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The impact of educational technology: A radical reappraisal of research methods

Mitchell, P. David (1997) The impact of educational technology: A radical reappraisal of research methods. Association for Learning Technology Journal, 5 (1). pp. 48-54. ISSN 0968-7769

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    Abstract

    How can we decide whether some new tool or approach is valuable? Do published results of empirical research help? This paper challenges strongly entrenched beliefs and practices in educational research and evaluation. It urges practitioners and researchers to question both results and underlying paradigms. Much published research about education and the impact of technology is pseudo‐scientific; it draws unwarranted conclusions based on conceptual blunders, inadequate design, so‐called measuring instruments that do not measure, and/or use of inappropriate statistical tests. An unacceptably high portion of empirical papers makes at least two of these errors, thus invalidating the reported conclusions.

    Item Type: Article
    Subjects: L Education > LB Theory and practice of education
    L Education > LC Special aspects of education > LC1022 - 1022.25 Computer-assisted Education
    Divisions: ALT-J Journal
    Depositing User: Justin Smith
    Date Deposited: 10 Apr 2009 10:51
    Last Modified: 04 Apr 2011 10:22
    URI: http://repository.alt.ac.uk/id/eprint/231

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