Concerns, Considerations, and New Ideas for Data Collection and Research in Educational Technology Studies
Concerns, Considerations, and New Ideas for Data Collection and Research in Educational Technology Studies
复制标题
教育技术学数据收集与研究的担忧、思考和新思路
DOI：
--
复制
发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Thomas Hoffmann
中科院分区：
文献类型：
--
作者：
Damian Bebell;Laura M. O’Dwyer;M. Russell;Thomas Hoffmann
在接下来的几页中，我们研究了教育技术研究中一些常见的方法论挑战，并通过文献和我们自己的工作中的例子强调了新的数据收集方法。鉴于调查和问卷在几乎所有的教育技术研究中仍然是广泛和主要的工具，我们首先讨论了研究人员传统上如何使用调查来定义和衡量技术使用（以及其他变量和结果）的背景和局限性。通过这次讨论，我们介绍了我们自己的工作，使用视觉模拟“滑动”量表作为一种利用学校日益可用的技术资源进行调查设计和数据收集的新方法的例子。接下来，我们强调了教育技术研究中固有的其他挑战和机遇，包括计算机自适应测量的潜力，并讨论了将结果测量与技术创新相结合的关键重要性，对基于计算机和基于纸张的成就测量的关注，以及在评估技术干预影响的数据分析中考虑教育数据层次结构的必要性。
Abstract In the following pages, we examine some common methodological challenges in educational technology research and highlight new data collection approaches using examples from the literature and our own work. Given that surveys and questionnaires remain widespread and dominant tools across nearly all studies of educational technology, we first discuss the background and limitations of how researchers have traditionally used surveys to define and measure technology use (as well as other variables and outcomes). Through this discussion, we introduce our own work with a visual analog “sliding” scale as an example of a new approach to survey design and data collection that capitalizes on the technology resources increasingly available in schools. Next, we highlight other challenges and opportunities inherent in the study of educational technology, including the potential for computer adaptive surveying, and discuss the critical importance of aligning outcome measures with the technological innovation, concerns with computer-based versus paper-based measures of achievement, and the need to consider the hierarchical structure of educational data in the analysis of data for evaluating the impact of technology interventions.