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Educational Technology Research That Makes a Difference: Series Introduction

In a field as complex as educational technology, conflict is common; consensus is not. Yet there is widespread agreement on at least one point: We need a more organized and persuasive body of evidence on technology's benefits to classroom practice. Criticism of educational methods has accelerated in recent years, and the cost and complexity of implementing technology-based teaching strategies make them a favorite target. In the last decade, a diverse and growing collection of critics (e.g., Cordes & Miller, 1999; Cuban, 2001; Oppenheimer, 1997, 2003; Stoll, 1995) has been steadily making the case for reducing or eliminating the use of electronic technologies in teaching. At the same time, technology’s advocates have acknowledged an increasing need for research that could address these concerns and make a strong case for technology's pedagogical contributions.