In authors or contributors

A Dialogic Design-Based Research Partnership Approach: Developing Close-to-Practice Educational Technology Theory in Kenya

Resource type
Book Section
Authors/contributors
Title
A Dialogic Design-Based Research Partnership Approach: Developing Close-to-Practice Educational Technology Theory in Kenya
Abstract
Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement by adopting a dialogue-informed ‘intermediate theory building’ framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.
Book Title
Global Perspectives on Teaching with Technology
Publisher
Routledge
Date
2024
ISBN
978-1-00-340663-1
Short Title
A Dialogic Design-Based Research Partnership Approach
Extra
Num Pages: 19
Notes

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Citation
Major, L., Daltry, R., Rahman, A., Plaut, D., Otieno, M., & Otieno, K. (2024). A Dialogic Design-Based Research Partnership Approach: Developing Close-to-Practice Educational Technology Theory in Kenya. In Global Perspectives on Teaching with Technology. Routledge.