A Critique of Educational Technology Research in New Zealand since 1996.

This paper examines literature relating to research into educational technology in New Zealand published since 1996. The literature ranged from conference presentations to journal articles, both printed and online, and from collaborative international research to the reporting of teaching experience. The study looks at the relationship between the researchers' choice of methodology and their pedagogical framework, concluding that, while much of the literature in this field is comparatively light methodologically, this can be justified by a constructivist approach to teaching and learning. It is concluded that New Zealand research appears to be maturing, but questions must be asked about a climate that encourages research purely for the sake of the research output and where funding is limited. Perhaps because of the lack of funding opportunities, researchers are grounded in praxis, more interested in looking at what they do than exploring the theoretical possibilities that technology could offer. Although researchers tend to ignore the lessons of history, findings show that government policy is a concern for a number of researchers. This is primarily in terms of the policy makers not being able keep pace with the rapid changes. Issues such as funding and training for staff are also discussed. (Contains 34 references.) (Author/MES)