for companies to appeal the products on different values like consumer vanity, materialism and fashion consciousness and its need to check the accuracy of these values in customer willingness to buy and status consumption in different brands according to the suggestion of in different countries of Asia. Gap: Brand engagement social concept, which can be in terms of different traits (Sprott et al., 2009), and status consumption are concepts that link fundamental materialistic tendencies with more specific marketplace behaviors. The three constructs form a constellation of motivated behavioral tendencies focused around the purchase which include vanity, self consciousness and fashion consumption and use of goods to build and portray the self to others. People high in these traits have been shown to consume more, pay more attention to advertisements, and be more interested in products and shopping and thus are of great interest to marketers . There is a great push due to materialism for status consumption and it works as a potential moderator in between fashion consciousness and status consumption . Fashion consciousness and brand consciousness are basic elements which influence the Pakistani university students consumptions and intentions to buy and need to investigate more with traits lik e consumer vanity . There is little research in general and no research in Pakistan and specifically university shoppers, however, that specifically examines how this group of variables works together to affect status consumption. The present study seeks to fill this gap. Research questions: The research questions related to this study are: What is the effect of consumer vanity on status consumption, how the physical vanity and achievement vanity effects the status consumption? What is the mediating role of fashion consciousness in between consumer vanity and status consumption? What is the moderating role of materialism with fashion consciousness and status consumption? Objective: The main objective of this study is to examine the effect of consumer vanity on status consumption with mediating role of fashion consciousness and moderating role of materialism with fashion consciousness and status consumption in university students of business studies. The purpose of taking business students is, they have different values like achievement, social status and hedonism leads them to congruence with environment . Significance: This study will contribute both aspects marketing theory and practical implication. First, this will broaden the knowledge of consumer behavior and traits related marketing in relation to adult consumers, university shoppers in Pakistan. Second, it will enable the marketers to set an advertising appeal for consumers based on physical vanity and achievement vanity and can provide a base for getting purchasing patterns for status and a way of modernism. It will also assist them in determining the purchasing pattern of university shoppers in Pakistan. Theories supporting research on this topic: In terms of social learning theory, influenced by the media, female college students with different vanity characteristics may develop a materialism trait and may go a step further than the different fashion anxieties. Hence, adolescent consumer behavior was study, it is essential to study students vanity trait, materialism and fashion anxiety. However, the relationship between fashion anxiety, materialism and vanity trait has rarely been studied. To theorize status consumption and luxury brand purchase intention with regard to the implications for consumer research, this study draws on consumer culture theory . Within CCT, studies on possessions are particularly relevant. The central position is that is that consumers use possessions to formulate and alter their identities, in order to  ¬Ã‚ t their own projections of who they are and aspire to be. At the same time, this process must also be validated by the judgment of the external world (Jenkins, 2004). The relationship study is based on the Veblen theory of conspicuous consumption and Veblen work on the evolution of leisure class. According to Veblen, status has become increasingly important for societies and people own different materialistic products, and other possessions in order to get honor and show their status. To show a position of esteem they try to change their self-presentation their physical vanity compels them to adopt different products to make them physical attractive. Their achievement vanity also directed them to status consumption in order to show their success and achievements . Literature Review: The literature of different variables related to study is given below: Status Consumption: Achieving and expressing status are basic goals of members of human society and achieving status through consumption has been studied for more than a century (Veblen, 1967/1899). One of the ways consumers endeavor to demonstrate their social status is through the purchase and display of certain products. Gabriel and Lang (2006, p. 8) expressed this idea well: display of material commodities fix the social position and prestige of their owners. In recent years, as the level of consumer affluence has grown, so has the consumption of luxury and status goods (Hader, 2008). Consumers try to demonstrate their personality and social status in different ways and dominant way is purchasing and displaying certain products. They elaborated this idea in clear words: Materialistic possessions and goods sets prestige and social position of holder. Different studies showed the consumption of status products and luxurious consumption has rapidly increased with the intensity of consumer richness. The good condition of economy is also a predictor of status consumption. When public has facility of credit and aggregate income of a country is rising then people show their social standing with the help of status goods. In the scale of status