Information and Communication Technologies as Educational Research Participants

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Authors

Catherine Adams, Terrie-Lynn Thompson, University of Alberta, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 15, 2007 in Quebec City, Canada ISBN 978-1-880094-63-1

• Conference Info
• Proceedings Book

Abstract

In this paper, we explore the inclusion of information and communication technologies (ICTs) as key research participants when investigating 21st century learning environments. We ask: how do we bring to inquiry the high-technology artefacts supporting and reforming today's teaching and learning practices, pedagogical relations with students, and ways of interpreting and inscribing the world? How might we begin to "trace the contingent simultaneity of intentions, decisions, affordances, interpretations, uses, codes, programmes…to reveal the nexus that co-constitutes the ethico-political site of technology" (Introna, 2006)? Drawing on insights from Actor-Network-Theory (ANT) and hermeneutic phenomenology, we describe a set of methodological heuristics to assist in "interviewing" ICTs, tracing and disclosing our educational involvements with these high-technology things.

Citation

Adams, C. & Thompson, T.L. (2007). Information and Communication Technologies as Educational Research Participants. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2269-2273). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/p/26695.

© 2007 AACE