@incollection{major_dialogic_nodate, title = {A dialogic design-based research partnership approach: developing close-to-practice educational technology theory in {Kenya} ({Forthcomming})}, 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 through 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.}, booktitle = {Global {Perspectives} on {Teaching} with {Technology}: {Theories}, {Case} {Studies} and {Integration} {Strategies}}, author = {Major, Louis and Daltry, Rebecca and Rahman, Asad and Plaut, Daniel and Otieno, Mary and Otieno, Kevin}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZWZ4VVZD 2405685:EJWQSZTI}, }