Abstract
Technology researchers, who typically come from a background steeped in experimentation and dogma, may contribute to qualitative research in learning and teaching. This chapter challenges the perceived positivist epistemology of technology academics, its communication with research in technology, focusing in particular on how epistemology in this discipline is usually downplayed in favour of discussion of methods at the expense of epistemology and methodology. Using work such as that by Hofer and Bendixen (Personal epistemology: Theory, research, and future directions. In K. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook, Vol. 1. Theories, constructs, and critical issues (pp. 227–256). Washington, DC: American Psychological Association, 2012) on “personal epistemology”, the position of different epistemologies and their relationships to research questions will be discussed, with strategies identified to allow researchers coming from technology research to navigate an epistemological shift for learning and teaching research and discussion on why this might be required.
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Cowling, M.A. (2016). Navigating the Path Between Positivism and Interpretivism for the Technology Academic Completing Education Research. In: Harreveld, B., Danaher, M., Lawson, C., Knight, B., Busch, G. (eds) Constructing Methodology for Qualitative Research. Palgrave Studies in Education Research Methods. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-59943-8_4
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