Design principles for fostering pedagogical provenance through research in technology supported learning

Keith Turvey, Norbert Pachler

    Research output: Contribution to journalArticlepeer-review

    Abstract

    This paper contributes new critical and theoretical approaches that build the capacity to link research and practice in the field of educational technology. Building on a recent meta-narrative review of the problematic concepts of impact and measurability of educational technologies, we explore the case for methodological design principles that could have the effect of increasing the pedagogical provenance of research into technology supported learning. We extend our previous review by exploring how the design principles we have delineated can contribute to evidence, that increases pedagogical provenance. We also extend this work through critical reflection on how meta-narrative approaches to reviews have the potential to contribute to increased pedagogical provenance in ways that systematic reviews often fall short.
    Original languageEnglish
    Article number103736
    Pages (from-to)1-14
    JournalComputers and Education
    Volume146
    DOIs
    Publication statusPublished - 30 Oct 2019

    Keywords

    • Educational technology
    • Pedagogical provenance
    • Meta-narrative
    • Design principles
    • Praxis
    • Methodological innovation

    Fingerprint

    Dive into the research topics of 'Design principles for fostering pedagogical provenance through research in technology supported learning'. Together they form a unique fingerprint.

    Cite this