"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)
(...)
"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)
(...)
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)
(...)
"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)
(...)
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).
“… 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).
(...)
"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)
(...)
"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.
