Socioeducational Constellations of Influence: A 10-Year Content Analysis of Technology-Supported Writing Implementation and Research

• In Event: Technology, Literacy, and Learning

Abstract

How and to what extent do larger societal and education-related factors not explicitly considered when designing technology-supported education interventions and research influence each other? We examine patterns within and between factors via a qualitative content analysis across ten years and 19 different journals of published peer-reviewed research on technology-supported writing practices. We identify several co-influencing elements and metanarratives which converge on writing research and the education design process to exert effects on the ways researchers inquire into, and how writing teachers leverage and developing writers use, emerging technologies. These findings have implications for technology-supported educational design and research within and beyond the fields of educational technology, writing, and literacy.

Authors

• Justin Olmanson, University of Nebraska - Lincoln

• Katherine Robbins, TalentSprout by Sykes

• Lyrica Lucas, University of Nebraska - Lincoln

• Fitsum Fekadeselassie Abebe, University of Nebraska - Lincoln

• Eric Kyle, University of Nebraska - Lincoln

• Guieswende Hyacinthe Rouamba, University of Nebraska - Lincoln

• Valerie Jones, University of Nebraska - Lincoln