DBR e a tecnologia na educação - notas

"Technology is much more than hardware. It is a process that involves the complex interactions of human, social, and cultural factors as well as the technical aspects. Second, it requires new directions in research goals, moving away from traditional predictive methods to long-term collaborations based on development goals." (Amiel, T., & Reeves, T. C., 2008)

"We argue that educational researchers of all areas should be encouraged to move towards more systematic and collaborative methods of investigation that can promote research that makes a difference. In order to promote this agenda, two things must inform research in educational technology: first, an understanding of technology and technique as processes rather than artifacts; second, a resolute concern for the values, and principles guiding educational technology research." (idem)

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"Much research in educational technology still ignores the complex interaction between technological interventions, the roles of educational institutions such as schools and universities, the purposes of education, and the meaning of research. Many educational technology researchers adhere to a value-free discourse regarding the role of technology. There is a spotlight on the value of technology only to the extent that it has, or does not have an effect on learningrelated variables. Indeed, it almost seems that many educational technologists have taken technological determinism as a given, and are simply trying to make the best of what is thrown at them by forces beyond their control. This positions educational technology researchers and practitioners at the end of the technological process, continuously testing new devices based on educational values that are not necessarily laudable." (idem)

 

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 Defining technology

"A more inclusive definition of the term is offered by Hickman (2001), who uses Dewey’s pragmatism to describe technology as a process that involves the “invention, development, and cognitive deployment of tools and other artifacts, brought to bear on raw materials and intermediate stock parts, with a view to the resolution of perceived problems” (p. 26)." (idem)

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"Educational technologies are intricately connected with political agendas, economic gains, and social needs and consequences. Because of this, educational technologists should not be purveyors of “treatments” as if these devices and techniques were unbiased and value neutral. Computers and Internet access in schools are products of governmental policies that demand them (Department of Education, 1996, 2000), corporations that produce them, and numerous people who are often misinformed or ignorant about their purpose in education." (idem)

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Potential of design-based research

Reeves (2006) outlines three cornerstone principles of this research framework:
“… addressing complex problems in real contexts in collaboration with practitioners; integrating known and hypothetical design principles with technological advances to render plausible solutions to these complex problems; and conducting rigorous and reflective inquiry to test and refine innovative learning environments as well as to define new design principles” (p. 58).

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"The understanding of technology as a process greatly increases the complexity of the integration of tools into educational environments. Educational technologies become more than simply an independent variable in a study of student learning. Integrating technologies into the classroom leads to substantial changes in social organization, student-teacher relationships, and a myriad of other factors that cannot be investigated successfully by predictive research. Researchers must make a commitment to conducting interventionist research in real-world contexts such as schools, accepting the complexity of the setting. As Kafai (2005) contends, schools can become “living laboratories” in which researchers investigate in real-world settings while attempting to control for critical variables identified through theory and previous research. " (idem)

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"Researchers in the field of educational technology can begin to look away from the short-term objectives of their individual projects. In order to escape the anti-humanistic values often promoted by technological development, educational technologists must recognize the transformational potential of their profession. A primary responsibility of researchers in the field should be to limit their investigation of means and contemplate educational ends or aims, making them explicit in the process of an investigation.  

Design-based research provides a cycle that promotes the reflective and long-term foundation upon which such research can be undertaken. Educational technology researchers should be concerned with examining the technological process as it unfolds in schools and universities and its relationship to larger society. By carefully considering their ends and selecting an appropriate methodology, researchers in our field will be better prepared to determine their values, make their agendas explicit, and promote democratic practice." (idem)

Referência

Amiel, T., & Reeves, T. C. (2008). Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda. Educational Technology & Society, 11 (4), 29–40.