Revisiting Five Decades of Educational Technology Research: A Content and Authorship Analysis of the "British Journal of Educational Technology"

Autor/inn/en	Bond, Melissa; Zawacki-Richter, Olaf; Nichols, Mark
Titel	Revisiting Five Decades of Educational Technology Research: A Content and Authorship Analysis of the "British Journal of Educational Technology"
Quelle	In: British Journal of Educational Technology, 50 (2019) 1, S.12-63 (52 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bond, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12730
Schlagwörter	Educational Technology; Technology Uses in Education; Teaching Methods; Distance Education; Instructional Design; Teacher Education; Technology Integration; Teacher Behavior; Student Behavior; Self Efficacy; Technological Literacy; Faculty Development; Foreign Countries; Educational Research; United Kingdom + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerausbildung; Lehrerbildung; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Technisches Wissen; Ausland; Bildungsforschung; Pädagogische Forschung; Großbritannien
Abstract	Reflecting on 50 years of educational technology research, a content and authorship analysis was conducted of 1777 research article titles and abstracts, published in the "British Journal of Educational Technology" ("BJET") from 1970 to Issue 3, 2018. A text-mining tool (Leximancer) was used to identify key concepts and themes emerging throughout each of the five decades, which were then compared to those found in a previous analysis of Computers & Education, as well as the most cited "BJET" publications in each decade. The framework of West and Rich (2012) was then used to provide guidance on "BJET"'s rigour, impact and prestige. Common themes in "BJET" throughout the past 50 years have included the evolution of teaching and learning in distance education, the emergence of instructional design, misunderstanding between practitioners and learning designers, issues of pre and in-service teacher education and technology uptake by educators and students, including the confidence to do so, the technology skills of educators and students, as well as a lack of institutional support to provide space and time for training and integration to occur. The authorship analysis revealed an encouraging increase in international identity over time, with 60% of articles in "BJET" published by an author outside of the UK over the past 50 years, and 79% in the past decade. Despite this, contributions from South America, the Middle East and Africa are vastly underrepresented, and authors from these regions need further support from the field. Suggested future research areas include finding alternative models of educator professional development, further exploration of the role of theory and policy, as well as the rise of co-authorship and collaborative research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01