Tag: tecnología educativa

Methods and Theories for Innovative Critical Research on Educational Technology

Posted on by lindacq@um.es

For years we have been thinking that the methodological tools and fundamental theoretical approaches of educational technology have fallen short of what we need. Educational technology, as a field of knowledge, as a workspace and as a market, has changed and we need to approach it differently.

For this reason, more than a year ago, at the invitation of the team of the NAER (New Approaches in Educational Research) Journal, together with Professor Ben Williamson from the University of Edinburgh, we undertook the work of trying to bring together some articles that would substantially address not only what changes are needed, but also shed light on how to carry out these changes.

The idea was to get people who have been working with ” Methods and Theories for Innovative Critical Research on Educational Technology” for a long time to come up with fundamental questions on the subject. Here you have the editorial “Assembling New Toolboxes of Methods and Theories for Innovative Critical Research on Educational Technology” signed by Ben and me (and here translated into Spanish), in which we explain some of the thoughts that encouraged us to start this work.

The result is a special section in NAER’s Vol. 10, issue 1  which has just been published. The section consists of 5 articles, some of which make committed and activating approaches from a theoretical point of view and others that break down methodological aspects and approaches that can be used by us, researchers in Educational Technology, to try to do things in other ways… I sincerely invite you to read them all:

I would like to sincerely thank NAER’s Editorial team for their trust and for keeping the magazine open, without cost to the authors and with very high quality in these complicated times. In addition, I would like to thank the authors for their extraordinary work and Prof. Ben Williamson – whose work I deeply admire – for lending himself to this adventure so generously. I have learned a lot in this endeavour and I can only be grateful for that.

I wish these papers could suggest as many things to you as they do to me… I would be delighted to have a good conversation on these subjects… hope to have the occasion soon.

Remain safe and sane…

GITE Seminar: Basic readings about Educational Technology Vol. 2

Posted on by lindacq@um.es

Following the initiative started in May with the first one, now we have done the second version of the Recommended Readings Seminar, following the compilation of readings done in the Book “Educational Technology” by Chris Davies y Rebbeca Eynon (2016). This second part is titled by the authors as  “Research into Technology and Learning Sciences, and Associated Theoretical and Methodological Issues”, and includes the following readings.

We hope you find them provocative:

The Science of Learning and Instruction Meets Computer Science

  • Vannevar Bush, ‘As We May Think’, The Atlantic Monthly, July 1945, 1–19.
  • Pask, ‘Conversational Techniques in the Study and Practice of Education’, British Journal of Educational Psychology, 1976, 46, 12–25.
  • Arthur C. Graesser, Shulan Lu, George Tanner Jackson, Heather Hite Mitchell, Matthew Ventura, Andrew Olney, and Max M. Louwerse, ‘AutoTutor: A Tutor with Dialogue in Natural Language’, Behaviour Research Methods, Instruments, & Computers, 2004, 36, 2, 180–92.
  • Yanghee Kim and Amy L. Baylor, ‘A Social-Cognitive Framework for Pedagogical Agents as Learning Companions’, Educational Technology Research and Development, 2006, 54, 6, 569–90.
  • Edys S. Quellmalz and James W. Pellegrino, ‘Technology and Testing’, Science, 2009, 2, 75–9

Users and Contexts in Designing Technology for Learning

  • Ann L. Brown, ‘Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings’, Journal of the Learning Sciences, 1992, 2, 2, 141–78.
  • Dahlbäck, A. Jönsson, and L. Ahrenberg, ‘Wizard of Oz Studies: Why and How’, Knowledge Based Systems, 1993, 6, 4, 258–66.
  • Kari Kuutti, ‘Activity Theory as a Potential Framework for Human-Computer Interaction Research’, in B. Nardi (ed.), Context and Consciousness: Activity Theory and Human-Computer Interaction (MIT Press, 1995), pp. 17–44.
  • Richard E. Mayer and Roxana Moreno, ‘A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory’, Journal of Educational Psychology, 1998, 90, 2, 312–20.
  • Allison Druin, ‘The Role of Children in Design of New Technology’, Behaviour and Information Technology, 2002, 21, 1, 1–25.
  • Sasha Barab and Kurt Squire, ‘Design Based Research: Putting a Stake in the Ground’, Journal of the Learning Sciences, 2004, 13, 1, 1–14.

Part 3: Techniques for Analysing Learning Behaviour Online

  • Henri and B. Pudelko, ‘Understanding and Analysing Activity and Learning in Virtual Communities’, Journal of Computer Assisted Learning, 2003, 19, 474–87.
  • De Wever, T. Schellens, M. Valcke, and H. Van Keer, ‘Content Analysis Schemes to Analyze Transcripts of Online Asynchronous Discussion Groups: A Review’, Computers & Education, 2006, 46, 1, 6–28.
  • Caroline Haythornthwaite and Maarten de Laat, ‘Social Networks and Learning Networks: Using Social Network Perspectives to Understand Social Learning’, in L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, and T. Ryberg (eds.), Proceedings of the 7th International Conference on Networked Learning (2010), pp. 183–90.
  • Cristobal Romero and Sebastian Ventura, ‘Educational Data Mining: A Review of the State of the Art’, IEEE Transactions on Systems, Man, and Cybernetics—Part C: Applications And Reviews, 2010, 40, 6, 601–18.
  • Simon Buckingham Shum and Rebecca Ferguson, ‘Social Learning Analytics’, Educational Technology & Society, 2011, 15, 3, 3–26.
  • Lori Lockyer, Elizabeth Heathcote, and Shane Dawson, ‘Informing Pedagogical Action: Aligning Learning Analytics with Learning Design’, American Behavioral Scientist, 2013, 57, 10, 1439–59.