I saw the text that I am using to title this blog post as a tweet a few weeks ago. The tweet resonated with me and I took note of it and favourited it at that time. Little did I know that I would be delving into research based on this very topic at the outset of my doctoral studies this week! Now having learned about the framework for research and practice from reading a prescribed text “E-learning in the 21st Century” (Garrison, 2011) and research that I am working on for an assignment (Hoadley & Cox, 2009) and (Cochrane and Narayan, 2013) emphasizing that educators must first define the learning outcomes and strategies to be delivered and then choose effective and efficient technologies for the task, the tweet has come back to remind me of its importance. Research supports emphatically that educational technologies should be used in teaching and learning (Jacobsen, 2001), however because “the technology got ahead of the pedagogy” (Garrison, p. 124) many policy-makers are now reluctant to move forward in allowing technologies to be implemented in education. They have a fear of the technologies being used for the “gee whiz factor” (Garrison, p. 131) rather than for the purpose of improving learning. I get that point clearly, however, as a beginning researcher, and finding the evidence to support that educational technologies improve learning, I feel that I can’t move fast enough to get the word out so that all students will have the best learning opportunities. I may have to read the introduction and the conclusion for fear of not having enough time to read the in-betweens!
Cochrane, T., & Narayan, V. (2013, 12). Redesigning professional development: Reconceptualising teaching using social learning technologies. Research in Learning Technology,21(0). doi: 10.3402/rlt.v21i0.19226
Garrison, D. R. (2011). ELearning in the 21st century: A framework for research and practice (2nd Ed.). London: Routledge/Taylor and Francis.
Hoadley, C. & Cox, C. (2009) ‘What is design knowledge and how do we teach it?’, in Educating learning technology designers: guiding and inspiring creators of innovative educational tools, eds C. DiGiano, S. Goldman & M. Chorost, Routledge, NY, pp. 1935.
Jacobsen, D. M. (2001). Building Different Bridges: Technology Integration, Engaged Student Learning, and New Approaches to Professional Development. Paper presented at AERA 2001: What We Know and How We Know It, the 82nd Annual Meeting of the American Educational Research Association, Seattle, WA: April 10 – 14, 2001.