Abstract
The fields of Educational Technology (EduTech) and Instructional Technology (InsTech) are frequently conflated, yet their conceptual scopes while deeply interconnected possess critical distinctions that determine professional practice, policy formulation, and resource allocation (Halimatou & Yang, 2014). While Educational Technology represents the broader, systemic field, encompassing philosophical inquiry, administration, curriculum development, and management of educational systems (Krishna, 2020), Instructional Technology conversely functions as a focused subset, concerned specifically with the application of technological processes and resources to enhance the immediate teaching and learning environment, aiming for improved instructional effectiveness (Halimatou & Yang, 2014; Lee et al., 2002). Through a thorough theoretical and literature review, this scholarly examination uses the framework provided by the Association for Educational Communications and Technology (AECT) to delineate these scopes, arguing that a precise understanding is vital for key educational stakeholders. Clear definitions inform the strategic work of teachers in designing learning experiences, guide school administrators in prioritizing infrastructure and equity, and empower policy makers to fund systemic reform, address the digital divide, and ensure high-quality professional development.