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Abstract
This article argues the importance of including significant technologies‐in‐use as key qualitative research participants when studying today’s digitally enhanced learning environments. We gather a set of eight heuristics to assist qualitative researchers in ‘interviewing’ technologies‐in‐use (or other relevant objects), drawing on concrete examples from our own qualitative research projects. Our discussion is informed by Actor‐Network Theory and hermeneutic phenomenology, as well as by the literatures of techno‐science, media ecology, and the philosophy of technology.
Notes
1. This article is specifically addressing digital (computer‐based) technologies, including web technologies, ICTs, presentation software (e.g., PowerPoint), and new media learning objects; technologies which may contribute to the creation of more digitally enhanced learning environments. However, we believe it is reasonable to apply our heuristics to a full range of teaching and learning technologies and artifacts, from Froebel’s gifts to interactive whiteboards. Technology, artifact, object, and thing are used interchangeably here, although we recognize that some philosophers may draw careful metaphysical distinctions between these terms.
2. For a more substantive description of phenomenology as a qualitative research methodology in education, along with a brief account of its philosophical roots, please see Adams and van Manen (Citation2008) or van Manen and Adams (Citation2010).
