“This doesn’t [mean] that we shouldn’t bother with research, but people pick and choose the research that already supports their position—they believe in the research that fits with their preconceptions, and they find flaws with or dismiss the research that is outside of [those preconceptions],” Dede said. “If technology is the answer, what is the question or … problem you’re trying to solve?”
For example, if school leaders want students to develop stronger skills and post higher achievement gains in a particular area, they might turn to research showing that students who had access to mobile devices improved performance and increased engagement dramatically in that given area in order to justify their purchase. Yet, those same school leaders might ignore research indicating that strong administrative support and professional development are key to any technology initiative’s success.
“If every student has a device, is that going to guarantee that effect? Absolutely not,” Dede said. “If you asked if coupling that device with strong professional development and a solid infrastructure, and with shifting the curriculum around—is that going to have a major impact that it would be very difficult to get without the technology? I’d say the answer is yes. If you’re trying to do all of that with paper and pencil, it’s not going to have the same effect.”
For more news about ed-tech research, see:
New guidelines for ed-tech research could help educators, vendors
On ed tech, we’re asking the wrong question
Study reveals factors in ed-tech success
Report: Ed tech has proven effective … but hasn’t realized its full potential
What can research tell us?
Dede identified four different stages of research, and he said each stage comes with its own ability to prove effectiveness or show data:
- The earliest stage involves pilots, where researchers have an idea they think is promising and are going to try it on a small scale. There often won’t be much evidence at this point, but researchers feel positive about their theories.
- Design-based research involves redesigning research after initial pilots are complete. Researchers think they have something solid, and they want to try it with a larger number of teachers and students who are representative of different backgrounds. Researchers might need to redesign the project several times, but eventually they end up with something that is relatively robust.
- Designing for sustainability: Research in this phase might be publishable in a journal, because researchers have proven that under certain conditions, the elements of their experiment should be successful. But now, researchers encounter what might happen when not all conditions are present—for instance, a classroom teacher who has no background in the subject he or she is teaching, or a student population with frequent class absences. This stage lets researchers define the minimum conditions for success. It also poses less risk, in a sense, because if researchers are ready to scale their project, they know it is effective, and they simply need to determine under what conditions the project will begin to lose its effectiveness.
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland's prestigious Philip Merrill College of Journalism.Latest posts by Laura Ascione (see all)- Children learn best on paper: We need better technology, not less of it - July 13, 2026
- In districts, reaching readiness, retention, and success - March 5, 2026
- AI use is on the rise, but is guidance keeping pace? - January 2, 2026
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