【关 键 词 】：
The development of educational technology is getting better and better, but the future of its disciplines becomes worrying. The reasons can be summarized as the weakening of its traditional functions and unsuccessful transformation, which is closely related to the unclear and inexact orientation of these disciplines. Because of the wrong orientation, some serious problems have emerged in the research paradigms and personnel training models in the disciplines. The orientation of educational technology is neither education nor technology, but the "bridge" between education and technology, theory and practice, and the problems of the interaction between education and technology. The missions of those who are involved in educational technology are to figure out the problems, diagnose them, solve them, and make a demonstration for the majority of teachers. Educational technology should not be classified as the second-class discipline of education, but the first-class discipline in the category of education. The main research paradigm of educational technology should not be systematic science methods, but qualitative research methods which are more practical. Educational technology should create her own unique theoretical system and curriculum system, absorb talents of all kinds to enrich the construction of her teaching staff, and cultivate various personnel of educational technology hierarchically according to the market demand, in which the practice teaching should be strengthened.