consumption, the operationalization of persons tendency to consumer for the sake of status. While status consumption varies with the health of the economy, the increased availability of credit and overall rising incomes contribute to the use of status items to enhance social standing. The tendency of a person to consume to achieve status has been operationalized as an individual difference variable by the status consumption scale (Eastman et al., 1999). The scale allows researchers to measure an individuals propensity to use products and services as an expression of their own status. In the scale development piece, Eastman et al. (1999) used fashion clothing as a prime example of a product category used to express status. More recently, Solomon and Rabolt (2004, pp. 239-241) and OCass and Frost (2002) both use fashion as an example of a product category employed to express status and personal meaning. Other studies show that consuming to achieve status is conceptually related to the idea of instrumental materialism (Csikszentmihalyi and Rochberg-Halton, 1981) where people accumulate possessions to some end. Status consumption relates also to a tendency to conform to group norms while expressing ones need for uniqueness (Clark et al., 2007). Indeed, status consumers are susceptible to normative influence, but not necessarily informational influence (Clark et al., 2007). While status consumption relates to accumulation to express position, materialism is more personal. Materialists things make them feel good directly, and status consumers things make them feel good because they show the world personal superiority. At the same time, materialists do want to signal status (Wang and Wallendorf, 2006), and materialistic consumers have been shown to be especially attuned to which products have status and how acquiring them promotes the status (Loulakis and Hill, 2010). Status consumption and materialism are clearly related individual difference variables. Consumer Vanity: Netemeyer, Burton, Lichtenstein defined vanity with two domains. The first one is physical vanity and other is achievement vanity. Two sub parts of physical vanity are; a concern for physical appearance and an inflated view of physical appearance. Similarly two sub parts of achievement vanity are; a concern for achievement and an inflated view of achievement. Mainly there are two philosophies about vanity. The first one says Vanity is derived by primary and biogenic needs. It is such type of personality trait which is affected by parental socialization and genes and on the second end Mason reveals that vanity is not primarily, it is secondary trait which is mainly influenced by the environment and socio-economic conditions like conspicuous consumption. Worst, Duckworth, McDaniel develop a special measure of 98 items about vanity and its motivation toward overspending based on literature. The main traits are (1) narcissism (2) Association about saving behavior (3) Compulsive over sp ending. Physical vanity: An extreme concern for and positive view of physical appearance is called physical vanity . The popular and academic press both revealed with articles and books about physical appearance, and its impact on consumer product demand. In USA people spent $ 36 billion on different dieting programs for their physical appearance . According to survey of psychology today which reported that 34 % men and 38 % women were bit satisfied about their physical appearance and other majorities want to get plastic surgery . Research uncovered that concern for physical appearance directs not only positive attitude (e.g. good health eating patterns and exercising) towards consumption but negative attitude also (e.g. disorder in eating patterns, addictive behavior and cosmetic surgeries ) for personal satisfaction . Achievement vanity: There is empirical and theoretical evidence that creates a link between consumption of product and personal achievement. Mitchell grouped 23 % respondents as achievers (who are anxious to achieve personal goal) and 9 % are grouped as emulators ( an aspiration to achievers ) by using typology of VALS. And according to Kahle 16 % people values a good judgment of accomplishment most important. It has been suggested by Belk that different groups consume in order to convey to status or success. One school of thought says that people show off the materialistic product for personal achievement . Fashion Consciousness: Various uses of self-presented products like clothing have been found to be related to self-esteem (Humphrey et al., 1971). Kwon (1994) examined the perceived effects of clothing on self-esteem. He suggested that college students perceived themselves as more competent in work, more sociable, and more positive when feeling good about their clothing as compared to feeling bad about it,. Fashion consciousness is of greater importance when examining the self concept of fashion consumers. Gould and Stern (1989) explain that the concept of self-consciousness suggested by Fenigstein et al. (1975) is the basis for construct of fashion consciousness. According to Buss (1980), the central concept of the self-consciousness theory is the extent to which one focuses on the inner or outer self: When self-awareness is directed inward, people tend to have a high level of private self-awareness, being conscious of inner states such as feelings, moods and beliefs. However, when self-awareness is directed outward, people tend to have a high level of public self-consciousness. When a person has a high level of public consciousness he tends to focus on himself as a social object (Buss, 1980, 1985). Those who are high in public self-consciousness are likely to become more nervous about being observed by others than those who are low in public self-consciousness (Buss, 1980). Based on aspects of self-consciousness, Gould and Stern (1989) strengthened the concept of fashion consciousness, and stressed