Qualitative Inquiry Award

Qualitative Inquiry Award

Sponsored by the AECT Foundation and AECT's Research & Theory Division

Self-nominations are allowed.

Purpose

The Qualitative Inquiry Award honors individual scholarship for exemplary insights into the social and cultural aspects of the educational technology field. Qualitative theories and methods should be applied from disciplines such as anthropology, art criticism, communications, cultural studies, history, literary theory, philosophy, and sociology.

Background

Since 1992, this award has encouraged and recognized qualitative understanding of educational communications and technology through inquiry from a variety of disciplines In the late 1980s, AECT leaders Robert de Kieffer, Andrew Yeaman, and Lida Cochran began discussions supporting and leading to the development of the award, and in 1995 it was funded under the auspices of the AECT Foundation.

The AECT Foundation’s Qualitative Inquiry Award is funded in perpetuity by Lida Cochran in memory of Lee Cochran.

Eligibility

Membership in AECT is required. This award recognizes individual scholarship; co-authored submissions are not accepted.

Application Requirements

• Cover letter requesting recognition of a completed study  

• Two-page resume of the researcher

• One-page abstract of the study

• 15–20 page double-spaced descriptive narrative including references and relevant material

This may be a final report or a synopsis of a final report and may have been published within the past two years. The qualitative cornerstone should be clearly identified. Describe the study’s theoretical base, the inquiry issue, and the inquiry strategy. Include a description of the findings and an interpretation of the findings. Emphasize the social and cultural contexts.

Please submit nominations electronically to the AECT Research and Theory Division Awards Nomination Form.

Nature of Award

A cash award of $750 will be presented to the winner. The recipient will be recognized at the Research and Theory Awards ceremony to be held during the AECT International Convention. The recipient has the opportunity to publish in the Educational Media and Technology Yearbook.

Funding and Support

AECT Foundation

Deadline

April 18

Review Criteria

Reviewers, please rate these statements by how strongly you agree with them in regard to your review of this application for the Qualitative Inquiry Award. High agreement is 5 and low agreement is 1. No basis for judgment is 0.

Theory: ___

A qualitative theory has been appropriately applied from a discipline such as anthropology, art criticism, communications, cultural studies, history, literary theory, philosophy, or sociology. It is properly identified and is explained well.

Method: ___

A qualitative method has been appropriately applied from a discipline such as anthropology, art criticism, communications, cultural studies, history, literary theory, philosophy, or sociology. It is lucidly described and is explained well.

Issue: ___

The inquiry issue is definitely significant and is explained well.

Findings: ___

An important development in knowledge is reported regarding educational communications and technology in its social and cultural contexts.

Writing: ___

The quality of the applicant’s writing is excellent.

Model: ___

This inquiry is exemplary and is a good model for future qualitative investigations in educational communications and technology.

Resume: ___

The scholarly record, academic credentials, and prior accomplishments of the applicant in qualitative inquiry are outstanding.

Future: ___

The applicant is highly likely to make substantial and meaningful contributions to qualitative understanding of the social and cultural aspects of educational communications and technology.

Past Recipients

2024

• No recipient

2023

• No recipient

2022

• Bret Willet  - "Early Career Teachers’ Expansion of Induction Support Systems with Social Media"

2021

• Ai-Chu Elisha Ding - "Language Teachers and Multimodal Instructional Reflections during Video-Based Online Learning Tasks"

2020

• No Recipient

2019

• Jolie V. Kennedy - "Being, belonging, and becoming in immersive complexity: A post-intentional phenomenological analysis of connectedness in personal learning networks"

2018

• Yan Chen - "Parental perception and English learners’ mobile-assisted language learning: An ethnographic case study from a technology-based funds of knowledge approach" (Learning, Culture and Social Interaction)

2017

• Howard K. Kalman - "Integrating evaluation and needs assessment: A case study of an ergonomics program" (Performance Improvement Quarterly)

2016

• No Recipient

2015

• No Recipient

2014

• No Recipient

2013

• Colin Gray - "Informal peer critique and the negotiation of habitus in a design studio" (Art, Design & Communication in Higher Education)

2012

• No Recipient

2011

• No Recipient

2010

• Douglas Hudson Tedford - "Social capital influences upon internet usage of rural Guatemalan English teachers" (Educational Media and Technology Yearbook)

2009

• Catherine Adams - "PowerPoint and the pedagogy of digital media technologies" (Educational Media and Technology Yearbook)

2008

• No Recipient

2007

• (Need to update)

2006

• Rick Voithofer - "Studying intertextuality, discourse, and narratives to conceptualize and contextualize online learning environments" (International Journal of Qualitative Studies in Education)

2005

• Ellen Rose