Qualitative Research on Educational Technology: Philosophies, Methods and Challenges

hello everyone this is a result of the raid today I am going to talk about qualitative research on educational technology the loss of his matters and challenges this article is written by hand blue in November 15 2011 so this is a citation if anyone has any interest these are the items i'm going to talk about what is the educational technology research what is the difference between qualitative and quantitative research potential of qualitative inquiry research to promote learning and teaching different ontological and epistemological assumptions behind qualitative research three prevalent qualitative research approaches ethnography case study and design based research so what is educational technology research it refers to the study of facilitating learning and improving performance by creating using and managing appropriate technological processes and resources here process refers to a series of activities that lead to a specified result and resources often referred to the high-tech tools such as digital media computer software or learning systems that are designed to used for educational purpose technology uses in classroom according to US Department of Education in fall 2008 and ninety-seven percent had one or more instructional computers located in classrooms and fifty-eight percent school had laptops on karrde's computers are playing in more and more important roles in educational instruction technology health devices other than computers are also widely used for instructions like dlp LOL DC project luc entangled classroom response systems with 20 etc so what are the expectation as the new technologies are coming and evolving and coming with new and upgraded functionalities this is the expectation that that should bring also a huge improvement in learning and instructional achievement which is really not happening according to the National Center for Educational Studies statistics in 2010 the average reading and mathematics score for Americans 70 year olds in 2008 when not significantly different from the scores in the early 1970s so what is going wrong here or we are going to question the nature of the research we are doing in the educational technology according to one of the past president of the American educational resources switch Association robot eville it is not the educational technology is not governed by any natural laws it is not in need of research to find out how it works it is in need of creative invention to make it work better ross morrison and louder are good that relevant and quality research on educational technology must do more than simply presenting the empirical findings on how well a technology application work but should also be create why it worked so to understand the educational technology arch we need to know the four major philosophical assumptions objectivism and realism idealism and nationalism really relativism and pragmatism objectivism and realism view the world as real and such reality existing independence of any human conceptions or understanding according to the ontological view for objectivism it further specified the natural nature of such existent in terms of properties and relations between his entities Objectivist view learning as creation of a correct representation that mirrors the external human mind and measuring the effectiveness of learning is done by observing the change of historians behavior through some kind of recalling the facts giving the right answer or getting correct certain score so idealism and rationalism does not view the world is real rather reality as mental representation which cannot be separated from the mind ontological view is munches the world as we pursue it and the ideas are the only things which can be directly on our for certain rationalism rationalists view emphasizing the power of reasoning over sensing when understanding the world is the criterion of the truth is not sensory but intellectual and deductive measuring the effectiveness of learning is done by observing the change of historians way of thinking instead of examining from the change of historians behavior relativism opposed the notion of absolute truth or reality and consider truth and reality as socially culturally and exponentially constructed local and specific to the observer and the context ontological view is that meaning is constructed from experiential or physical events within the relationship between them and believes that meaning cannot exist independently without the events relativism view emphasizes on learners experience and voice to allow learners to construct their own reality regarding the use of the in learning measuring of the effectiveness of learning is done by observing the extra learners behaviors and opinions to identify newly constructed knowledge within the learners pragmatism rejects the notion of absolute dualism such as object objectivism versus subjectivism or rationalism vs. empezaron empezaron pragmatism views truth as contemporary we're changing and a matter of degree ontological view is that true this contemporary solutions are derived from moderate pragmatic and practical approaches to resolve existing problems these solutions are temporary and not value prove pragmatism view emphasizes that knowledge is essentially a plan of action and processes practical ends to be attained measuring the effectiveness of learning by observing the learners ability to devise a plan of action to resolve a given problem so what are the ontological and epistemological differences between qualitative and quantitative research ontological differences quantitative research are conducted under the assumption of objectivity while qualitative research are operated under the assumption that reality is socially constructed epistemological differences quantitative research is confirmatory and deductive in nature whereas qualitative research is generally exploratory and inductive in nature so qualitative methods for educational technology research this is existing for quite some time and it is getting more and more acceptance we are going to talk about three primary approaches which is used concurrently in the inner modern publication ethnography case study and design based research ethnography according to the engine in 1997 is a form of inquiry and writing that produces descriptions and accounts about the ways of life of the writer and those written about researcher should observe a setting to gather data and also get involved in the setting interacting with different players in our suite of the research agenda usually conducted using participant observation techniques discourse analysis is beneficial so what are the criticism lack of in-depth at number we often conducted for a short period of time due to lack of resources ethical concern due to researchers participation in this study and possibility of taking away valuable teaching time out okay students case study can be considered as a special form of ethnography Jesus Ted is also conducted in a naturalistic saying with extensive use of Mary data for observation interview transcripts and knows to create rich narrations of perceptions attitudes reaction relations and environments cases service focuses on one particular instances of educational experience and add them to gain theoretical and professional insights from a full documentation of that instance there are three types of places study exploratory explanatory and descriptive on the next planet or a case study we seek to define how and or why and experience took place with the purpose to suggest close to possible cause and effect relationship under the exploratory case a study we we try to explore situation in which the intervention being evaluated has no clear single set of outcomes under the descriptive case study we try to come out with the interpretation and descriptions of a series of questions so what are the limitation of cases study lack of reliability and validity inability to generalize uncontrolled bias and subjectivity zeeeee case study is susceptible to producing too much detailed data necessary is not the most cost-efficient way the complexity also make it very difficult to present in many different ways instead of presenting in a singular way design based research is a systematic but flexible methodology and to improve educational practices to iterative analysis design development and implementation based on collaboration among researchers and practitioners in real-world setting and to contextualise and celek design principles and theories although the air sometimes uses numeric data and quantitative methods in s analysis it is considered as primarily qualitative research so why the beer is qualitative DBA by nature is a naturalistic inquiry conducted in a natural setting and used theory theories to explain phenomenon in a local context d where is more interested in documenting the design process using narrative data rather than identifying the causal relationship among quantified constructs very such findings of DVR are not to be generalized because changes and adjustments are constantly made to the design process in reflection to the complexity of this unique context so what are those Divya there is no agreed set of criteria or standards to evaluate if a research study qualifies as DVR susceptible to excessive data collections and being over methodological based on a study on the five percent or so of the data collected or needed to induce the finding so in conclusion educational technology researchers have embraced the qualitative research methods in their investigation and exploration of different aspects of educational technology acd has two specific recommendation for qualitative researchers in the field of technology and education first address the practical value of the proposed research problem and finally moretta to logical and epistemological assumptions behind the selected methodology this is the link for the article if anyone wants to pull it and read it hope you enjoyed it and have a wonderful rest of the day bye

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