Issues of Organization and Change in Educational Communications and Technology-Holloway
At the time this chapter was written, the most common reporting statistic was descriptive and the questions of “who is buying” and what kind of technology is being purchased were important studies. I tend to think this is still relevant. The research on learning comes after the equipment is marketing according to Holloway. The current one to one and iPad integration is a great example of this. These devices are currently being implemented into classrooms and education and the studies are not available because of the newness. This reading lists 12 areas identified in 1989 as the top priorities for research. Again, these are relevant today. Surveys are detailed as a powerful tool for policy/commercial applications, but are inadequate in attempting to understand motivations and teaching and learning instruments. Correlation studies provide more support than survey methods for inferences. Speculations can be drawn from surveys without empirical support.
The study of 400 Kentucky elementary teachers presents the related items for instructional technology integration: availability, teacher input, administrator encouragement, and training. Additionally, I was not surprised to see that technology-using teachings are common in schools with a full-time information technology professional on staff. Overall, this chapter provides great history and information, but much is still relevant. Generally, research may not have an impact on policy or procedure, according to Holloway, but I wonder if this has shifted with 10 additional years of research on technology integration.
Research Methodologies in Educational Communications and Technology-Koetting
I really appreciate the timing of this chapter/article. Philosophy has been viewed as a distraction by Koetting, making things complicated because many education concepts are philosophical in nature. Koetting argues for the importance of philosophy in research–a philosophical inquiry or perspective when studying education. The benefit of having this background is greater insight into the complexities of education. Philosophical inquiry is termed to inquire into reality, knowledge and truth. The conceptual framework for the study of philosophy is based on these questions: what is the nature of reality & knowledge, and what is of value. This is “doing” philosophy or “doing” research, according to Koetting. So, the importance of this philosophy background is a stepping-stone in the process of this program, it’s essential. We must be “wide awake” within our work, our communities, and studies. We need to be open to the growing pains and angst because the philosophy stepping-stone is the foundation of our continued inquiry into our varied educational research.