scholarly journals Editorial 29(5)

2013 ◽  
Vol 29 (5) ◽  
Author(s):  
Sue Bennett ◽  
Barney Dalgarno ◽  
Gregor Kennedy
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Educational Technology Research ◽  
Technology Research ◽  
Technology In Higher Education

<p>We are pleased to present a new issue of AJET and in the editorial we would like to reflect on an ascilite-sponsored workshop in Singapore that Sue recently presented, on the topic of ‘Researching Educational Technology in Higher Education’. The purpose of the workshop was to provide an introduction for those new to educational technology research, but it also served as a refresher for those already familiar with the area. As part of the editorial for this issue we’ve decided to share some of the advice Sue gave to workshop participants on ‘8 Things You Need to Know About Doing Educational Technology Research’.</p>

scholarly journals Ethics in educational technology research: Informing participants on data sharing risks

2019 ◽  
Vol 50 (3) ◽  
pp. 1019-1034 ◽  
Author(s):  
Marc Beardsley ◽  
Patricia Santos ◽  
Davinia Hernández‐Leo ◽  
Konstantinos Michos
Keyword(s):  
Educational Technology ◽  
Data Sharing ◽  
Educational Technology Research ◽  
Technology Research

Developing a Socially Responsible Approach to IT Research

2011 ◽  
pp. 913-926
Author(s):  
Justin Marquis
Keyword(s):  
Educational Technology ◽  
Educational Technology Research ◽  
Technology Research ◽  
Power Structures ◽  
Critical Perspective ◽  
Socially Responsible ◽  
Subtle Discrimination ◽  
Hidden Agenda ◽  
The Social ◽  
American Society

There is an ever-widening gap between the social classes in American society reflected in wages, living conditions, health care and access to technology. This chapter argues that a hidden agenda underlies much current educational technology research which, intentionally or unintentionally, reinforces the societal power structures which support this inequitable access. In order to demonstrate this subtle discrimination some of the work of well-known educational technology researcher Larry Cuban is examined in order to highlight the ways in which his choices of research sites and methodology help to perpetuate the digital divide through generalization and a failure to acknowledge the existence of persons who lack technology access in their homes. After the critique a methodology for conducting “socially responsible” educational technology research that employs a postmodern critical perspective to mitigate the discriminatory factors present in much contemporary research will be proposed.

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