Abstract

Within the past decade, researchers, policy-makers and public and private funding agencies have moved from simply calling for schools to invest heavily in technology infrastructure to emphasizing various social factors necessary for the effective use of that technology. This paper juxtaposes what appear to be sanitized, over-simplified and/or narrow understandings of social context presented in the recent educational technology literature with examples 'from the field'. Examples are taken from a recent study examining how features of the social context contribute to unintended outcomes of educational technologies. The paper concludes with a summary of the nature and meaning of social context, highlighting factors for future enquiry.

How to Cite:

Garrison, M. J., (2003) “Expanding the Notion of Social Context in Educational Technology Research: Notes from the Field”, Wales Journal of Education 12(1), 26-39.