TY - JOUR
T1 - Creating a Framework for Research on Systemic Technology Innovations
AU - Fishman, Barry
AU - Marx, Ronald W.
AU - Blumenfeld, Phyllis
AU - Krajcik, Joseph
AU - Soloway, Elliot
N1 - Funding Information:
This research was funded with support from the National Science Foundation under the following programs: REPP (REC-9720383, REC-9725927, REC-9876150) and USI (ESR-9453665). Additional funding was provided by the W. K. Kellogg Foundation, the Joyce Foundation, and the Spencer Foundation.
PY - 2004
Y1 - 2004
N2 - This article examines why cognitively oriented technology innovations, designed to foster deep thinking and learning, have not become widespread in K-12 schools. We argue a key reason is that most design-based research does not explicitly address systemic issues of usability, scalability and sustainability. This limitation must be overcome if research is to create usable knowledge that addresses the challenges confronting technology innovations when implemented in real-world school contexts. This is especially important in an era when political forces push schools away from the cognitively rich, inquiry-oriented approaches espoused by the Learning Sciences. We suggest expanding our conception of design-based research to include research on innovations in the context of systemic reform as a potential solution to the problem. To that end, we introduce research questions and issues arising from our own experiences with a technology-rich innovation in the context of a systemic reform initiative as a starting point in the creation of an expanded design-based research agenda. These questions and issues have important implications for both the continued viability of research on technologies for learning and on the future of technology use in schools that stems from such research.
AB - This article examines why cognitively oriented technology innovations, designed to foster deep thinking and learning, have not become widespread in K-12 schools. We argue a key reason is that most design-based research does not explicitly address systemic issues of usability, scalability and sustainability. This limitation must be overcome if research is to create usable knowledge that addresses the challenges confronting technology innovations when implemented in real-world school contexts. This is especially important in an era when political forces push schools away from the cognitively rich, inquiry-oriented approaches espoused by the Learning Sciences. We suggest expanding our conception of design-based research to include research on innovations in the context of systemic reform as a potential solution to the problem. To that end, we introduce research questions and issues arising from our own experiences with a technology-rich innovation in the context of a systemic reform initiative as a starting point in the creation of an expanded design-based research agenda. These questions and issues have important implications for both the continued viability of research on technologies for learning and on the future of technology use in schools that stems from such research.
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U2 - 10.1207/s15327809jls1301_3
DO - 10.1207/s15327809jls1301_3
M3 - Article
AN - SCOPUS:1042303002
SN - 1050-8406
VL - 13
SP - 43
EP - 76
JO - Journal of the Learning Sciences
JF - Journal of the Learning Sciences
IS - 1
ER -