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The classic art/science dichotomy applies to educational technology, as well as to the traditional academic disciplines within which the debate has raged. Educational technology as applied science implies effectiveness and efficiency in instruction and for learning. Educational technology as art provides us with a different metaphor — one which has hitherto been overlooked. Is there a blueprint for good teaching as the engineering metaphor would have us believe? Or, is educational technology the orchestration of a performance? The metaphors of educational technology are very relevant to future directions of the field.
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Hlynka et al. (1985) studied this question.
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