1. Theorising Technology and Education
Dr Sarah Younie, Professor of Education Innovation, at the Institute for Education Futures, De Montfort University
Editor-in-chief Technology, Pedagogy and Education.

2. It is the theory that decides what we can observe - Albert Einstein
Theories establish a language and discourse - whereby we can discuss, agree/disagree and build new perspectives and new ways to become knowledgeable
Brent Wilson in ‘’Thoughts on Theory in Educational Technology’’ (1997:23) writes,
theory helps us formulate ideas; it forms the creative process. When we see the world differently, we act to make things different by the relationship between theory and technology. Such relationships allow for new technology or conversely, ‘‘…a new technology spawns new theory. ’’

3. Epistemological perspectives
Epistemological perspectives: x2
objectivism: knowledge is absolute and matches reality
constructivism: knowledge is created to fit with reality
 Constructivist epistemologies hold –
‘that knowledge is essentially subjective in nature, constructed from our perceptions and usually agreed-upon conventions. According to this view, we construct new knowledge rather than simply acquire it via memorisation or through transmission of those who know how to those who do not.’
(Bates and Poole, 2003:28)

4. Case study: context - longitudinal research
Research investigation into how teachers engage with education technology such that new pedagogic practice is developed
MULITPLE CASE STUDY – x 12 SITES
Over 100 teachers (x 116)
How teachers create ‘meaning’?
how and why - come to integrate technology into professional pedagogic practice
- why AND why not ?
Where Theory Comes In…
= lens to explain phenomena under investigation
Phenomenological paradigm

5. Theorising phenomena under investigation
Krause (2016) applying existing concepts to new observations;
CoP concepts as lens/framework for understanding teachers practices
Situated cognition & distributed cognition – teachers uses of technology for pedagogic purposes = explained the HOW & WHY
Krause (2016) developing new concepts in dialogue with observations and previous concepts;
Swedberg (2012) - theorising is distinctive to theory  Theorising is the process about discovery
Theorising is a personal undertaking, which draws on own resources,ideas & expc experiences
Theorising can take many different forms but is more intuitive, less procedural
Critical in theorising is observation by which Swedberg means concentrating on a phenomenon, ‘staying with it; and trying to understand it’

6. Difficulties the theory posed…
CoP Lave & Wenger (1998) failed to account for online communities of practice
Lave & Wenger (ibid) theory was for ‘in-situ’ communities, not distributed communities
Social constructivism failed to account for teachers creating new knowledge/pedagogic practices with technology, as peers - rather than ‘more knowledgeable other’ (Vygotsky 1978, ZPD)

7. Where there is collaborative endeavour, and teachers learn together,
“from and for’’ each other
= communal constructivism
Query - could this be a new theory?

8. Theory and knowledge communities
knowledge communities – scholarly / expert groups associated with a particular field/discipline
knowledge creation is a deliberate process of advancing the frontiers in a particular discipline knowledge is viewed as constructed through informed dialogue and conversations conducted members of a knowledge community
theories existing context
theories change and improve over time
knowledge in a field does more than accumulate, it advances
(Kuhn, scientific communities and the structure of scientific revolutions / paradigms shifts)

9. Next steps…