In authors or contributors

Where is the “theory” within the field of educational technology research?

Resource type
Journal Article
Authors/contributors
Title
Where is the “theory” within the field of educational technology research?
Abstract
Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).
Publication
British Journal of Educational Technology
Volume
50
Issue
3
Pages
956-971
Date
2019
Language
en
ISSN
1467-8535
Accessed
20/12/2019, 11:42
Library Catalogue
Wiley Online Library
Rights
© 2019 British Educational Research Association
Extra
shortDOI: 10/ggfwht
Citation
Hew, K. F., Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50(3), 956–971. https://doi.org/10.1111/bjet.12770