In a previous post, I presented reflexivity as a phenomenon that we can observe in schools. The concept is grounded in the mutual feedback and feedforward influences that exist between humans and the technologies they use (especially the information technologies they use). Reflexivity can be extended to other observations in schools as well. For example, Read More
Category: Using Data
On #Data and the Quality of Data
Appropriate Proper Reasonable As an undergraduate science major, I came to understand quantitative data; we measured what we observed in the laboratory and in the field and we summarized and evaluated it to draw conclusions about the world as we saw it. Patterns in numbers were our window into the systems we studied. As a Read More
Experience in Education: A Lesson on Consistent Thinking
Twenty years ago, I was working towards my master’s degree at the local state college. Several fo the faculty were qualitative researchers, and they shared that part of their work with their graduate students. As a “science guy,” I had experience with quantitative data, so the methods unfamiliar to me. Over time, I explored the Read More
The Application of Technology Acceptance to Educational Design
83: Technology Acceptance and Educational Design In 2016, I delivered this paper at the Annual Conference of the New England Education Research Organization. Abstract Despite a long history of computers in schools, many educators continue to struggle with the problem of creating effective technology-rich learning environments. In this exploratory research, documents collected as several K-12 Read More
What Stephen Jay Gould Wrote about Change
Scientific discoveries are deep, difficult and complex. They require a rejection of one view of reality (never an easy task, either conceptually or psychologically), in favor of a radically new order, teeming with consequences for everything held precious. One does not discard the comfort and foundation of a lifetime suddenly or lightly. Moreover, even if Read More
On the Ethics of Data Collection in Education
I stumbled across this selection from a work iI wrote about five years ago…. it still seems to apply: A part of all education research is recognizing one’s responsibility to proceed in a manner that respects the subjects, the process, and the community. Ethical researchers do not endanger the physical or emotional health of subjects, Read More
Use-Inspired Research
53: Use-Inspired Research in Educational Technology This is an excerpt from Efficacious Technology Management: a Guide for School Leaders In 1997, Donald Stokes suggested designing a project to be one type of research does not prevent one from doing the other type, so the dichotomy of pure and applied research is misleading. According to Stokes, Read More
TPCK: A Framework for IT Planning in Schools
Teacher education has traditionally been informed by a framework comprising the content dimension (what is to be taught or the curriculum) and the pedagogy dimension (how it is taught or instruction). Shulman (1987) suggested teachers’ content knowledge and pedagogical knowledge cannot be developed in isolation, so he proposed “pedagogical content knowledge” (PCK) to describe the Read More
Three Questions about Assessment
45: Three Questions About Assessment These ideas are further supported in Technology in Support of Diverse Assessment which was prepared for the 2017 AECT Annual Conference. “Assessment” has been an important aspect of teaching and learning (or perhaps more accurately, it has been a buzzword garnering much attention) for most of my career in education. Advocates for Read More
Technology Acceptance– Understanding Decisions to Use IT
49: Technology Acceptance Model This except is from my book Efficacious Technology Management: A Guide for School Leaders Technology acceptance model was first elucidated to understand the observation “that performance gains are often obstructed by users’ unwillingness to accept and use available systems” (Davis, 1989 p. 319), and it has been used to study decisions Read More