Abstract:
As we enter a period where governments are under pressure to reduce public expenditure, it is appropriate to consider the future strategy for educational research into the effects of technology. In order to do this, the paper first identifies a number of assumptions behind much existing research which are examined and challenges these where appropriate. On the basis of this critique, the paper next argues that future research should be directed towards what is learned and how it is learned, with technology being one means or aid to learning, rather than focusing on some assumed ‘effect’ of technology. The paper discusses ways of characterising settings designed for learning and their organisation. It evaluates the contributions of tools drawn from cultural-historical activity theory and communities of practice in analysing settings designed for learning, and the nature of pedagogy as orchestration of the features of learning activity settings is characterised in terms of goals, actions and the affordances and constraints which influence those actions. Evidence from recent research projects conducted by members of the Interactive Pedagogy Research Group is used to illustrate how insight concerning the effects of technology can be gained from a detailed focus on the whole setting for learning activity and an analysis of pedagogy as the orchestration of features of the setting. Finally, the paper draws conclusions concerning factors which influence whether and how innovation in the use of technology is sustained when there is no longer a high level of investment in equipment and support.