Paper Info
Title
How new technology is addressed by researchers in Educational Studies: Approaches from high-performing universities in China and the UK.
Abstract
There is a crisis of expectation in relation to educational technology. This is sometimes interpreted as a failure of academic researchers to disseminate their work to educational practitioners. However, another interpretation dwells on the lack of vision characterising such research. Because teachers often encounter research most intensely during their own pre-service and in-service education, we review academic research here through a snapshot of output from 10 leading university Education departments sampled in the UK and China. Empirical papers with a central interest in new technology were scarce, representing only around 10% of the sample. Research was strongly situated in classroom contexts, although, as critics have suggested, with limited attention to the wider ecology of those places, and with teachers being the focal interest as much as students. A learning outcomes research orientation was less common than an interest in process and practice. Although this was approached with different methodologies in China and the UK. Discussion addresses the challenge of effective and authoritative dissemination and those constraints from the political economy of research practice.
Year
DOI
Venue
2019
10.1111/bjet.12750
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
DocType
Volume
Issue
Journal
50.0
3.0
ISSN
Citations 
PageRank 
0007-1013
0
0.34
References 
Authors
0
2
Name
Order
Citations
PageRank
Charles Crook1387.57
Xiaoqing Gu2449.30