When Application Leads Theory: A Design Orientation for Teaching and Research in Information Technology

Abstract

This paper presents the position that application of knowledge now precedes theory building in information technology‐related fields. This reversal, caused by the accelerated pace of new knowledge creation, has important implications for the conduct and dissemination of research, and calls for a restructuring of information technology curricula. Rather than adapt to this new academic environment from the perspective of a critic, user, or policy maker, researchers and curriculum builders in information technology should adopt the perspective of a designer. An instructional/research vehicle well suited to this task is group hypermedia. Examples from research in High Definition Television and graduate design education illustrate these propositions. Although the velocity with which new information is produced cannot and should not be slowed, diversity of inputs to the research effort in information technology must be maintained. If not, creativity, at both the societal and individual level, will suffer.