Talking Back to Theory: The Missed Opportunities in Learning Technology Research

Autor/inn/en	Bennett, Sue; Oliver, Martin
Titel	Talking Back to Theory: The Missed Opportunities in Learning Technology Research
Quelle	In: Research in Learning Technology, 19 (2011) 3, S.179-189 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.1080/21567069.2011.624997
Schlagwörter	Foreign Countries; Educational Technology; Instructional Design; Multimedia Instruction; Computers; Games; Computer Simulation; Case Studies; Educational Research; Educational Theories; Theory Practice Relationship; Research Problems; Scholarship; Learning Theories; Australia; China + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Multimediales Lernen; Digitalrechner; Game; Spiel; Spiele; Computergrafik; Computersimulation; Case study; Fallstudie; Case Study; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Theorie-Praxis-Beziehung; Forschungskritik; Scholarships; Stipendium; Learning theory; Lerntheorie; Australien
Abstract	Research into learning technology has developed a reputation for being driven by rhetoric about the revolutionary nature of new developments, for paying scant attention to theories that might be used to frame and inform research, and for producing shallow analyses that do little to inform the practice of education. Although there is theoretically-informed research in learning technology, this is in the minority, and has been actively marginalised by calls for applied design work. This limits opportunities to advance knowledge in the field. Using three examples, alternative ways to engage with theory are identified. The paper concludes by calling for greater engagement with theory, and the development of a scholarship of learning technology, in order to enrich practice within the field and demonstrate its relevance to other fields of work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10