Susan McKenney

This paper frames “methodological fit” in EDR and distinguishes three orientations—research for, on, and through interventions—linking each to researchable questions, evolving methods across EDR trajectories, and common alignment challenges. Two doctoral studies illustrate the framework and offer guidance for assessing methodological fit across orientations. citeturn16search2turn16search3

Using an unconventional, reflective format, collaborators across research‑practice partnerships surface tensions and choices experienced during COVID‑19, distilling lessons learned and calling for action to strengthen RPP belonging and learning sciences scholarship in coming years. citeturn16search0

Addressing “solutionism” in educational improvement, this expository article defines EDR and its origins, outlines a generic EDR model, and illustrates its value for theory building and practical solutions in authentic learning settings. It concludes with recommendations to advance EDR within medical education and beyond. citeturn7search2

Across five teacher‑education institutes, focus‑group findings indicate little explicit attention to the knowledge teachers need to foster early literacy with technology. Contributing factors include limited school use of newer technologies, challenges teacher educators face in their own tech use, and scarcity of integrated expertise—yielding recommendations for research, policy, and practice. citeturn12search1

A Delphi study elicited consensus on TPACK priorities for pre‑service teachers (especially kindergarten): e‑books and educative TV; explicit goals and tool‑specific instruction; structuring tech‑rich interactions; and integrating computer activities into language teaching. Experts caution against tech use lacking pedagogical value. citeturn12search0

This introductory article to a special issue argues that realizing the benefits of teacher involvement in designing TEL requires deeper understanding of how teachers learn through design, how to support their design work, and how impacts manifest in artifacts, implementation, and student learning—setting an agenda to strengthen research on teachers as designers. citeturn15search0turn15search6

Through a holistic case study of teacher design conversations, the study codes TPACK dimensions, reasoning (external priorities, practical concerns, existing orientations), and levels of inquiry. Teachers’ deeper inquiry moments reveal existing orientations; most TPACK‑related discussion centers on practical concerns, with limited attention to external priorities. citeturn13search0

Grounded in situative perspectives and activity theory, this article synthesizes three cases of teacher collaborative curriculum design, highlighting situatedness, agency, and cyclical learning/change, and proposing a research agenda for understanding teacher learning through design. citeturn15search1turn15search2

A multiple case study of kindergarten teacher teams designing technology‑rich early‑literacy activities shows that design talk largely reflects practical concerns and brainstorming, with existing orientations (beliefs/knowledge) surfacing at deeper inquiry levels; external priorities are rarely invoked. Implications are drawn for supporting teacher design. citeturn12search3turn12search6

This essay critically reviews how Design‑Based Research (DBR) has progressed, arguing that assessing DBR’s impact requires in‑depth analyses of full‑text reports and a refined understanding of DBR’s dual outputs: practical interventions and theoretical contributions. It calls for richer evaluations and empirical work involving DBR participants to judge progress. citeturn14search1turn14search2

Using the Interconnected Model of Professional Growth, this synthesis of nine studies from six countries examines how collaborative curriculum design fosters teacher learning. The model, though conceived for individual learning, is shown to illuminate learning processes in teacher design teams, highlighting situated growth through design. citeturn12search4turn12search5

Surveying 167 children (pre‑K to Grade 2) from diverse backgrounds, the study finds widespread access to computers at school and home, predominantly for games. Attitudes are generally positive; older children show more use, competence, and positivity; boys report more positive attitudes, with nuanced socio‑economic and ethnic patterns discussed. citeturn13search5turn13search6