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Decision Making and Problems of Evidence for Emerging Educational Technologies
Smith, Erika E.Hayman, Richard
With the ever-expanding range of emerging educational technologies that could be introduced to learning environments, making evidence-informed decisions about whether and how to effectively use e-learning tools for pedagogical purposes is a critical yet challenging task. How can educators, learners, and administrators make informed decisions about the use of particular emerging technologies to achieve desired pedagogical transformation when, due to their relative newness, there is often a perceived lack of available and “up-to-the-minute” research on the latest technological trends that may impede evidence-based educational practice? This is a key problem of evidence for technology use in higher education. This chapter discusses several exigent problems of evidence for decision making regarding emerging technologies, particularly for higher education, beginning with a brief overview of evidence-based practice (EBP) and twenty-first century learning. We reflect upon strategies that educational practitioners may employ when facing a perceived lack of up-to-date evidence to support their decision-making processes. By discussing strategies for identifying affordances and employing environmental scanning, we describe approaches for mitigating potential research gaps when considering use of emerging technologies within academic learning contexts.
Educational technologyEvidence based practiceEmerging technologiesHigher educationAcademic libraries
Smith, E. E., & Hayman, R. (2016). Decision making and problems of evidence for emerging educational technologies. In P. Newton & D. Burgess (Eds.), The best available evidence: Decision making for educational improvement (pp. 147-166). Rotterdam: Sense Publishers.
Attribution-NonCommercial-NoDerivs 2.5 Canadahttp://creativecommons.org/licenses/by-nc-nd/2.5/ca/
Teaching and Learning