Ten suggestions for improving academic research in education and technology
Ten suggestions for improving academic research in education and technology
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改进教育和技术学术研究的十项建议
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发表时间：
2012
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通讯作者：
N. Selwyn
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作者：
N. Selwyn
尽管数字技术在当代社会的使用越来越多，但教育研究人员尚未完全掌握“数字时代”。虽然这一主题吸引了大量的研究资金，并促使建立了许多研究中心、会议和期刊，但教育和技术仍然是大多数教育研究人员暂时感兴趣的问题。这种边缘地位的原因-在很大程度上-是因为"教育和技术"不是一个容易识别或特别连贯的研究领域。通常被笼统地称为“ed-tech”或“edmedia”的东西实际上是指通过无意中对教育中技术使用的共同兴趣而聚集在一起的各种研究人员和作家。教育和技术不是一个持续的学术研究领域，而是倾向于吸引来自学习科学，教学设计，社会心理学，计算机科学，教师教育，媒体研究，社会学，扫盲研究等领域的个人。所有这些不同的“部落”都有自己学习技术和教育的特殊兴趣和动机。可以理解的是，大多数人觉得没有什么集体动力使这个“非领域”比它的各个部分的总和更多。因此，教育和技术成为学术领域的“混血儿”也就不足为奇了。同样不足为奇的是，许多写过教育和技术文章的最聪明的人很快就转向了完全不同的研究领域（例如，参见迈克尔·苹果、简·肯韦、汉克·布罗姆利、史蒂文·霍达斯、托林·莫纳汉等早期以技术为重点的著作）。更糟糕的是，这已经发展成为一个臭名昭著的草率的学术领域-充满了懒惰执行的“调查”和独立的案例研究，同时也容忍了一些高度可疑的想法。然而，与其完全放弃这个话题，现在肯定是时候对教育媒体和技术进行更聪明、更尖锐的学术研究了。本着这种精神，我现在提供10条建议，可能有助于支持这一领域的“更好”研究。简而言之，我想提出鼓励满足以下条件的研究和写作的理由-即研究和写作。. .
Despite the ever-increasing use of digital technologies in contemporary society, education researchers have yet to fully get to grips with the ‘digital age’. While the topic attracts large amounts of research funding and has prompted the establishment of many research centres, conferences and journals, education and technology remains a matter of passing interest for most education researchers. This peripheral position stems – in no small part – from the fact that ‘education and technology’ is not an easily identifiable or especially coherent field of study. What is often referred to in broad-brush terms as ‘ed-tech’ or ‘edmedia’ refers in practice to an assortment of researchers and writers brought together through inadvertently shared interests in technology use in education. Rather than being an area of sustained academic study, education and technology tends to attract a transient ragbag of individuals hailing from the learning sciences, instructional design, social psychology, computer science, teacher education, media studies, sociology, literacy studies and beyond. All these different ‘tribes’ have their own particular interests and motives for studying technology and education. Understandably, most people feel little collective impetus to make this ‘non-field’ anything more that the sum of its parts. It is hardly surprising, therefore, that education and technology has turned out to be a ‘mongrel’ area of scholarship. It is also hardly surprising that many of the brightest people who have written about education and technology have soon moved on to completely different areas of research (see, for example, the early technology-focused writings from the likes of Michael Apple, Jane Kenway, Hank Bromley, Steven Hodas, Torin Monahan and so on). Worse still, this has grown into a notoriously sloppy area of scholarship – brimming over with lazily executed ‘investigations’ and standalone case studies, while also tolerating some highly questionable thinking. Yet, rather than give up on the topic altogether, now is surely the time for marshalling a far smarter and far sharper academic approach towards educational media and technology. In this spirit, I now offer 10 suggestions that may go some way towards supporting ‘better’ research in this area. In short, I would like to make the case for encouraging research and writing that fulfils the following conditions – i.e. research and writing that . . .