Methods for Researching Educational Technotheology: Actor Network Theory, Day Reconstruction Method, and Video Design-Based Research

Guiding Question: How can ANT, DRM, and VDBR be coordinated in a unique research framework for researching educational technotheology?

I will largely employ a methodological framework based on Actor-Network Theory (ANT), Day Reconstruction Method (DRM), and Video Design-Based Research (VDBR) for my research. These methods will help me address whether religion and spirituality matter in the design, engineering, and use of media and technologies.

ANT is both a methodological and theoretical framework that facilitates analysis of non-human actors in an educational network such as ideas, curricula, media, and technologies. DRM facilitates the documentation of activities. VDBR draws on video as a medium for DBR and for intervening in and improving educational practice. ANT is largely associated with science and technology studies (STS), originating in the works of Bruno Latour (1987; 2005), John Law (2009), and Michael Callon (1986). While ANT has been prominent in STS (Barter & Bebbington, 2012; Oppenheim, 2007; Saito, 2011; Tatnall, 2010, 2011; Whittle & Spicer, 2008; Wright & Parchoma, 2011), it is rare in educational studies (Fenwick & Edwards, 2010; 2012).

DRM complements ANT by analyzing the particulars of how students reconstruct their activities and experiences that reduces recall biases. In this way, my methodological framework will thus be uniquely situated to discern the detailed analysis of learner experiences using DRM (Diener & Tay, 2014; Kahneman & Krueger, 2006; Kahneman, Krueer, Schkade, Schwarz, & Stone, 2004a, 2004b; Krueger, Kahneman, Fischler, Sckade, Schwarz, & Stone, 2009).

VDBR considers the learners in complex systems that are systematically modified through multiple iterations of design processes (Barab, 2006; Barab & Squire, 2004; Barab, Thomas, Dodge, Squire, & Newell, 2004). The use of video applications and technologies allow for greater nuance and discerning complexities in design processes (Derry et al., 2010; Goldman-Segall, 1995; Goldman-Segall & Maxwell, 2002; Schnettler & Raab, 2009; Voithofer, 2005; Zahn, Pea, Hesse, & Rosen, 2010). My use of VDBR turns videos into design artifacts for intervention.


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