Theory and method as tools: reflections on research on the pedagogical uses of ICT in education

The present set of papers is reviewed in light of their commonalities and their relative homogeneity. Design forms of research are contrasted with traditional variable-based or theory-based inquiry. The disruptive role of research on ICT in education is considered, in contrast to its role in incrementally contributing to a knowledge base. Researchers and practitioners alike are encouraged to question and examine their own tools, including ICT but also including the theories, models, and methods used in inquiry and instruction. As researchers include practitioners' voices and perspectives, a process of dialogue can heighten awareness of problems and stimulate change.