Doing research on learning with emerging technologies requires, well, emerging technologies. While it is possible for non-technical people to design new technologies for learning, it is more difficult to produce this new software and hardware.
Often, people trained in the social sciences wish to conduct empirical research on these technologies. Students, in particular, may not be familiar with their options for how to gain access to, or create, the technologies they wish to study. They are new to a problem many professionals already encounter: while resources may be available for the educational or psychological studies, there are far fewer resources for technology development. Even long-established researchers or professors in this arena find it difficult to get grants or other funding to build things, rather than test theories, even if building things is required to test the theories. Here are some suggestions.
1. Do the development yourself.
This is only an option for people with programming or engineering skills, or the willingness to acquire them. On the one hand, software or hardware development may not be your main interest. On the other hand, if you plan to do a career of research on emerging technologies, you may be glad if you learn enough technology skills to be self-sufficient. Currently, most top-name educational technology researchers have at least some development experience. This might be an area you could minor in.
2. Hire someone to do the development.
Be cautioned, programmers are not cheap. Engineers (and the materials/facilities they require) are even more expensive. Often, the only way this is within the reach of students is if money can be found to support the development; just as there are grants for transcription, travel, or subject payments in the social sciences, these grants are a possible source of funding to hire a programmer. You should not ask members of your committee or your professors to build technology for you. Remember; all costs of doing a thesis are your own responsibility; the faculty are there to provide guidance on the ideas, not to be your tech support.
3. Use an existing technology or technologies in a novel way.
This is often the easiest solution; if something close to the intervention you wish to test is possible using a combination of off-the-shelf tools, you may be able to conduct research with that. This has two benefits: you don’t have to develop something, and other people can purchase the same technologies if they wish to implement your idea in their classrooms or labs.
4. Use a working prototype.
Some types of technologies can be created using an “end-user programming language” (programming system for non-computer-scientists) such as HyperCard, HyperStudio, MacroMedia Flash, Authorware, or VisualBasic. You should document in your research any effects that may be a result of using the prototype rather than polished software.
5. Use a “Wizard of Oz” methodology.
In HCI, studies are sometimes conducted where a computer appears to behave in a certain way, but it is actually a human being behind the scenes that makes the system work. (For instance, a computer may appear to be capable of voice recognition, while a research assistant in another room actually types in what the subject is saying.)
6. Reduce the study to its psychological components.
While you may not be able to tell the effects of the whole technology intervention as you imagine it, you may be able to do basic psychology experiments on parts or aspects of the mechanism you propose for why the whole technology intervention would work. For instance, a proposed intervention on second language learning that involved a voice- and text-based communication system might suggest research studies on second language learner’s processing of text and aural speech.
7. Use mockups.
Mockups of software might include paper mockups, or “dead” (noninteractive) screenshots. This method is somewhat dangerous because a mockup is, by nature, fairly different from the technology itself. It is, however, better than nothing, and may help you investigate how people will accept the technology. Any effects that might be due to the low-fidelity of the mockup should be documented and reported.
8. Find someone to partner with.
While nobody is obligated to help you create your imagined technology, you may be able to find somebody who is interested in having research done on technology they have already developed, or in finding new applications for related technology they are developing. A partner might be a company, a researcher or research project, or an engineering student. If you want to partner with someone else, make sure your committee (and theirs, if they are a student) are fully aware of the proposed research. In all cases, discuss in advance how credit will be assigned for work performed—will the technology’s inventor be a co-author on papers? Will they be able to review your work before you publish it? Will they have some say in how you talk about your studies? Will they provide you with support, or just the technology? Will they make modification in the technology to help you carry out your study? If you choose to work with a company, be sure that all issues are spelled out ahead of time in a contract or agreement, and make sure that the company is aware your work will be made public through publications or theses. Any partnership should involve a benefit to both partners.
9. Find a sponsor.
In rare cases, if a proposed technology has great potential for commercial benefit, you may be able to find someone willing to sponsor development of the technology in exchange for partial or total ownership of it. If any portion of the work leading up to the idea for the new technology was sponsored by the university, they will own part of the idea. At Penn State, generally students who develop technologies entirely as part of a class (not for pay) have full ownership of those ideas, but this is not true at all universities. You should first learn about intellectual property (patents and copyrights especially) and then learn about your institution’s procedures or policies, and finally, you might begin approaching commercial sponsors of the work. Your idea could even lead to you founding a new company. If your idea won’t make enough money to get a company or venture capitalist interested, you could explore campus educational technology initiatives to see if some part of your university supports development of new educational technologies.
10. Join an existing research group.
Rather than trying to develop your own technology, find a group that is researching emerging technologies and see if there are any assistantships or opportunities that would allow you to participate in their research work. You might offer to do studies they need for credit or pay in exchange for the chance to conduct thesis research with them.
One last point: you will not only need access to a technology, but you will also need access to technology support. This is particularly important if you hire a programmer or partner with someone.
Copyright © 2002-4 Christopher Hoadley. Last updated 17 July 2004.