Connecting Research and Practice: Teacher Inquiry and Design-Based Research

Susan McKenney, Natalie Pareja Roblin

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

6 Citations (Scopus)

Abstract

The relationship between research and practice presents challenges across the field of education including in the use of Information and Communication Technology (ICT). Educators in the field often see research as being divorced from the reality of their daily practice. Teacher inquiry and design-based research offer opportunities to engage practitioners in research by making more direct links to their own practice. This chapter briefly introduces the broad range of opportunities and hurdles posed by technology integration in K-12 education, and then describes three crucial dimensions that influence the way educators perceive and handle technology use over time; these relate to teacher will, skill, and surrounding infrastructure. Thereafter, ways in which research-practice interactions might contribute to developing these dimensions are discussed, with specific attention to two kinds of interactions: teacher inquiry and design-based research. In addition to offering examples throughout the chapter, attention is also given to the fact that these two approaches used together can have productive synergies. The chapter concludes by pointing to new developments that hold potential implications for future work related to technology integration supported by teacher inquiry, or design-based research, or both.
Original languageEnglish
Title of host publicationSecond Handbook of Information Technology in Primary and Secondary Education
EditorsJoke Voogt, Gerald Knezek, Rhonda Christensen, Kwok-Wing Lai
Pages449-462
Edition2nd
ISBN (Electronic)978-3-319-71054-9
DOIs
Publication statusPublished - 10 Aug 2018

Publication series

NameSpringer International Handbooks of Education

Fingerprint

teacher
educator
research practice
interaction
synergy
communication technology
education
information technology
infrastructure

Cite this

McKenney, S., & Roblin, N. P. (2018). Connecting Research and Practice: Teacher Inquiry and Design-Based Research. In J. Voogt, G. Knezek, R. Christensen, & K-W. Lai (Eds.), Second Handbook of Information Technology in Primary and Secondary Education (2nd ed., pp. 449-462). (Springer International Handbooks of Education). https://doi.org/10.1007/978-3-319-71054-9_30
McKenney, Susan ; Roblin, Natalie Pareja. / Connecting Research and Practice : Teacher Inquiry and Design-Based Research. Second Handbook of Information Technology in Primary and Secondary Education. editor / Joke Voogt ; Gerald Knezek ; Rhonda Christensen ; Kwok-Wing Lai. 2nd. ed. 2018. pp. 449-462 (Springer International Handbooks of Education).
@inbook{4396d0392264451d82e572c0f32a15cd,
title = "Connecting Research and Practice: Teacher Inquiry and Design-Based Research",
abstract = "The relationship between research and practice presents challenges across the field of education including in the use of Information and Communication Technology (ICT). Educators in the field often see research as being divorced from the reality of their daily practice. Teacher inquiry and design-based research offer opportunities to engage practitioners in research by making more direct links to their own practice. This chapter briefly introduces the broad range of opportunities and hurdles posed by technology integration in K-12 education, and then describes three crucial dimensions that influence the way educators perceive and handle technology use over time; these relate to teacher will, skill, and surrounding infrastructure. Thereafter, ways in which research-practice interactions might contribute to developing these dimensions are discussed, with specific attention to two kinds of interactions: teacher inquiry and design-based research. In addition to offering examples throughout the chapter, attention is also given to the fact that these two approaches used together can have productive synergies. The chapter concludes by pointing to new developments that hold potential implications for future work related to technology integration supported by teacher inquiry, or design-based research, or both.",
author = "Susan McKenney and Roblin, {Natalie Pareja}",
year = "2018",
month = "8",
day = "10",
doi = "10.1007/978-3-319-71054-9_30",
language = "English",
isbn = "978-3-319-71053-2",
series = "Springer International Handbooks of Education",
pages = "449--462",
editor = "Joke Voogt and Gerald Knezek and Rhonda Christensen and Kwok-Wing Lai",
booktitle = "Second Handbook of Information Technology in Primary and Secondary Education",
edition = "2nd",

}

McKenney, S & Roblin, NP 2018, Connecting Research and Practice: Teacher Inquiry and Design-Based Research. in J Voogt, G Knezek, R Christensen & K-W Lai (eds), Second Handbook of Information Technology in Primary and Secondary Education. 2nd edn, Springer International Handbooks of Education, pp. 449-462. https://doi.org/10.1007/978-3-319-71054-9_30

Connecting Research and Practice : Teacher Inquiry and Design-Based Research. / McKenney, Susan; Roblin, Natalie Pareja.

Second Handbook of Information Technology in Primary and Secondary Education. ed. / Joke Voogt; Gerald Knezek; Rhonda Christensen; Kwok-Wing Lai. 2nd. ed. 2018. p. 449-462 (Springer International Handbooks of Education).

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

TY - CHAP

T1 - Connecting Research and Practice

T2 - Teacher Inquiry and Design-Based Research

AU - McKenney, Susan

AU - Roblin, Natalie Pareja

PY - 2018/8/10

Y1 - 2018/8/10

N2 - The relationship between research and practice presents challenges across the field of education including in the use of Information and Communication Technology (ICT). Educators in the field often see research as being divorced from the reality of their daily practice. Teacher inquiry and design-based research offer opportunities to engage practitioners in research by making more direct links to their own practice. This chapter briefly introduces the broad range of opportunities and hurdles posed by technology integration in K-12 education, and then describes three crucial dimensions that influence the way educators perceive and handle technology use over time; these relate to teacher will, skill, and surrounding infrastructure. Thereafter, ways in which research-practice interactions might contribute to developing these dimensions are discussed, with specific attention to two kinds of interactions: teacher inquiry and design-based research. In addition to offering examples throughout the chapter, attention is also given to the fact that these two approaches used together can have productive synergies. The chapter concludes by pointing to new developments that hold potential implications for future work related to technology integration supported by teacher inquiry, or design-based research, or both.

AB - The relationship between research and practice presents challenges across the field of education including in the use of Information and Communication Technology (ICT). Educators in the field often see research as being divorced from the reality of their daily practice. Teacher inquiry and design-based research offer opportunities to engage practitioners in research by making more direct links to their own practice. This chapter briefly introduces the broad range of opportunities and hurdles posed by technology integration in K-12 education, and then describes three crucial dimensions that influence the way educators perceive and handle technology use over time; these relate to teacher will, skill, and surrounding infrastructure. Thereafter, ways in which research-practice interactions might contribute to developing these dimensions are discussed, with specific attention to two kinds of interactions: teacher inquiry and design-based research. In addition to offering examples throughout the chapter, attention is also given to the fact that these two approaches used together can have productive synergies. The chapter concludes by pointing to new developments that hold potential implications for future work related to technology integration supported by teacher inquiry, or design-based research, or both.

U2 - 10.1007/978-3-319-71054-9_30

DO - 10.1007/978-3-319-71054-9_30

M3 - Chapter

SN - 978-3-319-71053-2

T3 - Springer International Handbooks of Education

SP - 449

EP - 462

BT - Second Handbook of Information Technology in Primary and Secondary Education

A2 - Voogt, Joke

A2 - Knezek, Gerald

A2 - Christensen, Rhonda

A2 - Lai, Kwok-Wing

ER -

McKenney S, Roblin NP. Connecting Research and Practice: Teacher Inquiry and Design-Based Research. In Voogt J, Knezek G, Christensen R, Lai K-W, editors, Second Handbook of Information Technology in Primary and Secondary Education. 2nd ed. 2018. p. 449-462. (Springer International Handbooks of Education). https://doi.org/10.1007/978-3-319-71054-9_30