Perspectives on educational technology research and development (original) (raw)
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An editorial on research and development in and with educational technology
Educational Technology Research and Development, 2014
As ETR&D embarks on a new year with two new editors (Tristan Johnson and Patricia Young), we thought it would be appropriate to provide our perspectives on research and development in and with educational technology. These remarks are not intended in any way to constrain what should be submitted to or published in ETR&D. This is a peerreviewed journal, and the peer reviewers decide what is worth publishing. Our roles are to (a) recruit and assign qualified reviewers (generally those with five or more years past their terminal degree and who have published in ETR&D or a similar quality journal), (b) guide authors in responding to reviewer recommendations, and (c) manage a variety of related issues. However, we thought it might be useful to share a framework and associated perspectives that might prove useful to those planning and conducting research and development efforts. Please take the following remarks as suggestive and far from exhaustive or comprehensive. Please continue to submit high quality manuscripts to ETR&D through our online Editorial Manager site located at www.editorialmanager.com/ etrd.
Reflections on the state of educational technology research and development
Educational Technology Research and Development, 2000
In this article, I comment on the seven articles that appeared in the special issues of Educational Technology Research and Development (1998, 46(4); 1999, 47(2)) and an associated American Educational Research Association (AERA) symposium, as well as other selected developments in educational technology as presented in a recent edited volume (Jacobson & Kozma, in press). I address the importance of the research and development (R&D) described in these articles and ident~Cy five interconnected themes that cut across many of them: the centrality of design, the enabling capabilities of technology, collaboration with new partners, scaling up of projects, and the use of alternative research methodologies. Together, the projects described in these articles are defining new directions for educational technology that put it at the forefront of educational R&D. At the same time, I direct a critique and challenge to traditional instructional systems design (ISD) technology programs.
I have asked my co-editors at Educational Technology Research & Development (ETR&D) for an opportunity to share a few reflections as my 15 years of service as ETR&D Development Editor draws to a close. These few remarks represent my reflections about some of the things I have observed over the years. The categories into which I have chosen to group these reflections are: (a) writing, publishing, and editing; (b) instructional design and technology research; and (c) attitudes and abilities. The main messages I try to convey are: (a) simple, descriptive language tends to promote understanding, (b) advocacy can easily lead to over-promising and loss of confidence in our professional discipline, and (c) humility and open-minded inquiry are essential for learning and instruction. Some of these remarks may seem disconnected and unnecessarily personal. That is a risk one takes when trying to express what one genuinely believes. I do hope these thoughts will provoke others, as I have been provoked to learn more and more over the years.
Educational Technology Research and Development, 2010
Scientific communication in the field of educational technology was examined by analyzing references from and citations to articles published in Educational Technology Research and Development (ETR&D) for the period 1990-2004 with particular emphasis on other journals found in the citation record. Data were collected on the 369 core articles found in the 60 issues published during that time period, their reference lists (containing over 14,805 individual items), and citations of those articles in other journals (1,896 entries). The top cited and citing journals during that time period are listed. Nine symbiotic journals (i.e. those that are most cited by ETR&D and frequently cite it) were identified: Contemporary the Review of Educational Research. The results provide an in-depth, quantitative view of informal connections within the field via the citation record. Implications for further research and the potential influence of new technologies on scientific communication are also discussed.
Reflections on the state of educational technology
2000
In this article, I comment on the seven articles that appeared in the special issues of Educational Technology Research and Development (1998, 46(4); 1999, 47(2)) and an associated American Educational Research Association (AERA) symposium, as well as other selected developments in educational technology as presented in a recent edited volume (Jacobson & Kozma, in press). I address the importance of the research and development (R&D) described in these articles and ident~Cy five interconnected themes that cut across many of them: the centrality of design, the enabling capabilities of technology, collaboration with new partners, scaling up of projects, and the use of alternative research methodologies. Together, the projects described in these articles are defining new directions for educational technology that put it at the forefront of educational R&D. At the same time, I direct a critique and challenge to traditional instructional systems design (ISD) technology programs.
After fi ve years, 23 papers, and 83 student co-authors, thi s arti cle conc ludes the j ourn al Ana lys is Seri es in Educational Technology. In this arti cle, th e auth or reflects on lessons lea rn ed from this proj ect, inclu ding insights for the field of ed ucational technology and for teachers w ho may consider simil ar projects in their own courses. M ain in sights in clude th e limits of citation metri cs on their own for eva luating jou rn al quality, th e im porta nce of w ritin g good abstracts and keywords, th e lack of methodologica l diversity and innovation w ithin th e field, and th e overemp hasis in the discipline on techn ology in li eu of theory, des ign, and contex tu al factors related to teaching an d lea rnin g.
Editorial: Defining the Field of Educational Technology
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2010
Looking Forward In closing, the current editorial team continues to be successful in publishing CJLT-RCAT on a regular basis and Jacobsen https://www.cjlt.ca/index.php/cjlt/rt/printerFriendly/26394/19576 of 3 2018-12-07, 12:08 p.m. have ensured that it remains a high quality, international scholarly journal for educational technology research and scholarship.
Journal of Educational Computing Research, 2007
This article reviews and categorizes empirical studies related to instructional technology that were published in three prominent journals: Educational Technology Research and Development, Instructional Science, and the Journal of Educational Computing Research from the year 2000 through 2004. Four questions guided this review: 1) What instructional technology research topics have been conducted? How do these topics fluctuate over the five years? 2) What types of research methods have been applied? How do these research methods fluctuate over the five years? 3) What data collection methods are prevalent in instructional technology research? How do these data collection methods fluctuate over the five years? and 4) In what settings have instructional technology research been conducted? How do these settings fluctuate over the five years? Based on these findings, we discuss current research trends and possible implications for which future research in instructional technology research...