Examining the use of theory within educational technology and media research

Bulfin, Scott; Henderson, Michael; Johnson, Nicola F.

doi:10.1080/17439884.2013.790315

Cited by 27 publications

(28 citation statements)

References 2 publications

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“…Theoretical frameworks are available to help analyse where and how technology fits and can enhance educational processes. However, although constructivism was the theory most commonly cited, researchers studying educational technology have been shown not to have a clear understanding about what constitutes a theory . There is plenty of scope for further learning and research.…”

Section: Discussionmentioning

confidence: 99%

Does technology help doctors to access, use and share knowledge?

Bullock

2013

Med Educ

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Section: Discussionmentioning

confidence: 99%

Does technology help doctors to access, use and share knowledge?

Bullock

2013

Med Educ

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“…2 The three journals publish papers related to all education settings rather than focusing solely on a certain setting, such as higher education. 3 They are three of the four prominent educational technology journals (ie, CAE, BJET, LMT and the Australasian Journal of Educational Technology (AJET)) that are used by other researchers searching for education-technology-related empirical articles or authors (see Bulfin, Henderson, & Johnson, 2013;Bulfin et al , 2014). However, we dropped AJET from our study because it focuses solely on higher education settings.…”

Section: Methodsmentioning

confidence: 99%

Where is the “theory” within the field of educational technology research?

Hew

Min

Tang

et al. 2019

Brit J Educational Tech

162

104

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Khe Foon Hew is an Associate Professor of Information Technology in Education at the University of Hong Kong. His research investigates the use of educational technology in K-12 and university settings, and computer-mediated communication with a particular focus on social media applications. Min Lan is a final year PhD candidate of Information Technology in Education at the University of Hong Kong. Min's research interests lie in the area of technology-enhanced learning, particularly in the area of online learning. Ying Tang is a final year PhD candidate of Information Technology in Education at the University of Hong Kong. She is interested in the use of computermediated communication for teaching and learning. Chengyuan Jia is a PhD student of Information Technology in Education at the University of Hong Kong. Her research interest lies in the area of technology-enhanced language learning. Chung Kwan Lo holds a doctorate degree in Information Technology in Education from the University of Hong Kong. His research investigates the use of educational technology in school and higher education settings.

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“…That is, the focus has been on the technology rather than on the learners and learning processes (e.g. Bennett & Oliver, ; Bulfin et al ., ; Pegrum et al ., ; Hannon & Al‐Mahmood, ; Halperin, ), including how technology is connected to young people's developing sense of themselves and their identities.…”

Section: Introductionmentioning

confidence: 98%

Making ‘us’ visible: Using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology

McLay

Renshaw

2019

British Educational Res J

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This article examines young people's sense of self and collective identity in relation to their use of specific digital tools available at their school. We use membership categorisation analysis (MCA) to explore how a group of young people produce a collective identity-in-interaction as captured in concrete relational speech acts. Fine-grained MCA analysis of group interview talk reveals participant students operating as a collectivity to accomplish a sense of shared identity in relation to the iPad. This focus on the ways in which young people's identities are intertwined with digital technology distinguishes this article from the technicist and operational perspectives that dominate the field of educational technology research and demonstrates MCA's potential for illuminating the relationship that young people have with technology. The article contributes to a growing body of research that engages with more nuanced ways of understanding contemporary, technology-mediated learning as a process of producing not only knowledge and skills, but also selfhood-both private and shared.

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Examining the use of theory within educational technology and media research

Cited by 27 publications

References 2 publications

Does technology help doctors to access, use and share knowledge?

Does technology help doctors to access, use and share knowledge?

Where is the “theory” within the field of educational technology research?

Making ‘us’ visible: Using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology

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