Abstract: In educational technology, the idea of innovation is
usually tethered to contemporary technological inventions and
emerging technologies. Yet, using long-known technologies in ways
that are pedagogically or experimentially new can reposition them as
emerging educational technologies. In this study we explore how a
subtle pivot in pedagogical thinking led to an innovative education
technology. We describe the design and implementation of an online
writing tool that scaffolds students in the evaluation of their own
informational texts. We think about how pathways to innovation can
emerge from pivots, namely a leveraging of longstanding practices in
novel ways has the potential to cultivate new opportunities for
learning. We first unpack Infowriter in terms of its design, then we
describe some results of a study in which we implemented an
intervention which included our designed application.
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.