Creating a Framework for Research on Systemic Technology Innovations
Authors:
- Barry FishmanBFBarry Fishman
- Ronald W. MarxRMRonald W. Marx
- Phyllis BlumenfeldPBPhyllis Blumenfeld
- Joseph KrajcikJKJoseph Krajcik
- Elliot SolowayESElliot Soloway
- 1 January 2004
- journal article
- Published by Taylor & Francis in Journal of the Learning Sciences
- Vol. 13 (1) , 43-76
Abstract
This article examines why cognitively oriented technology innovations, designed to foster deep thinking and learning, have not become widespread in K-12 schools. We argue a key reason is that most design-based research does not explicitly address sys- temic issues of usability, scalability and sustainability. This limitation must be over- come if research is to create usable knowledge that addresses the challenges con- fronting technology innovations when implemented in real-world school contexts. This is especially important in an era when political forces push schools away from the cognitively rich, inquiry-oriented approaches espoused by the Learning Sciences. We suggest expanding our conception of design-based research to include research on innovations in the context of systemic reform as a potential solution to the prob- lem. To that end, we introduce research questions and issues arising from our own ex- periences with a technology-rich innovation in the context of a systemic reform ini- tiative as a starting point in the creation of an expanded design-based research agenda. These questions and issues have important implications for both the contin- ued viability of research on technologies for learning and on the future of technology use in schools that stems from such research.Keywords
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