the importance of biological gender in fashion consciousness. Nam et al. (2006) explain fashion consciousness as a persons degree of involvement with the styles or fashion of clothing. Apparel marketers  ¬Ã‚ nd it a convenient attribute of consumers, as this pre-existing interest in clothing can increase consumer receptivity to apparel product promotions (Richards and Sturman, 1977; Kaiser and Chandler, 1984). An individual does not have to be either a fashion opinion leader or a fashion innovator to be considered fashion conscious. Rather, fashion consciousness relates to a persons interest in clothing and fashion and his appearance (Summers, 1970; Jonathan and Mills, 1982). Gould and Stern (1989) developed the Fashion Consciousness Scale (FCS), which they suggested to have derived from two related constructs: (1) self-consciousness (suggested by Fenigstein et al., 1975) and (2) an everyday concept of fashion consciousness. Accordingly, the FCS consisted of 38 items to include both the original Self-Consciousness Scale and also various aspects of individuals everyday fashion consciousness. Gould and Stern (1989) further explained that fashion conscious females tend to focus more on their own external appearance, and they will tend to look for appearance-related reinforcement in shopping activity. They explained that the presence of objects such as mirrors,  ¬Ã¢â‚¬Å¡attering lighting, and sales people trained to provide positive appearance are reinforcers for females. Conversely, males who are more fashion conscious focus more on what they are, and these men connect fashion with their self-identity and internalized maleness (Gould and Stern, 1989). Greco and Paksoy (1989) noted that fashion-conscious shoppers rely more on mass media information sources than non-fashion-conscious customers. Walsh et al. (2001) highlighted that fashion consciousness among German consumers was due to the desire for up-to-date styles, frequent changes in wardrobe and pleasurable shopping experiences. As Bakewell and Rothwell (2006) noted, historically, the practice of shopping and clothing consumption has been regarded as a female practice. However marketers are increasingly recognizing that it is outmoded to consider men as producers and women as consumers (Bakewell and Rothwell, 2006). However, many authors suggest that although appearance consciousness has a greater in ¬Ã¢â‚¬Å¡uence on women, the society rede ¬Ã‚ nes what it means to be a man. Therefore, the notion of fashion-less male is outmoded (e.g. Featherstone, 1995; Kacen, 2000; Tseelon, 1995; Patterson and Elliot, 2002). In contrast, a study of fashion consciousness in Eastern Europ ean markets highlighted that young male respondents were more fashion-conscious than their female counterparts (Manrai et al., 2001). Further, Barak and Stern (1985) explained that fashion-conscious women often feel younger than their actual age. However, Lumpkin (1985) found that a high proportion of active mature consumers were relatively heavy spenders on clothing. Based on this, they concluded that fashion-conscious segments of older consumers do exist among shoppers. The work of Chowdhary (1988) showed that there is no relationship between age perception and fashion consciousness. However, there is a dearth of research focused of the fashion consciousness of consumers in developing countries since their cultural and socio-economic background is different from consumers in developed countries. (2) Fashion consciousness has been identi ¬Ã‚ ed as an important dimension of a persons lifestyle that affects purchase decision and consumption behaviour (Lee et al., 2009; Zhou et al., 2010). People who are highly fashion-conscious may pay more attention to the image portrayed by prestige brands and therefore may be more prestige-sensitive than those who are less fashion conscious. Studies in the past found that highly fashion-conscious consumers possess traits such as health conscious, brand conscious, innovative, and self-con ¬Ã‚ dent (Wan et al., 2001). Further, highly fashion-conscious consumers were found to be younger, and embrace social values such as respect, excitement, and fun/ enjoyment (Goldsmith and Stith, 1990). Stranforth (1995) identi ¬Ã‚ ed traits such as sensation seeking, adventure seeking, susceptibility, and clothing individuality to be signi ¬Ã‚ cantly related with high degree of fashion consciousness. The proposed hypothesis and relationships: The proposed hypothesis and relationship literature is given below: Consumer vanity and Fashion consciousness: Physical vanity and fashion consciousness: illustrated that being a fashion agent in a modernism era the fashion consumers are more conscious about brands and new fashion. He examined the relationship of brand consciousness and impulsive buying in the fashion environment. Checked the college student behavior in the attractive shopping environment but he no one focused in the fashion stores context. In today society, physical attractiveness and beauty are so much emphasized as desirable and Iranian females are more fashion consciousness in buying products for physical attractiveness. Therefore the proposed hypothesis on the base of this literature is: H1a: the physical vanity will be positively associated with fashion consciousness. Achievement vanity and fashion consciousness: People have becomes more conscious in fashion consumption just in order to show the view of achievement and success to their fellows . aggregated the achievement vanity with public-self consciousness and relate it with the external environment but ignored the self-consciousness in specific fashion context. Therefore, on the base of this literature the proposed hypothesis is: H1b: the achievement vanity will be positively associated with the fashion consciousness. Fashion consciousness and status consumption: Status consumption, wish for souvenir and fashion consciousness are the basic motivation for the fashion consumer for the purchasing of fashion goods.    