Theorising knowledge practices: a missing piece of the educational technology puzzle

dc.creator	Karl Maton
dc.creator	Sarah Howard
dc.date	2011-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:29:10Z
dc.date.available	2015-08-12T11:29:10Z
dc.identifier	10.3402/rlt.v19i3.17109
dc.identifier	2156-7069
dc.identifier	2156-7077
dc.identifier	https://doaj.org/article/8384b175c88c461cb8af14f86d147e4c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30793
dc.description	Educational technology research has been characterised as lacking theoreticalframeworks that can enable cumulative knowledge-building across the field.This article explores the value of Legitimation Code Theory (LCT) for addressingthese issues by discussing research into the key question of integration ofinformation and communication technologies in education. Specifically, it showshow LCT enables the theorisation of knowledge practices, the basis of educationbut undertheorised by existing research. Drawing on a major study of a technologicalinitiative in all state secondary schools in New South Wales, Australia,the article illustratively uses one dimension of LCT to compare the organisingprinciples underlying the initiative with those underlying the key subjects ofmathematics and English. Analysis suggests that a ‘code clash' with mathematicsand a ‘code match' with English might help explain their different patternsof integration of information and communication technologies. It also demonstrateshow LCT can be utilised with multiple methods, enabling the integrationof research into a wide range of educational topics and thereby contributingtowards building knowledge across the field.
dc.language	English
dc.relation	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/17109
dc.relation	https://doaj.org/toc/2156-7069
dc.relation	https://doaj.org/toc/2156-7077
dc.rights	CC BY
dc.source	Research in Learning Technology, Vol 19, Iss 3 (2011)
dc.subject	technology integration
dc.subject	Legitimation Code Theory
dc.subject	specialisation
dc.subject	knowledge practices
dc.subject	theory
dc.subject	secondary schooling
dc.subject	subject areas
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Theorising knowledge practices: a missing piece of the educational technology puzzle
dc.type	article