You are here:

Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda
ARTICLE

,

Journal of Educational Technology & Society Volume 11, Number 4, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

The role of educational technologies in improving educational practices and outcomes has been criticized as over-hyped and insignificant. With few exceptions, the state of education has changed less than expected as a result of tools such as computers and the Internet. To a considerable degree, this is due to the minor role educational technology research plays in transforming the use of technological tools in the classroom. This article presents an analysis of technology as a process and as a value-laden system, both of which have substantial consequences to our approach to research. It is argued in the article that design-based research can address some of the deficiencies of other research methods in investigating the role of tools and techniques in the classroom. Through more democratic research practices and recognizing technology as a system beyond its tools, researchers can increase their impact on educational practice. (Contains 1 figure.)

Citation

Amiel, T. & Reeves, T.C. (2008). Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda. Journal of Educational Technology & Society, 11(4), 29-40. Retrieved October 13, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.