Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational technology publications, and that in terms of subject areas, social sciences dominate the field, which suggests that there is a need for more interdisciplinary research. Regarding the geographical distribution of the research, the review found that most of the contributions come from the same developed countries. The following themes from over the course of almost three decades were identified: 1993–1999 multimedia learning and instructional design; 2000–2004 convergence of educational technology, distance education and online learning environments, and educational technology integration in traditional learning settings; 2005–2009 revising curriculum for educational technology, educational technology in higher education and distance education, and the bottleneck of the significant differences in educational technology research; 2010–2014 online learning and higher education, integration of ICT and full potential of educational technology; and 2015–2019 data-driven, smart educational technology, big data, and learning analytics. While critical views are increasing, this study also observed that some discourse, such as arguments that EdTech will change education and replace teachers, are constantly articulated throughout the literature.

中文翻译：

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数字知识时代的教育技术研究模式

教育技术（EdTech）是一个动态，不断发展的领域，因此，在识别和绘制该领域的研究模式时，需要一种系统的方法。从万维网公开可用开始，本研究对教育技术研究模式进行了系统的回顾。审查表明，1993年之后，教育技术出版物的数量突然增加，就学科领域而言，社会科学主导了这一领域，这表明需要更多的跨学科研究。关于研究的地域分布，审查发现大多数贡献来自同一发达国家。确定了近三十年来的以下主题：1993–1999多媒体学习和教学设计；2000–2004年，融合了教育技术，远程教育和在线学习环境，以及传统学习环境中的教育技术整合；2005-2009年，修订了教育技术，高等教育和远程教育中的教育技术课程，以及教育技术研究存在重大差异的瓶颈；2010–2014年在线学习和高等教育，信息通信技术的融合以及教育技术的全部潜力；以及2015–2019年数据驱动型，智能教育技术，大数据和学习分析。在批评的观点不断增加的同时，本研究还发现，在整个文献中，都在不断阐明某些话语，例如关于EdTech将改变教育方式并替代教师的论点。