Designing New Media Education Research: The Materiality of Data, Representation, and Dissemination

Voithofer, Rick

doi:10.3102/0013189x034009003

Cited by 40 publications

(27 citation statements)

References 46 publications

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“…While inscription technologies shape the ways in which data and knowledge are represented, created and shared (Voithofer, 2005), existing research questions and practices influence the choice of technologies and ways they are used (Wouters, 2005). The central question for education, as for other social sciences, is "how it is possible to develop novel ways of knowledge creation … by utilising and adapting e-research concepts, instruments and ways of working" (Wouters, 2005, p. 4).…”

Section: Eresearch: Notions Visions and Potentialmentioning

confidence: 99%

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Digital media, technologies and scholarship: Some shapes of eResearch in educational inquiry

Markauskaitė

2010

Aust. Educ. Res.

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This paper discusses some recent developments in digital media, research technologies and scholarly practices that are known under the umbrella term of "eResearch". Drawing on conceptual ideas of digital materialism, epistemic artefacts and epistemic tools, this paper discusses how the digital inscription of knowledge and knowing could change the nature of knowledge work in educational research and inquiry. This paper argues that eResearch challenges the conventional divide between "monological" and "dialogical" research practices and provides opportunities to create "trialogical" ways of inquiry. These trialogical practices involve not only the collaborative development of answers to research questions, but also require explicit attention and development of new digital epistemic infrastructures -digital resources, software and conceptual tools and social structures. Our limited understanding about educational knowledge building practices is one of the major challenges for further advancement of educational research.

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Section: Eresearch: Notions Visions and Potentialmentioning

confidence: 99%

“…Nevertheless, educational researchers, with only a few exceptions (viz. Eisner, 1997;Smeyers & Depaepe, 2007;Voithofer, 2005), have been rather slow embracing and exploring new ways of doing educational research in their intellectual debates.…”

Section: Introductionmentioning

confidence: 99%

Digital media, technologies and scholarship: Some shapes of eResearch in educational inquiry

Markauskaitė

2010

Aust. Educ. Res.

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“…Moreover, modern researchers have expanded the content of the term ICT to deal not only with the desktop computer but well as mobile technologies embedded in various devices (Plowman & Stephen, 2005;Gjelaj, 2013) such as e-toys, digital cameras, smart games, electronic tables and smart mobile devices (Voithofer, 2005). Via the Internet, children are now able to surf and search for information, play games, watch videos and even make use of numerous online services such as making and receiving VoIP calls using Skype.…”

Section: Introductionmentioning

confidence: 99%

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Zaranis¹,

Kalogiannakis²,

Papadakis³

2013

141

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New ICT tools allow children to take advantage of new learning platforms as well aiding them effectively in attaining new knowledge through activities related to their immediate interests and real life scenarios. Nowadays, computers and digital applications are a part of the daily life of children. In kindergarten education, properly designed digital educational activities can become a very powerful educational tool for efficient and effective learning. The utilization of interactive activities may contribute towards the growth of learning incentives as well as proper mental development in particular areas; such as mathematics and science. Mobile devices have new attractive features and provide considerable advantages in the teaching of mathematics in kindergarten education. Our study proposes the integration of mobile devices, running our own specially designed learning activity applications, in kindergarten classrooms. These applications are based on the three levels of Realistic Mathematics Education (RME) targeting fundamental mathematical concepts for the kindergarten level. We intend to gather information on effectiveness of the incorporation of these devices and applications as leaning tools for kindergarteners.

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“…These developments have also been accompanied by some innovative eResearch projects aiming to demonstrate that networks and technologies have a potential to enhance social inquiry and to contribute new 'digital knowledge' to educational and social policy and practice (e.g., see Halfpenny & Procter, 2009;Rahman, 2009;Zhao & Luan, 2006). Nevertheless, the methodological implications of digital data and technologies, and the potential of eResearch to enhance inquiry practices, have been the subject of few scholarly discussions in these fields (Carmichael, 2007;Eisner, 1997;Greenhow, Robelia, & Hughes, 2009;Smeyers & Depaepe, 2007;Voithofer, 2005).…”

Section: Resultsmentioning

confidence: 99%

Methodological Choice and Design

Irwin¹

2011

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This Book Series is devoted to examining and solving the major methodological problems social sciences are facing. Take for example the gap between empirical and theoretical research, the explanatory power of models, the relevance of multilevel analysis, the weakness of cumulative knowledge, the role of ordinary knowledge in the research process, or the place which should be reserved to "time, change and history" when explaining social facts. These problems are well known and yet they are seldom treated in depth in scientific literature because of their general nature. So that these problems may be examined and solutions found, the series prompts and fosters the setting-up of international multidisciplinary research teams, and it is work by these teams that appears in the Book Series. The series can also host books produced by a single author which follow the same objectives. Proposals for manuscripts and plans for collective books will be carefully examined. The epistemological scope of these methodological problems is obvious and resorting to Philosophy of Science becomes a necessity. The main objective of the Series remains however the methodological solutions that can be applied to the problems in hand. Therefore the books of the Series are closely connected to the research practices. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) AcknowledgementsThis book emerged from methodological discussions among researchers from education, social work and social policy as part of a series of methodology colloquia under the heading 'Bridging and Blending Disciplines of Inquiry: Approaching Research and Research Approaches in Education and Social Work', held at The University of Sydney, Australia, during 2009. These researchers were concerned with the methodological challenges that faced research students and experienced researchers who aim to design projects that have the potential both to advance scholarly knowledge and to contribute to solving contemporary social problems. Successful scholars doing research projects that make a practical difference were invited to discuss the nature and consequences of their methodological and design choices. This book is one legacy of the resulting debates.A number of people have contributed to this project along the way. First, members of the colloquia steering committee -Professor

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Designing New Media Education Research: The Materiality of Data, Representation, and Dissemination

Cited by 40 publications

References 46 publications

Digital media, technologies and scholarship: Some shapes of eResearch in educational inquiry

Digital media, technologies and scholarship: Some shapes of eResearch in educational inquiry

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Methodological Choice and Design

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