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Roles for software technologies in advancing research and theory in educational psychology
Author(s) -
Hadwin Allyson F.,
Winne Philip H.,
Nesbit John C.
Publication year - 2005
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1348/000709904x19263
Subject(s) - operationalization , educational psychology , psychology , field (mathematics) , educational research , set (abstract data type) , educational software , psychological research , software , engineering ethics , applied psychology , epistemology , social psychology , mathematics education , computer science , engineering , philosophy , mathematics , pure mathematics , programming language
While reviews abound on theoretical topics in educational psychology, it is rare that we examine our field's instrumentation development, and what effects this has on educational psychology's evolution. To repair this gap, this paper investigates and reveals the implications of software technologies for researching and theorizing about core issues in educational psychology. From a set of approximately 1,500 articles published between 1999 and 2004, we sampled illustrative studies and organized them into four broad themes: (a) innovative ways to operationalize variables, (b) the changing nature of instructional interventions, (c) new fields of research in educational psychology, and (d) new constructs to be examined. In each area, we identify novel uses of these technologies and suggest how they may advance, and, in some instances, reshape theory and methodology. Overall, we demonstrate that software technologies hold significant potential to elaborate research in the field.