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Caught in the Tractor Beam of Larger Influences: The Filtration of Innovation in Education Technology Design

Year: 2015 Volume: 9 Issue: 7 2273 - 2277 Pages

Abstract: While emerging technologies continue to emerge, research into their use in learning contexts often focuses on a subset of educational practices and ways of using technologies. In this study we begin to explore the extent to which educational designs are influenced by larger societal and education-related factors not usually explicitly considered when designing or identifying technology-supported education experiences for research study. We examine patterns within and between factors via a content analysis across ten years and 19 different journals of published peer-reviewed research on technology-supported writing. Our findings have implications for how researchers, designers, and educators approach technology-supported educational design within and beyond the field of writing and literacy.