Creating a Framework for Research on Systemic Technology Innovations
Creating a Framework for Research on Systemic Technology Innovations
复制标题
创建系统技术创新研究框架
DOI：
10.1207/s15327809jls1301_3
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发表时间：
2004
影响因子：
3.8
通讯作者：
E. Soloway
中科院分区：
文献类型：
--
作者：
Barry J. Fishman;R. Marx;P. Blumenfeld;J. Krajcik;E. Soloway
本文探讨了为什么以认知为导向的技术创新，旨在促进深入思考和学习，并没有在K-12学校普及。我们认为一个关键原因是，大多数基于设计的研究并没有明确解决可用性，可扩展性和可持续性的系统性问题。如果研究要创造有用的知识，解决技术创新在现实世界的学校环境中实施时面临的挑战，就必须克服这一限制。在一个政治力量推动学校远离学习科学所倡导的认知丰富、以探究为导向的方法的时代，这一点尤为重要。我们建议扩大我们的设计为基础的研究的概念，包括在系统的改革的背景下，作为一个潜在的解决问题的创新研究。为此，我们介绍了研究问题和问题，从我们自己的经验与丰富的技术创新的背景下，一个系统的改革倡议作为起点，在创建一个扩大的设计为基础的研究议程。这些问题和议题对学习技术研究的持续可行性和学校未来使用此类研究产生的技术都有重要影响。
This article examines why cognitively oriented technology innovations, designed to foster deep thinking and learning, have not become widespread in K−12 schools. We argue a key reason is that most design-based research does not explicitly address systemic issues of usability, scalability and sustainability. This limitation must be overcome if research is to create usable knowledge that addresses the challenges confronting technology innovations when implemented in real-world school contexts. This is especially important in an era when political forces push schools away from the cognitively rich, inquiry-oriented approaches espoused by the Learning Sciences. We suggest expanding our conception of design-based research to include research on innovations in the context of systemic reform as a potential solution to the problem. To that end, we introduce research questions and issues arising from our own experiences with a technology-rich innovation in the context of a systemic reform initiative as a starting point in the creation of an expanded design-based research agenda. These questions and issues have important implications for both the continued viability of research on technologies for learning and on the future of technology use in schools that stems from such research.