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

Authors

Justin Olmanson, University of Nebraska at LincolnFollow
Fitsum Abebe, University of Nebraska - LincolnFollow
Valerie Jones, University of Nebraska - LincolnFollow
Eric Kyle, University of Nebraska - LincolnFollow
Lyrica Lucas, University of Nebraska - LincolnFollow
Katie Robbins, University of Nebraska - LincolnFollow
Guieswende Rouamba, University of Nebraska - LincolnFollow
Xianquan Liu, University of Nebraska-Lincoln

Document Type

Article

Date of this Version

2015

Citation

Olmanson, J., Abebe, F., Jones, V., Kyle, E., Lucas, L., Robbins, K., Rouamba, G., Liu, X. (2015). Caught in the Tractor Beam of Larger Influences: The Filtration of Innovation in Education Technology Design. In ICEDT 2015 (Vol. 9 (7), pp. 1838–1842). Oslo, Norway: World Academy of Science, Engineering and Technology.

Comments

An open access journal.

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.