The impact of educational technology: a radical reappraisal of research methods
The practical problem which motivates this paper is that of deciding - on the basis of published research - whether to adopt some new device, procedure or paradigm thought likely to improve education. What models, methods or media are likely to be most useful? From the invention of the printing pres...
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| Format: | Article |
| Language: | English |
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Association for Learning Technology
1997-12-01
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| Series: | Research in Learning Technology |
| Online Access: | http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10551 |
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doaj-27b762b8d7fe4c40b24ff5055e5275352020-11-24T22:14:32ZengAssociation for Learning Technology Research in Learning Technology2156-70692156-70771997-12-015110.3402/rlt.v5i1.10551The impact of educational technology: a radical reappraisal of research methodsP. David MitchellThe practical problem which motivates this paper is that of deciding - on the basis of published research - whether to adopt some new device, procedure or paradigm thought likely to improve education. What models, methods or media are likely to be most useful? From the invention of the printing press to multimedia software, educators have adopted unproven aids and fads. Researchers usually claim each new device or procedure to be at least as effective as its predecessor. How valid is all this research? How to decide? A typical view is: Design an experiment to observe the effects of your treatment. Any book on research design and statistics will show you how. But will it? What essential aspects of educational measurement and research must we consider?http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10551 |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
P. David Mitchell |
| spellingShingle |
P. David Mitchell The impact of educational technology: a radical reappraisal of research methods Research in Learning Technology |
| author_facet |
P. David Mitchell |
| author_sort |
P. David Mitchell |
| title |
The impact of educational technology: a radical reappraisal of research methods |
| title_short |
The impact of educational technology: a radical reappraisal of research methods |
| title_full |
The impact of educational technology: a radical reappraisal of research methods |
| title_fullStr |
The impact of educational technology: a radical reappraisal of research methods |
| title_full_unstemmed |
The impact of educational technology: a radical reappraisal of research methods |
| title_sort |
impact of educational technology: a radical reappraisal of research methods |
| publisher |
Association for Learning Technology |
| series |
Research in Learning Technology |
| issn |
2156-7069 2156-7077 |
| publishDate |
1997-12-01 |
| description |
The practical problem which motivates this paper is that of deciding - on the basis of published research - whether to adopt some new device, procedure or paradigm thought likely to improve education. What models, methods or media are likely to be most useful? From the invention of the printing press to multimedia software, educators have adopted unproven aids and fads. Researchers usually claim each new device or procedure to be at least as effective as its predecessor. How valid is all this research? How to decide? A typical view is: Design an experiment to observe the effects of your treatment. Any book on research design and statistics will show you how. But will it? What essential aspects of educational measurement and research must we consider? |
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http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10551 |
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