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

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.Keywords: theory; design; learning technology Introduction This paper poses the question: why should we be concerned with theory? To answer this, a review is provided of the ways in which theory has -and has notbeen engaged with in learning technology research. This is followed by three cases, in which different ways of engaging with theory are offered. The paper concludes by identifying ways in which work in this field frequently fails to engage with theory, and how this situation could change, creating a more dynamic relationship between theory and practice.Background: theory and pragmatics in learning technology research Theory has had a relatively small role to play in learning technology research to date. Mostly, research has focused on matters of practical implementation and design, largely driven by 'common-sense' assumptions about what technology can achieve, or -for many decades -by hype and excitement rather than evidence or theory (Mayes 1995). For example, reviews (for example, Conole, Smith, and White 2007) have shown that visible, tangible investment -typically purchase of hardware or software -has been the priority for funding over a 45-year period, not educational principles. Only later, if at all, has work followed that addresses the

Conceptualising technology practice in education using Bourdieu's sociology

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“…This work provides important evidence of the effectiveness of using specific technologies to support specific learning processes and outcomes. However, what is missing is a broader understanding of technology practice in education (Bennett and Oliver 2011;Oliver 2016). Research that conceptualises digital technologies as social tools, encompassing the artefact, its use and its context, will help provide an understanding of the interrelations between technology practice, students, their relationships, histories and surroundings.…”

Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching

“…Teaching practices can, and should, 'talk back to theory' (Bennett and Oliver 2011) as much as theory to practice. There is a need for institutions to adopt strategic approaches that encourage and support critical engagement by educators on their use of digital technologies, bypassing the easy-to-grasp clichés and embracing the complexity of human-technological entanglement.…”

Research students’ conceptions of the role of information and communication technologies in educational technology research

“…At the same time, there is increasing concern about the quality and capacity of educational research (Harrison & Seddon, 2013), including in the area of educational technology (Bulfin, Henderson, Johnson, & Selwyn, 2014). Educational technology studies are often characterised as being under-theorised, mainly descriptive, lacking methodological rigour and, eventually, failing to contribute to the scholarship or influence educational practice (Bennett & Oliver, 2011;Maddux, 2003;Randolph, 2007). Recent evidence reveals that many researchers who do research in the area of educational technology lack skills in using advanced qualitative and quantitative data collection and analysis methods (Bulfin et al, 2014).…”