Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education

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.

Percepción De Los Estudiantes Sobre El Valor De Las Tic en Sus Estrategias De Aprendizaje Y Su Relación Con El Rendimiento

“…Finalmente destacar que teniendo en cuenta la crítica realizada por relevantes autores (Kirkwood y Price, 2013;Reeves, 2011), desde un paradigma fundamentalmente interpretativo, a las investigaciones que pretenden evaluar el impacto de las TIC en el aprendizaje a través de una evaluación pretendidamente objetiva de las prácticas tecnológicas de enseñanza en vez de atender a dimensiones más pedagógicas relacionadas con el tipo de tareas, la coherencia de la evaluación, etc. ; nuestro trabajo se ha focalizado, no tanto en el uso de determinadas herramientas tecnológicas por parte de los alumnos sino en su incidencia en las estrategias de aprendizaje, las cuales deberían ser las verdaderas beneficiadas del uso de los nuevos dispositivos tecnológicos.…”

Reconsidering the role of recorded audio as a rich, flexible and engaging learning space

“…Considering assumptions and other research problems Kirkwood and Price (2013) highlight the importance of challenging assumptions about, and distinguishing between, the pedagogic and technical benefits of innovations in educational technology research. They also say more attention needs to be given to making clear the educational philosophy of papers reporting on innovation; for example, those that adopt teacher-centred assumptions and those that assume a learner-centred view.…”

Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice

“…Assumptions about learning and teaching influence how we go about designing resources and activities that use technology for our students' learning (Kirkwood & Price, 2013a). Although models and theories may not be expressed explicitly, they nonetheless underpin all design activities (Kirkwood & Price, 2013a).…”

“…Although models and theories may not be expressed explicitly, they nonetheless underpin all design activities (Kirkwood & Price, 2013a). Research shows considerable variation in conceptions of learning (Price, 2014;Richardson, 2000).…”

“…Research evidence to substantiate the value of technology in enhancing learning has not been adequately established (Kirkwood & Price, 2013a). Equally, limited attention has been given to what is actually informing ET designs.…”