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Abstract
The existence of educational technology in the current meaning does not imply necessarily the existence of a science of educational technology with a well‐defined boundary of discourse and other properties implied by the status of a science. The latter is possible if empirically testable conceptualised technology systems are to be developed to provide a meta‐language as well as a theoretical link between the many physical technology systems sharing structurally similar characteristics. The paper also attempts to re‐define the boundary of the science of educational technology on the basis of such conceptualised technology systems.
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