Creating a Framework for Research on Systemic Technology Innovations

This article examines why cognitively oriented technology innovations, designed to foster deep thinking and learning, have not become widespread in K−12 schools. We argue a key reason is that most design-based research does not explicitly address systemic issues of usability, scalability and sustain...

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Bibliographic Details
Published in:The Journal of the learning sciences 2004-01, Vol.13 (1), p.43-76
Main Authors: Fishman, Barry, Marx, Ronald W., Blumenfeld, Phyllis, Krajcik, Joseph, Soloway, Elliot
Format: Article
Language:English
Subjects:
Cognitive Processes
Computer Uses in Education
Design
Educational Change
Educational innovation
Educational reform
Educational Research
Educational Technology
Elementary Secondary Education
Information Technology
Innovation
Learning
Research design
Teachers
Technological innovation
Technology
Technology planning
Thinking Skills
Usability
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Summary:This article examines why cognitively oriented technology innovations, designed to foster deep thinking and learning, have not become widespread in K−12 schools. We argue a key reason is that most design-based research does not explicitly address systemic issues of usability, scalability and sustainability. This limitation must be overcome if research is to create usable knowledge that addresses the challenges confronting technology innovations when implemented in real-world school contexts. This is especially important in an era when political forces push schools away from the cognitively rich, inquiry-oriented approaches espoused by the Learning Sciences. We suggest expanding our conception of design-based research to include research on innovations in the context of systemic reform as a potential solution to the problem. To that end, we introduce research questions and issues arising from our own experiences with a technology-rich innovation in the context of a systemic reform initiative as a starting point in the creation of an expanded design-based research agenda. These questions and issues have important implications for both the continued viability of research on technologies for learning and on the future of technology use in schools that stems from such research.
ISSN:1050-8406
1532-7809
DOI:10.1207/s15327809jls1301_3