Strip Mining for Gold: Research and Policy in Educational Technology—A Response to “Fool’s Gold”
Douglas H. Clements, Julie Sarama, University at Buffalo, State University of New York, United States
AACE Journal Volume 11, Number 1, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Several recent articles have addressed the issue of the translation and interpretation of education research for the purpose of affecting policy (e.g., Educational Researcher 29(6).) We respond to the publication of, and media attention to1, Fool's gold: A critical look at computers in childhood (Cordes & Miller, 2000). This report delineates some important issues for discussion and includes several valid concerns. However, we believe it's presentation of half-truths and misleading interpretations of theory and research under the guise of academic respectability not only presents an unfortunate one-sided picture of the issues and related empirical research, but, more generally, plays the U.S. media game to the detriment of research, intellectual discourse, and, ultimately, children. Misuse of technology by some and overzealous promotion by others are not valid reasons for misrepresenting the field or for speciously framing the computer as the lightning rod for a broad range of criticisms that we argue can be reasonably attributed to no single source.
Clements, D.H. & Sarama, J. (2003). Strip Mining for Gold: Research and Policy in Educational Technology—A Response to “Fool’s Gold”. AACE Journal, 11(1), 7-69. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)