Fashion  consciousness  and interest in image predispose consumers to be willing to pay more for their preferred brands. However, in Pakistan the emergence of multinational fashion brands emphasis on the requirement of research in this area. Therefore, the proposed hypothesis is: H2: Fashion consciousness will be positively associated with the status consumption. Consumer Vanity and status consumption: Physical vanity and status consumption: In a recent study in which has combined the psychological and social correlation and illustrate that the physical vanity and physical appearance needs to lower weight status and which ultimately leads to the status consumption. The need for high social status and compel to more physical attractiveness is more in female consumers . Therefore on the bases of this literature the proposed hypothesis is: H3a: Physical vanity will be positively associated with status consumption. Achievement vanity and status consumption: The values of achievement and social status prevail from young adults to university shoppers. In university the students are status consumer and want to show their achievements with their peers . The values of achievement are succeeded from the university environment to the shopping environment. described that there is a positive relationship between conspicuous achievement and status consumption in Iranian consumers but it should be investigated with other areas in this region. H3b: Achievement vanity will be positively associated with status consumption. Mediating role of fashion consciousness between consumer vanity and status consumption: Fashion consciousness, which is equivalent to fashion involvement, is merely the desire for and adoption of up-to-date styles to maintain ones status in a social network . This concept mediates the relationship between age and consumer commitment to retailers and that between age and fashion knowledge . report a signi ¬Ã‚ cant mediating effect of fashion involvement on the relationship between status consumption and price sensitivity. Checked the mediation of fashion consciousness among interpersonal effect of self-monitoring, susceptibility to personal influence with status consumption and reported about mediation working. Similarly, this study took the variable fashion consciousness as a mediator between the relationship of consumer vanity and status consumption. H4: Fashion consciousness is mediating between consumer vanity and status consumption. Conceptual Framework: Status Consumption Fashion Consciousness Consumer Vanity H1: Consumer vanity will be positively associated with fashion consciousness. H2: Fashion consciousness will be positively associated with status consumption. H3: Consumer vanity will be positively associated with status consumption. H4: Fashion consciousness is mediating between consumer vanity and status consumption. Methodology: The main objective of this study is to examine the effect of consumer vanity on status consumption with mediating role of fashion consciousness and moderating role of materialism with fashion consciousness and status consumption in university students. The purpose of taking business students is, they have different values like achievement, social status and hedonism leads them to congruence with environment . For this purpose, we will collect data from the different university students of Islamabad using the convenient sampling technique. Survey method will be used in order to collect the data from the sample of 400 respondents by developing the well-structured questionnaire. The measures for this study are given below: Measurement of the vanity was made with a well established scale of having 4 main facets. These are CFPA (Concern for physical appearance), VOPA (View of physical appearance), CFA (Concern for achievement), and VOA (View of achievement). All items have 5 questions each except VOPA (View of physical appearance) which has six questions. Five point likert scale was used having values from strongly disagree to strongly agree (Strongly disagree =1, Disagree =2, neutral =3, Agree =4, strongly agree =5) to check the response of business students and teachers of business studies. Fashion consciousness (FAS), developed by Shim and Gehrt (1996), consists of  ¬Ã‚ ve items. This construct re ¬Ã¢â‚¬Å¡ects the degree to which an individual incorporates the latest fashion styles into his wardrobe (Nam et al., 2006) and the degree of his desire for up-to-date styles and frequent wardrobe changes (Shim Gehrt, 1996; Walsh et al., 2001; Wells Tigert, 1971). Five point likert scale was used having values from strongly disagree to strongly agree (Strongly disagree =1, Disagree =2, neutral =3, Agree =4, strongly agree =5) to check the response of fashion clothing involvement. The concept of status consumption (STA) was developed by Eastman, Goldsmith, and Flynn (1999) and refers to an interest in consuming to obtain status or engaging in conspicuous consumption. The original scales compose of  ¬Ã‚ ve items. Five point likert scale was used having values from strongly disagree to strongly agree (Strongly disagree =1, Disagree =2, neutral =3, Agree =4, strongly agree =5) for getting response of business students about status consumption. The statically tools will be used to describe response of university students. Mean values of response were also calculated, exploratory factor analysis and confirmatory factor analysis will be used in order to prove the reliability and validity of instrument. KMO values were obtained. To check the association and to know the variance between variables. For inter-item reliability final scores the Cronbach alpha values were determined. Descriptive statistics were useful to demonstrate the demo-graphics of respondents. Correlation and regression values were calculated and regression weights will be used to show the relationships of variables.