The selection of the terminology on this page stems from the studies of the EdD program in Educational Technology at University of Florida. This page provides an overview of some of the generic concepts that are outlined in the literature and coursework within the program.
Conceptual Framework
A system of assumptions, expectations, beliefs, theories, and concepts that support research (Maxwell, 2012; Robson, 2011).
A tools that can be used to structure inquiry (Dewey, 1938).
A toolbox of concepts from theories and modules that are most useful in the context of the research study (Kumar & Antonenko, 2014).
The basic idea behind a conceptual framework is to ground of assumptions in theory. Without a theory, there is only a miscellany of observations, having no significance (Kaplan, 1964).
A combined framework of personal interest, topical research, and theoretical frameworks (Ravitch & Riggan, 2012).
Antonenko, P. D. (2014). The instrumental value of conceptual frameworks in educational technology research. Educational Technology Research and Development, 63(1), 53–71. http://doi.org/10.1007/s11423-014-9363-4
Kumar, B. S., & Antonenko, P. (2014). Connecting practice, theory & method: Supporting professional doctoral students in developing conceptual frameworks. Tech Trends, 58(4).
Ravitch, S. M., & Riggan, M. (2012). Reason and rigor: How conceptual frameworks guide research. Thousand Oaks, CA: Sage Publications.
Diffusion of Innovations (Rogers, Everett)
Rogers (2003) led a systematic study of how innovations are introduced in organizations, and how they are adopted by potential users. Rogers outlined five attributes that are likely to lead to a higer adoption rate of a given innovation:
high relative advantage
compatibility
trialability
observability
low complexity
Rogers, E. M. (2003). Diffusion of innovations. Simon and Schuster
Dissertation Focus
The focus of an Ed.D research should be embedded in the context of professional practice
It should describe the problem of practice in the context of educational theories and research
It should identify and implement research methods
Finally, it should propose solutions.
Kumar, B. S., & Antonenko, P. (2014). Connecting practice, theory & method: Supporting professional doctoral students in developing conceptual frameworks. Tech Trends, 58(4).
Dualism - separation of mind and body. Individual's mind is comprised of a non-physical substance (soul), and the body is comprised of physical substance (matter). Mind and body are capable of causally affecting each other.
Empirical Research
Systematic and thoughtful process of planning and implementing observations (McMillan & Schumacher, 2001).
Epistemology - the philosophical study of propositional knowledge (the opposite of the basic procedural knowledge or know-how, or acquaintance knowledge or familiarity), concerned with
1. the nature of knowledge - what does it mean to say that someone knows something, and
2. the extent of knowledge - how much can we know? How do we become to know?
Gestalt Psychology - the study of how individuals see and understand the relation of the whole to the parts that make it up. Gestalt psychology looks at the parts in terms on the wholes that contain them. (Wertheimer, 1924).
Ontology - a philosophical study of the nature of being, becoming, reality, and existence - the way we conceptualize the worlds around us.
Research Focus
This is the "what" of the research study. In the field of educational technology, this is identified as a research specialization that focuses on the design and implementation on the design and implementation of specific technological products and processes to improve learning, instruction, and management aspects of education (Januszewski & Molenda, 2007).