Abstract
Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement by adopting a dialogue-informed ‘intermediate theory building’ framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.
Authors and contributors
Major, Louis (Author)
Daltry, Rebecca (Author)
Rahman, Asad (Author)
Plaut, Daniel (Author)
Otieno, Mary (Author)
Otieno, Kevin (Author)
Citation
Major, L., Daltry, R., Rahman, A., Plaut, D., Otieno, M., & Otieno, K. (2024). A Dialogic Design-Based Research Partnership Approach: Developing Close-to-Practice Educational Technology Theory in Kenya. In Global Perspectives on Teaching with Technology. Routledge. https://www.taylorfrancis.com/reader/download/81388f44-cd84-4e63-b4f2-bc17d8eec77b/chapter/pdf?context=ubx
Link to this record
https://docs.edtechhub.org/lib/96RA5UW7
Key themes
- Personalised learning in low- and middle-income countries
Type
- Book Chapter
