Interpreting complexity: a case for the sociotechnical interaction framework as an analytical lens for learning technology research

Linda Creanor, Steve Walker

    Research output: Contribution to conferencePaper

    Abstract

    In this paper we highlight challenging issues in current learning technology research, particularly in relation to emerging collaborative technologies and the growing body of evidence on the learner experience. The complex nature of the interplay of social, technical and environmental factors is examined along with an overview of the key theoretical models which are currently in play. Limitations are identified in the learning technology literature in which a technological determinism is often evident, despite repeated calls for an approach which takes fuller account of the technology's pedagogical, organisational, social and technical aspects. We propose that interdisciplinary collaboration has the potential to help us address the demanding task of analysing these interconnected factors, and may also go some way towards mitigating over-charged claims of the impact and effectiveness of learning technology against the reality of its use.

    Original languageEnglish
    Publication statusPublished - 1 Jan 2010

    Keywords

    • education research
    • sociotechnical interaction framework
    • learning technology research

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