This chapter examines issues surrounding the design of research in educational technology and teacher knowledge. The National Research Council proposed a set of principles for education research that has not been applied consistently to teacher knowledge and education technology research. Although some studies address reliability of measures, few adequately address validity or threats to validity or the trustworthiness of their designs or findings. Special attention is given to the need for explicit connections between the study purpose and guiding theoretical frameworks and previous research. This volume provides examples of studies addressed these design issues and includes a checklist of questions and additional resources to aid future researchers in developing rigorous, scientific research.
This handbook shares a variety of educational technology research studies to demonstrate not only current trends in educational technology, but also current practices of educational research. Education research is a highly contested field (Shavelson & Towne, 2002) and has been criticized for a lack of structure and rigor (Brickhouse, 2006; Levine, 2007; National Academy of Sciences –National Research Council [NAS-NRC], 1999): “In no other field are personal experience and ideology so frequently relied on to make policy choices, and in no other field is the research base so inadequate and little used” (NAS-NRC, 1999, p.1). This chapter examines evidence standards for reporting research and presents a checklist to help future researchers adhere to the National Research Council’s six principles for conducting rigorous, scientific research.