Interviewing Objects: Including Educational Technologies as Qualitative Research Participants

Autor/inn/en	Adams, Catherine A.; Thompson, Terrie Lynn
Titel	Interviewing Objects: Including Educational Technologies as Qualitative Research Participants
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 24 (2011) 6, S.733-750 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2010.529849
Schlagwörter	Qualitative Research; Interviews; Ecology; Educational Technology; Phenomenology; Technology Uses in Education; Educational Environment; Heuristics; Hermeneutics; Questioning Techniques; Network Analysis; Research Methodology; Participant Characteristics + Suchen Sie Ihr Suchwort? Qualitative Forschung; Interviewing; Interviewtechnik; Ökologie; Unterrichtsmedien; Phenomenological psychology; Phänomenologie; Psychologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Heuristik; Hermeneutik; Befragungstechnik; Fragetechnik; Netzplantechnik; Research method; Forschungsmethode
Abstract	This article argues the importance of including significant technologies-in-use as key qualitative research participants when studying today's digitally enhanced learning environments. We gather a set of eight heuristics to assist qualitative researchers in "interviewing" technologies-in-use (or other relevant objects), drawing on concrete examples from our own qualitative research projects. Our discussion is informed by Actor-Network Theory and hermeneutic phenomenology, as well as by the literatures of techno-science, media ecology, and the philosophy of technology. (Contains 1 figure and 2 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10