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      Designing and researching technology-enhanced learning for the zone of proximal implementation

      Research in Learning Technology

      Co-Action Publishing

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Internationally, society is increasingly demanding that the relevance and practical applicability of research be made transparent. Despite intentions to the contrary, insights on pedagogically appropriate uses of educational technology for representative teachers in everyday school settings are severely limited. In part, this is because (design) research is often conducted at the bleeding edge of what is technologically possible – exploring innovative uses of new and emerging technologies. There is no disputing that such work is greatly needed to seek out new ways to potentially enhance the quality of teaching and learning. However, in the excitement of exploring what is possible, tomorrow, insufficient research and development work focuses on what is practical, today. This leaves a problematic gap between what could be effective technology-enhanced learning (TEL) in theory, and what can be effective TEL in practice. This paper calls for designers/researchers of TEL to devote attention to not only fine-grained issues of pupil learning and instruction but also to broader factors that determine if and how innovations are understood, adopted and used by teachers and schools, by designing innovations to align with their zone of proximal implementation. Methodological considerations are given for designing and studying interventions that are prone to implementation by being: value-added, clear, harmonious and tolerant.Keywords: learning design; implementation; innovation(Published: 16 September 2013)Citation: Research in Learning Technology Supplement 2013, 21: 17374 - http://dx.doi.org/10.3402/rlt.v21i0.17374

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          Most cited references 17

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          Comment: Educational Research:The Hardest Science of All

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            Knowing-In-Action: The New Scholarship Requires a New Epistemology

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              The practicality ethic in teacher decision-making

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                Author and article information

                Journal
                Research in Learning Technology
                Research in Learning Technology
                Co-Action Publishing
                2156-7077
                2156-7069
                April 29 2013
                September 16 2013
                : 21
                Article
                10.3402/rlt.v21i0.17374
                © 2013

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