June 2004 — Exclusive Series: SBR
Print this article | Email this articleClick here to receive your FREE subscription to T.H.E. Journal
What Does SBR Mean for Education Technology?
Finally, concern arises regarding the degree to which randomized studies are representative of real-world practice. Because randomized assignment often disrupts the normal operation of the school, this kind of design can sometimes actually be less reflective of the realities of school practice than can alternative research designs. For all these reasons, while randomized research remains the "gold standard" for validation studies, it should not serve as the sole means by which education answers questions and informs practice, including those that involve technology.
Credibility of Research Results. A hallmark of quality research - and an element of the definition of SBR - is independence and objectivity, which is often established through peer review. However, the educational research enterprise is generally not equipped, at least not at this time, to respond to the need for additional research reviews that could result from NCLB. The issue is especially complicated for private-sector sponsors of research on their proprietary products and services.
First, there are insufficient foundations or public funds available to fund independent research, so companies must use their own resources. Despite efforts to employ a valid process, many stakeholders may categorically dismiss such a study as biased, even if their objections are unfounded. Second, there are insufficient peer-review processes in place to provide a third-party perspective, particularly for technology-based products. Many educational research journals categorically dismiss study submissions focused on a specific commercial technology product or service.
Finally, peer-review questions aside, research in technology-based instructional applications requires three areas of expertise: research, the instructional area itself and the use of technology. Currently, the educational community likely falls short of a sufficient number of researchers possessing this trinity of credentials. Meanwhile, to help educators and publishers find researchers, the WWC is developing a database of those who could be called on to do effectiveness studies. Criteria for this voluntary service will include self-proclaimed adherence to the WWC's rigorous research standards and some listing of content expertise. But the WWC is careful to point out that they do not endorse or validate the quality of the researcher's or research organization's work.
Collaboration Among Stakeholders
These seven challenges provide an overview of the issues confronting education technology in the new SBR environment. Of course, many of these challenges can be at least partially, and hopefully sufficiently, addressed if all parties collaborate and each contributes sufficient resources, flexibility and creativity. SIIA's "Scientifically Based Research: A Guide for Education Publishers and Developers" offers information and solutions necessary for stakeholders to respond to SBR demands. Key to resolution of these challenges is public-private partnerships involving all stakeholders - educators, school officials, researchers, foundations, government officials, and technology publishers and developers.
If these issues can be resolved, SBR may actually present an opportunity for technology. For those many dedicated educators who understand that technology is a critical element to improving educational opportunities and achievement, the SBR agenda provides a chance for validation and even redemption from the naysayers.
This is the final installment of T.H.E.'s "A Closer Look at SBR" series, which was edited by guest editor Therese Mageau.
SIIA is offering T.H.E. readers a discount on its "SBR: A Guide for Education Publishers and Developers" online at www.siia.net/estore/10expand.asp?ProductCode=SBR-03.
Cite this Site
copy text (above) for proper citation
