Methodological capacity within the field of “educational technology” research: an initial investigation

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

doi:10.1111/bjet.12145

Cited by 41 publications

(48 citation statements)

References 10 publications

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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%

“…However, we dropped AJET from our study because it focuses solely on higher education settings. 4 The three journals have broad geographical catchment, with authors from many parts of the world (Bulfin et al , 2014). To answer the first research question (How explicitly is existing theory identified in empirical educational technology research?)…”

Section: Methodsmentioning

confidence: 99%

“…However, the field of educational technology research is often characterised by critics as methodologically weak (Bulfin, Henderson, Johnson, & Selwyn, 2014) and under-theorised (Jones & Czerniewicz, 2011;Markauskaite & Reimann, 2014). The word "under-theorisation" can have multiple meanings.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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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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“…Practicing social scholarship of integration, e‐researchers and collaborators use complex tools, emerging research methods (eg, social network analysis), and research teams to investigate interdisciplinary problems. Calls for methodological capacity building in the field of educational technology (Haßler, Major, & Hennessy, )—especially to prepare for work with large, digital data sets (Bulfin, Henderson, Johnson, & Selwyn, )—make practicing SSOI, with its exposure to different research traditions and cultures, even more timely. This dimension of scholarship posits that social problems require the collective efforts of a team—often using methods borrowed from computer science and increasingly influenced by biomedical and public health approaches grounded in epidemiology.…”

Section: Scholarship Reconsidered Today: Social Scholarshipmentioning

confidence: 99%

Social scholarship revisited: Changing scholarly practices in the age of social media

Greenhow¹,

Gleason²,

Willet³

2019

Brit J Educational Tech

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Christine Greenhow is an associate professor in Educational Psychology & Educational Technology, Michigan State University. She studies various forms of learning with social media, the design of social-mediated environments for learning and changes in scholarship practices with new media. (More information at: http://www.cgreenhow.org and @chrisgreenhow on Twitter). Benjamin Gleason is an assistant professor in the School of Education, Iowa State University. His research interests include teaching and learning through social media, focusing specifically on literacy practices, identity development, and civic engagement in social learning spaces. (More information at AbstractThis conceptual exploration revisits a key question from earlier work (Greenhow & Gleason, 2014): What is scholarship reconsidered in the age of social media? Social scholarship is a framework that expanded Boyers' (1990) conceptualization of scholarship to consider how social media affect discovery and research, teaching and learning, integration, and application. This paper critically reflects on how social scholarship continues to evolve in light of changing understandings in the field of educational technology and the role social media play in the academy. We provide recent examples of social scholarship such as altmetrics, interdisciplinary projects, crowdsourced educational technology syllabi and reconsideration of the needs of research participants. Moreover, we share concrete examples of how scholars might enact social scholarship, with what benefits and challenges, and surface new concerns regarding openness, equity, access, literacy, privacy and ethical considerations. Our paper concludes with recommendations for preparing scholars to enact social scholarship while mitigating the challenges it poses. practices, and in the institutional and societal contexts within which scholars work that warrant a closer, critical examination of this model today.

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“…Journal articles that report quantitative results often do not include representative visuals or graphs (see Berlin & White, 2012;Braden, 1996;Bulfin, Henderson, Johnson, & Selwyn, 2014;de Villiers, 2007;McLaren, 2012;Yildiz, 2012). When graphs are included, these are often bar charts where the meaning of the data may not be immediately clear (Craig, Lang, & Fisher, 2008;Shea & Duncan, 2013).…”

Section: Alice Was Beginning To Get Very Tired Of Sitting By Her Sistmentioning

confidence: 99%

The Use of Graphics to Communicate Findings of Longitudinal Data in Design-Based Research

2015

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Visuals and graphics have been used for communicating complex ideas since 1786 when William Playfair first invented the line graph and bar chart. Graphs and charts are useful for interpretation and making sense of data. For instance, John Snow's scatter plot helped pinpoint the source of a cholera outbreak in London in 1854 and also changed understandings of how germs were spread. While popular in the field of information graphics, rarely are graphs beyond the bar chart found in educational research articles. When present, the graphs do not necessarily enhance the findings of the data. Nor do educational research methods textbooks promote or instruct how to create visual representations to aid with interpretation and communication of findings. This paper attempts to address this void by sharing our processes for creating meaningful visual graphs for communicating multi-dimensional statistical findings more effectively. A working hypothesis was that carefully crafted visual graphics would convey our longitudinal research findings more effectively to broader audiences than existing forms. Three visuals were constructed from survey data three-year longitudinal design based research study of teacher and student learning in a one-toone laptop school. The study focused on learning designs that changed and improved student learning experiences and outcomes by adopting inquiry approaches to teaching that incorporate meaningful uses of technology. In field tests, our audiences found the visuals were useful for interpreting the findings. More and more frequently, academics are required to communicate their findings to broader audiences. A well-designed and well-constructed graph(ic) can provide a means for effective communication of complex, multi-dimensional statistical data. Such effective communication is beneficial for both an academic audience as well as for broader audiences.

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Methodological capacity within the field of “educational technology” research: an initial investigation

Cited by 41 publications

References 10 publications

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

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

Social scholarship revisited: Changing scholarly practices in the age of social media

The Use of Graphics to Communicate Findings of Longitudinal Data in Design-Based Research

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