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

• Published in: Research in learning technology Vol. 19; no. 3; pp. 191 - 206
• Main Authors: Howard, Sarah, Maton, Karl
• Format: Journal Article
• Language: English
• Published: Co-Action Publishing 2011
• Subjects: Australia; Australia. Dept of Education, Employment and Workplace Relations; Case Studies; Comparative analysis; Digital Education Revolution (DER); Digital literacy; Educational Research; Educational Technology; Educational Theories; English Instruction; English teaching; Foreign Countries; Government schools; ICT in education; Interviews; Knowledge base for teaching; Knowledge creation; Knowledge level; Laptop Computers; Learning Theories; Legitimation; Legitimation Code Theory (LCT); Mathematics Instruction; National programs; New South Wales. Dept of Education and Training; Pedagogical Content Knowledge; Professional continuing education; Professional development; Program Descriptions; Program Evaluation; Questionnaires; Second Information Technology in Education Study (SITES); Secondary education; Secondary school mathematics; Secondary school students; Secondary Schools; State curriculum guides; Student attitudes; Teacher attitudes; Teacher competencies; Teaching practice; Technological literacy; Technology Integration; Theory Practice Relationship; Upper secondary years; Australia; New South Wales
• ISSN: 2156-7069; 2156-7077
• DOI: 10.1080/21567069.2011.624170

Educational technology research has been characterised as lacking theoretical frameworks that can enable cumulative knowledge-building across the field. This article explores the value of Legitimation Code Theory (LCT) for addressing these issues by discussing research into the key question of integration of information and communication technologies in education. Specifically, it shows how LCT enables the theorisation of knowledge practices, the basis of education but undertheorised by existing research. Drawing on a major study of a technological initiative in all state secondary schools in New South Wales, Australia, the article illustratively uses one dimension of LCT to compare the organising principles underlying the initiative with those underlying the key subjects of mathematics and English. Analysis suggests that a 'code clash' with mathematics and a 'code match' with English might help explain their different patterns of integration of information and communication technologies. It also demonstrates how LCT can be utilised with multiple methods, enabling the integration of research into a wide range of educational topics and thereby contributing towards building knowledge across the field. [Author abstract]