Kirkwood, Adrian and Price, Linda
(2013).
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| DOI (Digital Object Identifier) Link: | https://doi.org/10.1111/bjet.12049 |
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| Google Scholar: | Look up in Google Scholar |
Abstract
This article examines assumptions and beliefs underpinning research into educational technology. It critically reviews some approaches used to investigate the impact of technologies for teaching and learning. It focuses on comparative studies, performance comparisons and attitudinal studies to illustrate how under-examined assumptions lead to questionable findings. The extent to which it is possible to substantiate some of the claims made about the impact of technologies on the basis of these approaches and methods is questioned. We contend researchers should ensure that they acknowledge underlying assumptions and the limitations imposed by the approach adopted in order to appropriately interpret findings.
| Item Type: | Journal Item |
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| Copyright Holders: | 2013 British Educational Research Association |
| ISSN: | 1467-8535 |
| Extra Information: | Special Issue: Emerging Technologies and Transformation Effect on Pedagogy |
| Academic Unit/School: | Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET) Learning and Teaching Innovation (LTI) |
| Research Group: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 37595 |
| Depositing User: | Adrian Kirkwood |
| Date Deposited: | 15 May 2013 08:52 |
| Last Modified: | 08 May 2019 19:57 |
| URI: | http://oro.open.ac.uk/id/eprint/37595 |
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