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External Validity and Research in Information Technology in Education

The end of another academic year is upon us, and this seems an appropriate time to reflect on our past successes and failures. As we look back over 30 years to the beginning of the information technology movement in education, we can point to many positive developments that have taken place. Hardware and software have improved greatly, become much less expensive, and are widely available. Computers are ubiquitous in classrooms at all levels. In fact, in the last 10 years or so, computers have achieved a secure place in today’s public school classrooms and in the classrooms of the foreseeable future. On the other hand, very few educators would argue that information technology has succeeded in bringing about a paradigm shift in instruction. In fact, most educators would agree that lecture-centered instruction remains the norm at every level, particularly in higher education, including teacher education (Morrison & Salcito, 2008). Most, like Watters (2012), take the position that technology has had very little impact on instruction: