Developing critical and theoretical approaches to educational technology research and practice

Considerable prior literature reflecting on the evolution of the field of educational technology by numerous research experts has considered the extent of criticality within the field and found it somewhat wanting (Bulfin, Johnson & Bigum, 2015; Hasler, Major & Hennessy, 2016; Jameson, 2013; Latchem, 2014; Oliver, 2011, 2016; Selwyn, 2007, 2011, 2015). Challenges include considerations of whether research findings (OECD, 2015)indicating worrying findings about the negative influence of excessive computer usage are really being considered and taken up in research, policy and practice in the field. This 50th Anniversary Special Section called for submissions to consider the extent to which Selwyn and others are justified in asserting that much research in the field has engaged in 'previous decades of technological "boosterism," hyperbole, and outright evangelism' rather than genuine searching inquiry (Selwyn, 2015). The section considers the need for greater critical (Bulfin et al., 2015), challenging and questioning 'e-leadership' of the field by those who are practising within it (Jameson, 2015). Prior evaluation of theoretical perspectives such as Activity Theory and theories on e-learning, relate to this (Isssroff and Scanlon, 2002; Nichols, 2003). The paper considers the extent to which the evidence emerging from research findings in educational technology is really engaging in a critical way with important global issues (Selwyn, 2015) to effect a beneficial influence on education policy, theory and practice, including, particularly, outcomes for learners. To what extent are educational technology researchers really leading, critiquing and shaping the field?