ERIC Number: EJ1080809
Record Type: Journal
Publication Date: 2005
Reference Count: 28
Educational Technology Research That Makes a Difference: Series Introduction
Roblyer, M. D.
Contemporary Issues in Technology and Teacher Education (CITE Journal), v5 n2 p192-201 2005
In a field as complex as educational technology, conflict is common; consensus is not. Yet there is widespread agreement on at least one point: A more organized and persuasive body of evidence on technology's benefits to classroom practice is needed. The current climate calling for accountability through evidence-based research has been building for some time and seems unlikely to diminish. Yet many authors confirm that there are weaknesses in research designs and reports that have rendered past educational studies less than helpful (Berliner, 2002; Burkhardt & Schoenfled, 2003; Kaestle, 1993; Lederman, 2003). Other writers have focused on the special problems reflected in studies of educational technology topics (Clark, 1983, 1985, 1991, 1994; Cradler, 2003; Roblyer & Knezek, 2003; Roblyer, 2004). These weaknesses include fragmented and uncoordinated approaches to studying technology resources and strategies, methods that lack rigor or are ill-matched to the research questions at hand, and poorly written reports that render problematic subsequent attempts at replication and follow-up. Those in the field of educational technology have a clear and imminent challenge. They must design and carry out research that both addresses past concerns about methods and findings and clarifies the directions that should be taken in the future. With this article, "CITE Journal" introduces a series of examples designed to address one of the central problems of providing useful educational technology research: quality assurance. The entries in this series will serve as exemplars of each of several types of technology research study. Each will be an article re-published from a research journal, accompanied by a discussion that deconstructs the characteristics that make it a model for other researchers. This introductory article describes the challenges that must be met in order to do high quality research, discusses the criteria that will be used to select published models, and outlines the types of research studies represented in the series.
Descriptors: Educational Technology, Quality Assurance, Accountability, Technology Uses in Education, Educational Research, Evidence, Research Design, Educational Legislation, Federal Legislation
Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: email@example.com; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001