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Caught in the Tractor Beam of Larger Influences: The Filtration of Innovation in Education Technology Design

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Author(s)
Justin D. Olmanson
Fitsum F. Abebe
Valerie Jones
Eric Kyle
Lyrica Lucas
Katherine Robbins
Guieswende Rouamba
Xianquan Liu
Keywords
Writing
emerging technology
learning
curriculum
pedagogy.

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URI
http://hdl.handle.net/20.500.12424/2495769
Online Access
https://zenodo.org/record/1106957
Abstract
While emerging technologies continue to emerge, research into their use in learning contexts often focuses on a subset of educational practices and ways of using technologies. In this study we begin to explore the extent to which educational designs are influenced by larger societal and education-related factors not usually explicitly considered when designing or identifying technology-supported education experiences for research study. We examine patterns within and between factors via a content analysis across ten years and 19 different journals of published peer-reviewed research on technology-supported writing. Our findings have implications for how researchers, designers, and educators approach technology-supported educational design within and beyond the field of writing and literacy.
Date
2015-06-05
Type
info:eu-repo/semantics/article
Identifier
oai:zenodo.org:1106957
https://zenodo.org/record/1106957
10.5281/zenodo.1106957
Copyright/License
info:eu-repo/semantics/openAccess
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