Abstract
Research and development of IT in educational settings is intertwined with the design of the IT tools themselves and influenced by policy makers and other stakeholders. This section presents the key paradigms for researching information technology (IT) in education, taking account of the challenges which need to be addressed while the teaching and learning environment is forever evolving and expanding because of the increasingly diverse IT tools and resources. Each chapter addresses different research methods and approaches, all of which have implications for designing effective research investigations, which will help to inform and shape the policies and practices of stakeholders in education.
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References
Cox, M. J. (2008). Chap 10: Methods for researching IT in education. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 947–964). Berlin/Heidelberg/New York: Springer.
Lai, K.-W., Voogt, J., & Knezek, G. (2017). Rethinking learning in a digital age: Edusummit 2017 summary reports. Retrieved from http://unesco.unibit.bg/en/EDUsummIT17
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Cox, M.J., Voogt, J. (2018). Section Introduction: Paradigms for Researching Information Technology in Education. In: Voogt, J., Knezek, G., Christensen, R., Lai, KW. (eds) Second Handbook of Information Technology in Primary and Secondary Education . Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-71054-9_106
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DOI: https://doi.org/10.1007/978-3-319-71054-9_106
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