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Developing critical and theoretical approaches to educational technology research and practice

Developing critical and theoretical approaches to educational technology research and practice

Jameson, Jill ORCID: 0000-0002-9545-8078 (2019) Developing critical and theoretical approaches to educational technology research and practice. British Journal of Educational Technology, 50 (3). pp. 951-955. ISSN 0007-1013 (Print), 1467-8535 (Online) (doi:https://doi.org/10.1111/bjet.12775)

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Abstract

Considerable prior literature reflecting on the evolution of the field of educational technology by numerous research experts has considered the extent of criticality within the field and found it somewhat wanting (Bulfin, Johnson & Bigum, 2015; Haßler, Major & Hennessy, 2016; Jameson, 2013; Latchem, 2014; Oliver, 2011, 2016; Selwyn, 2007, 2011, 2015). Challenges include considerations of whether research findings (OECD, 2015)indicating worrying findings about the negative influence of excessive computer usage are really being considered and taken up in research, policy and practice in the field. This 50th Anniversary Special Section called for submissions to consider the extent to which Selwyn and others are justified in asserting that much research in the field has engaged in 'previous decades of technological "boosterism," hyperbole, and outright evangelism' rather than genuine searching inquiry (Selwyn, 2015). The section considers the need for greater critical (Bulfin et al., 2015), challenging and questioning 'e-leadership' of the field by those who are practising within it (Jameson, 2015). Prior evaluation of theoretical perspectives such as Activity Theory and theories on e-learning, relate to this (Isssroff and Scanlon, 2002; Nichols, 2003). The paper considers the extent to which the evidence emerging from research findings in educational technology is really engaging in a critical way with important global issues (Selwyn, 2015) to effect a beneficial influence on education policy, theory and practice, including, particularly, outcomes for learners. To what extent are educational technology researchers really leading, critiquing and shaping the field?

Item Type: Article
Uncontrolled Keywords: Theory-driven/ Realist evaluation, Critical research, Theoretical research, Conceptual research, Educational Technology field, Higher Education
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Q Science > QA Mathematics > QA75 Electronic computers. Computer science
T Technology > T Technology (General)
Faculty / School / Research Centre / Research Group: Faculty of Education, Health & Human Sciences
Faculty of Education, Health & Human Sciences > School of Education (EDU)
Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Professional Workforce Development
Last Modified: 18 Nov 2021 23:57
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: GREAT 4
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/24294

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