Some other questions to ask…
If the question, “How do we know that kids and teachers are better off for it?” is a legitimate one, what more specific questions should educational technology research focus on. Much of the current research tends to ask questions like:
*Does the use of X software application lead to greater student achievement?
*How should technology be integrated into the curriculum?
*What kind of training do teachers need in order to use technology in the classroom?
*In what ways does the use of technology affect the learning environment?
In A Blueprint for a National Research Agenda, Means and Haertel suggest a four pronged approach to refining educational technology research to be more useful for public policy decision makers:
*Research on technology use in schools - focusing on the “what is...” question. Questions would include what is being used in particular kinds of schools, subject areas, and grade levels. And how does these uses relate to observed outcomes? Studies could be longitudinal. Specific topics - Internet research, use of software with Title I students, technology use of ELL students, computer-based writing instruction.
*Evaluative research on teaching and learning with technology - focusing on the “what could be...” question. How can we maximize the benefits of technology use in schools for student learning.
*Information system for educational implementation and context measures - focusing on documenting the context within which technology learning and teaching occur (teacher characteristics, teacher pedagogical beliefs, professional development, school leadership, family use of technology, infrastructure, other educational reform programs, district-state-federal accountability systems).
*Initiative for 21st century skills, indicators and assessments - focusing on asking questions on how the high stakes testing system could better assess 21st century skills such as deep understanding of content, advanced problem solving, and communication skills.
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