Coflection – Combining Mutual Support and Facilitation in Technology Enhanced Learning

Integrating Digital Technology in the School Curriculum

“…Instead, teachers continuously observe students and continually make moment-bymoment inferences and decisions. Those would be the appropriate conditions to promote coflection [20] thus expanding the concept of reflection that traditionally teachers are encouraged to include in their practice with students, colleagues and parents. We understand far too little about how coflection helps teachers to develop from their own teaching.…”

“…We argue an eclectic approach to research regarding the type of data needed, the forms of analysis to be carried out and the methodological strategies to produce evidence and align conclusions. Following [20], "(…) critics of research practice have argued that an adequate explanation for empirical results must convincingly show that the data occur as they do because of the processes described by the explanation, and not accidentally or coincidently (...) and to meet this requirement, the researcher cannot simply describe or identify data in terms of a framework, nor unquestioningly accept a predetermined framework, as either would be to assume, rather than to demonstrate, that an explanation derived from the framework is adequate." (p. 204) It seems crucial that when addressing the use of digital technology in students' and teachers' practices within the frame of school curricula, researchers make decisions that convey credibility and validity to the results.…”