The place of theory in educational technology research

Abstract

Research into educational technologies tends to focus on applied phenomena, with the consequence that theoretical concerns can be implicit or invisible. We identify an impatience with theory that is reflected in calls for “pragmatic” approaches, and ask how critical theory is in educational technology research. We contend that notions of theory drawn from naturalistic sciences that inform learning design give rise to a theory/practice distinction in which theoretical concerns are subsumed under practical goals, constraining the potential for rich conceptualisations and explanations. We make the case that theory matters in two senses: it has institutional and pedagogical implications for educational outcomes, and it is integral to the practices associated with educational technologies. Further, we claim that the material arrangements in educational technologies are often overlooked, and propose alternatives to this dualistic separation towards a relational theory-practice-researcher nexus.