Oliver, M. (2011). Technological
determinism in educational technology research: Some alternative ways of
thinking about the relationship between learning and technology. Journal
of Computer Assisted Learning, 27(5), 373-384. doi: 10.1111/j.1365-2729.2011.00406.x
This paper offers criticism for how
technology is studied in terms of its impact on education. It begins by suggesting that both optimistic
and pessimistic determinism are equally problematic—one point of view suggesting
that technology is unfailingly good and the other that it has no impact or a
negative impact. The authors then
present four theories that should be employed more regularly when studying
technology in education: Activity theory, actor-network theory (ANT), social
construction of technology (SCOT) theory, and our old friend, communities of
practice theory. Presentation of these theories nudges us (emerging
researchers) to frame or work in a meaningful context that will endure past the
current technological fad and actually contribute to deeper understanding of
how humans and technology interact.
Zhao, Y., & Frank, K. A. (2003).
Factors affecting technology uses in schools: An ecological perspective.
American Educational Research Journal, 40(4), 807-840.
Given that I have a background in the
biological sciences (haha! sort of!), I enjoyed this paper which pushed the metaphor of school
as ecosystem to its limit. Throughout
the paper the authors compare the successful spread of an invasive species
(zebra muscles, which has been the culprit of many a cut in my own feet on the
shores of Lake Champlain) with the
unsuccessful spread of computer use in schools.
The comparison of school as ecosystem is a good one—each is different,
there are delicate balances that explain functioning, and often surprising reasons
for their functioning. The conclusion of
this study suggests slow "evolutionary" change in schools as opposed
to the radical "revolutionary" change. They beat the heck out of the metaphor, but I
can't blame them, it is a good one.
Lemke, J. L., & Sabelli, N. H.
(2008). Complex systems and educational change: Towards a new research agenda. Educational
Philosophy & Theory, 40(1), 118-129. doi:
10.1111/j.1469-5812.2007.00401.x
This paper encourages thinking of educational research (with the desired
goal of educational reform) to take on a view of complex systems theory. The paper hopes for a paradigm shift:
Most important perhaps is a change in the paradigms of our
thinking about research on education. Away from input-output ‘black-box’ causal
models to modeling the specific, local linkages that actually interconnect
actors, practices, and events across multiple levels of organization. Away from
single interventions and simplistic solutions to recognition of the need for
coordinated changes throughout the system and to its ‘external’ relations to
its constraining and enabling contexts and resources. And even perhaps away
from the Enlightenment dream of universal laws, perfect predictability and
rational control to a new recognition that all genuinely complex systems are
individual, surprising, and not a little perverse. Just like us.
The article
also makes me think, again, (among other things) about the relationships between research universities
and K-12 schools. It describes some
organized educational reform projects and the time frame of the collaboration
and subsequent impact is measured in decades, not years. I wonder what a meaningful relationship between
universities and a school (or consortium of schools) would look like? Could it
support reform agendas? Could
independent schools serve as sandboxes for research that could have a meaningful
impact on public schools? These are big
questions that this paper has reminded me to think about.
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