This paper reflects on, and examines some issues sidelined during the writing of a
doctoral dissertation that was completed at the end of 2011. The study investigated
the potential of the mobile phone as a pedagogic tool in a senior secondary technical
school. While the methods employed for data collection and analysis were
conventional and uncontentious, a certain boldness and imaginative engagement
with the empirical findings was deemed necessary in order generate a thesis that
was both sufficiently substantial and original. However, an underlying tension
operated wherein fundamentally philosophical impulses of the researcher had to be
balanced against simultaneously present institutional expectations and practical
imperatives. In particular, some key remarks of Heidegger concerning technology
and thinking, vied for attention and prominence within the research project agenda.
An articulation and elaboration of this underlying tension between the philosophical
and the practical only became possible after the work was completed. The return
and manifestation of these marginalised and latent issues are here given closer
attention.
History
Journal
Reconceptualizing educational research methodology
Volume
3
Pagination
1-16
Location
Oslo, Norway
ISSN
1892-042X
Language
eng
Publication classification
C1.1 Refereed article in a scholarly journal, C Journal article
Copyright notice
2012, Oslo and Akershus University College of Applied Sciences
Issue
1
Publisher
Oslo and Akershus University College of Applied Sciences