A phenomenological approach to experiences with technology: current state, promise, and future directions for research

In this paper I conceptualize experiences with technology as an object of study for educational technology research and propose phenomenology as a highly suitable method for studying this construct. I begin by reviewing existing research focusing on the construct of experiences with technology and t...

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Bibliographic Details
Published in:Educational technology research and development 2011-08, Vol.59 (4), p.487-510
Main Author: Cilesiz, Sebnem
Format: Article
Language:English
Subjects:
Analysis
Beginning Teachers
Construct Validity
Education
Educational Experience
Educational Policy
Educational Research
Educational Technology
Learning and Instruction
Learning experiences
Learning Processes
Literature Reviews
Mediation
Phenomena
Phenomenology
Qualitative Research
Replication (Evaluation)
RESEARCH ARTICLE
Research Design
Research Methodology
Research methods
Social aspects
Teacher education
Teachers
Teaching Methods
Technology
Technology Uses in Education
Trend Analysis
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Description
Summary:In this paper I conceptualize experiences with technology as an object of study for educational technology research and propose phenomenology as a highly suitable method for studying this construct. I begin by reviewing existing research focusing on the construct of experiences with technology and the approaches utilized for its study. To augment this literature, I explain the phenomenological concept of experience and describe its utility for understanding experiences with technology. I propose the theoretical and methodological approach of phenomenology as a framework for developing a research agenda on experiences with technology and for unifying existing lines of research in this area. To illustrate the promise of this approach and to facilitate its application, I describe a research design consistent with the theoretical underpinnings of phenomenology, including methods for collecting and analyzing data as well as ethical and validity considerations specific to this research design. I conclude by identifying several possible research directions utilizing a phenomenological approach in educational technology to incite further research in this area.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-010-9173-2