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.
|Title of host publication||Second Handbook of Information Technology in Primary and Secondary Education|
|Editors||Joke Voogt, Gerald Knezek, Rhonda Christensen, Kwok-Wing Lai|
|Publication status||Published - 10 Aug 2018|
|Name||Springer International Handbooks of Education|
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