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Action Research for Educational Communications and Technology

Meghan McGlinn Manfra, Daniel Kelvin Bullock
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Action research refers to the formalized, self-reflective research of practitioners. According to Cochran-Smith and Lytle (Inside and outside: Teacher research and knowledge. NY: Teachers College Press, 1993) action research is 'systematic and intentional inquiry” (p. 7). It is often conducted collaboratively in research groups that meet in person or at a distance via communication technologies. Action research transforms the traditional 'outside-in” relationship between practitioners and the educational community. It can provide a powerful means for bridging the divide between theory and practice and encouraging practitioners to engage in innovative practices. Action research includes a cyclical process of posing questions, collecting data, reflecting on findings, and reporting results. This chapter provides a comprehensive overview of action research and its history in the USA, Great Britain, and Australia. It also describes the epistemological and ontological differences between practical and critical action research. To inspire future action research in our field, we detail the action research method, including data collection and analysis techniques and provide example studies from the field of educational communications and technology. More specifically, we demonstrate the manner in which action research has already been used to better understand the impact of the integration of technology in classrooms and social settings. At the same time, we describe how action researchers have used educational communications and technology to conduct action research and to teach this research method through online or hybrid classes. Technology can be both the focus and part of the method of the action research.
Von Meghan McGlinn Manfra, Daniel Kelvin Bullock im Buch Handbook of Research on Educational Communications and Technology (2014) im Text Action Research for Educational Communications and Technology

iconDieses Kapitel erwähnt...

KB IB clear
John Dewey, Judith Harris, Mark Hofer, Matthew J. Koehler, Punya Mishra, Jan-Hinrik Schmidt, L. Shulman

KB IB clear
action researchaction research, LehrerInteacher
Jahr UmschlagTitelAbrufeIBOBKBLB
Experience And Education (John Dewey) 27000
2009    Research Highlights in Technology and Teacher Education 2009 (Cleborne D. Maddux) 8, 12, 3, 8, 5, 6, 2, 4, 4, 4, 3, 25112492
2013   Social Media (Jan-Hinrik Schmidt) 7, 6, 7, 7, 4, 3, 1, 2, 1, 1, 2, 75557263
Jahr UmschlagTitelAbrufeIBOBKBLB
1987    Knowledge and teaching (L. Shulman) 2, 6, 2, 2, 4, 4, 2, 2, 2, 1, 1, 41434190
2006    Technological Pedagogical Content Knowledge (Punya Mishra, Matthew J. Koehler) 1, 6, 7, 8, 5, 4, 4, 5, 2, 2, 7, 633286490
2009Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development (Judith Harris, Mark Hofer) 3100


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