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The purpose of the research reported in this article is to identify, where possible, fundamental qualities which tend to be associated with idealized representations of the concept of design in educational technology. Accordingly, the authors ask, What are essential characteristics of design in educational technology, as represented in and promoted by the field's foundational literature? Constant comparative methods were employed in an analysis of almost two dozen texts (including official definitions, professional competencies, and introductory instructional design textbooks) to identify recurring characteristics of design as presented in those texts. Based on statements from this literature, the authors conclude that idealized representations of design in educational technology tend to characterize design as being oriented on process, conducted as systematic work, represented by models, based on theory, grounded in data, characterized by subdivision and specialization, and focused on problem-solving. Implications of these themes are explored, with discussion of the limitations imposed on the field by them.
