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Innovation versus Replication in Research Findings:Has the Novelty of New Research Findings Worn Off?
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, Institute for the Integration of Technology into Teaching and Learning, UNT, United States ; , University of North Texas, United States ; , Iowa State, United States ; , Iowa State University, United States ; , University of Virginia, United States ; , University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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Abstract

There is a growing recognition for a need to replicate research studies in the field of education. Replication can lend credibility as well as support for decision-making that is based on sound research. Many policy decisions regarding educational technology interventions are made based on research studies. Assuring the studies are reliable and generalizable beyond the original study is an important component to support the decision-making process. Recommendations for promoting the use of replication studies in educational technology are discussed in this paper and will further be discussed and debated during the proposed panel.

Citation

Christensen, R., Spector, J.M., Thompson, A., Schmidt-Crawford, D., Bull, G. & Knezek, G. (2015). Innovation versus Replication in Research Findings:Has the Novelty of New Research Findings Worn Off?. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1126-1129). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2019 from .

© 2015 Association for the Advancement of Computing in Education (AACE)

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Cited By

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  • A Revised Replication Study Typology and A Call for Participation: Replication Studies involving Technology and Teacher Education

    Natalie Milman, George Washington University, United States; Rhonda Christensen & J. Michael Spector, University of North Texas, United States; Robert Branch, University of Georgia, United States; Denise Schmidt-Crawford, Iowa State University, United States; Charles Hodges, Georgia Southern University, United States; Arlene Borthwick, National Louis University, United States; Melanie Shoffner, Purdue University, United States; Gerald Knezek, University of North Texas, United States; David Rutledge, New Mexico State University, United States; Meghan Manfra, North Carolina State University, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1115–1119

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