Abstract:

This paper discusses the challenges of storing research experience and constructing an educational technology knowledge base.
It is an intriguing observation that educational technology research is referred to as a long established direction dating back to the 80’s, yet we often regard a 1995-reference dated, missing to acknowledge that archiving knowledge and experience in the field is an imperative. From a vocational aspect, an archive accumulates the empirical evidence required to secure funding for costly technology initiatives. Also, corroborating cases strengthen the evidence credibility, while a database could provide an extensive description of practice, providing feedback in similar situations. Moreover, researchers could prioritize research areas and identify or refine effective methodologies. This would make a valuable step towards the establishment of a long-aspired-to theoretical framework for educational technology.
However, the construction of such a framework and knowledge base is complex and should not be based on linear additions. Technology is unstable and the knowledge and skills required are not fixed but constantly advancing. Furthermore, our understanding of the learning process and hence the curriculum objectives are also evolving. A plausible question about the long-term usability of the base is ‘how could well-established teaching methods keep pace with novel technologies’. Another issue is the fact that educational technology research is setting-, tool- and content- specific, and any use is bounded by a teacher’s competence and beliefs, thus the generalization of any benefits or impact is dangerous. Finally, research into educational technology is saturated with survey studies measuring self-reported practices that often offer a limited and misleading view of reality.
Addressing these complexities, literature suggests viewing technology through a knowledge-content-pedagogy lens. We also suggest that a knowledge base for technology could be constructed under a pedagogical reasoning following the well-established educational theories. Furthermore, studies should not lack history/context reference, but indicate the purposes or needs behind the technological choices, followed by a detailed implementation process. Moreover, to avoid unfiltered adoption of technology-based initiations, we should acknowledge that studies are culturally sensitive, differentiated by the context’s economy-socio-cultural profile. Additionally, limitations should be eagerly addressed and looked for in studies, since the affordances and constraints of technology are not common for all practitioners or researchers. Finally, evidence should be combined from studies with different methodologies, for triangulation purposes, and evaluation criteria should be set to allow experience to transform into valid knowledge for the rest of the educational community to use and build upon.

Keywords:

Educational technology, theoretical framework, pedagogical reasoning.