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Talking back to theory: the missed opportunities in learning technology research

Journal Article


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.

Authors


Publication Date


  • 2011

Citation


  • Bennett, S. & Oliver, M. (2011). Talking back to theory: the missed opportunities in learning technology research. Research in Learning Technology, 19 (3), 179-189.

Scopus Eid


  • 2-s2.0-84864068976

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1194

Has Global Citation Frequency


Number Of Pages


  • 10

Start Page


  • 179

End Page


  • 189

Volume


  • 19

Issue


  • 3

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.

Authors


Publication Date


  • 2011

Citation


  • Bennett, S. & Oliver, M. (2011). Talking back to theory: the missed opportunities in learning technology research. Research in Learning Technology, 19 (3), 179-189.

Scopus Eid


  • 2-s2.0-84864068976

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1194

Has Global Citation Frequency


Number Of Pages


  • 10

Start Page


  • 179

End Page


  • 189

Volume


  • 19

Issue


  • 3