The impact of educational technology: A radical reappraisal of research methods

Mitchell, Pru

doi:10.1080/0968776970050108

Cited by 11 publications

(8 citation statements)

References 8 publications

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“…First, there is the risk of using technology for the sake of technology (Mitchell 1989(Mitchell , 1997. This concerns the use of video materials.…”

Section: Discussionmentioning

confidence: 99%

Teaching a Foreign Language Using Videos

Pisarenko

2017

Social Sciences

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Education technology represents a system of influences on the trainee in the training process. It involves the management of a didactic process with the inclusion of stages of the trainees' activities, organization and control. The problem of educational technology efficiency is based on strategies of representation, acquisition, storing, reproducing, and actualization of various forms of educational information. This paper considers audiovisual technologies (AT) for foreign language training in high school. It reports on a number of audiovisual activities in foreign language training. The research provides some ideas of the students' perception of video in the education process. The classification of video materials allows consideration of the different pedagogical and didactic conditions of AT realization. The functional features of a video film in the training process and four stages of audiovisual education technology based on a video film are described. To present the process of training, the pedagogical algorithms based on the structure of the knowledge acquisition process are developed according to the aims of viewing (illustrative viewing, fact-finding, studying, critical, and search viewing. The stages of AT realization (previewing, presentation, after-viewing, and actualization) are considered. An educational intervention using AT is developed and we investigate (1) the effectiveness of audiovisual technology as a teaching method; and (2) the degree of knowledge acquisition of the language content proposed to students. The aim of foreign language training is to form and to develop foreign language communicative competence that includes different skills, abilities and knowledge of grammar, pronunciation and vocabulary, skills in reading, writing, audition and speaking. To estimate the communicative competence level, we used the calculation of knowledge acquisition factor of training material. A significant improvement was observed in the acquired knowledge of a foreign language and AT were perceived to be effective in teaching foreign languages. AT were perceived to facilitate students' knowledge acquisition and stimulate active learning. Foreign language training based on AT positively influences students' performance and should play a leading role in the effective communicative competence formation and development.

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“…First, there is the risk of using technology for the sake of technology (Mitchell 1989(Mitchell , 1997. This concerns the use of video materials.…”

Section: Discussionmentioning

confidence: 99%

Teaching a Foreign Language Using Videos

Pisarenko

2017

Social Sciences

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“…At the same time, however, we must remain aware of the limitations of such a pragmatic approach. We must recognise that the data we are collecting are not hard scientific facts and that opinions are not easily expressed in a quantifiable form, so we must take great care when drawing conclusions based on these data (Mitchell, 1997). We cannot claim to have discovered universal truths, and must make our tentative generalisations based firmly on our own context.…”

Section: The Research Contextmentioning

confidence: 99%

e‐Assessment and the student learning experience: A survey of student perceptions of e‐assessment

Dermo

2009

Brit J Educational Tech

193

163

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John Dermo is e-assessment adviser based in the Educational Development team, Centre for Academic Practice, Learner Support Services at the University of Bradford. He has a particular interest in student and staff perceptions of e-assessment, and is currently engaged in research into issues of validity and quality in e-assessment. John Dermo managed the e-learning Pathfinder Project 'Embedding support processes for e-assessment' in 2007-8 and is currently supporting the JISC Institutional Exemplar project 'Integrating thin client systems and smart card technology to provide integrated, flexible, accessible and secure E-assessment.' AbstractThis paper describes a piece of research carried out at the University of Bradford into student perceptions of e-assessment. An online questionnaire was delivered to 130 undergraduates who had taken part in online assessment (either formative or summative) during the academic year 2007-2008. The survey looked at six main dimensions: (1) affective factors, (2) validity, (3) practical issues, (4) reliability, (5) security, and (6) learning and teaching. The aim of the survey was to identify possible risks in planning e-assessments, as well as to gauge student opinion. The findings of the survey indicated a range of opinions across the student body, with greatest concern about the fairness of item banking. It was also found that the most positive aspect of e-assessment in the eyes of students concerned the benefits that it can bring to teaching and learning. In addition, the paper concludes that age and gender did not significantly affect student responses in any of the areas studied.

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“…We believed that insufficient attention was being paid to the role of theory in this area of research and that the critical link between theory in educational design and practice was too often ignored. We also suspected that questions posed and actions proposed as a result of earlier critiques of research (e.g., Bannan-Ritland 2003;Barab and Squire 2004;Kelly 2003;Mitchell 2000;Reeves 1995) had not been widely addressed.…”

Section: A Review Of Learning Technology Research Articles: Methodologymentioning

confidence: 99%

Linking theory to practice in learning technology research

Gunn¹,

Steel²

2012

Research in Learning Technology

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We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and reporting. The use of learning design as a strategy to develop and test theories in practice is integral to our argument. We conclude by supporting other researchers who recommend educational design research as a theory focused methodology to move the field forward in productive and consistent ways. The challenge of changing common practice will be involved. However, the potential to raise the profile of learning technology research and improve educational outcomes justifies the effort required.Keywords: research methodology; educational design research; educational theory; evaluation Despite a reasonably large body of knowledge built up over recent decades, an Association for Learning Technology (ALT) sponsored report on Technology in Learning notes that research typically does not address the problem of building an ecology of learning or take important factors related to integration of learning innovations into account (ALT 2010, 5). The authors of that report believe it is impossible to separate theory from evidence in this area, reflecting a narrowing gap between educational theory and practice. The implication is that a body of reliable evidence from research into practice provides an ideal basis for theory generation and testing. Such evidence is also required to attend to theoretical questions about the nature of learning in context (Collins, Joseph, and Bielaczyc 2004). The question that remains unanswered is, what forms of evidence are sufficiently detailed, robust and reliable to be acceptable for these purposes?Reeves, McKenney and Herrington (2010) present a plausible answer by proposing educational design research as one effective way to advance theoretical knowledge, and to provide sector-wide confidence in the outcomes of learning technology research. Other advocates of this approach concur, for example:(page number not for citation purpose)

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The impact of educational technology: A radical reappraisal of research methods

Cited by 11 publications

References 8 publications

Teaching a Foreign Language Using Videos

Teaching a Foreign Language Using Videos

e‐Assessment and the student learning experience: A survey of student perceptions of e‐assessment

Linking theory to practice in learning technology research

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