Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education

Abstract

The essay delves into the attitudes and assumptions that support educational technology research. It provides a critical analysis of several methods that have been used to study the effects of technology on education. To demonstrate how unquestioned assumptions may produce dubious results, it zeroes in on comparative studies, performance comparisons, and attitude studies. Some of the assertions made on the effects of technology are cast into doubt when based on these methodologies and methods. To properly interpret results, researchers, in our opinion, should be careful to note both the limits of their methodology and any underlying assumptions.