Introduction: Technological development, capacity building and knowledge construction in education research

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Acknowledgements

As editor of this special issue of Technology, Pedagogy and Education, I would like to acknowledge the support of the authors and referees of the articles; the Directors’ Team of the Teaching and Learning Research Programme, particularly Professor Andrew Pollard and Professor Mary James; John Norman, the Director of the Centre for Applied Research in Educational Technologies; and other members of staff at CARET.

Others who have acted as ‘critical friends’ and provided valued advice during the longer‐term processes of technological development (as well as participating in specific projects) include Prof. Robert McCormick at the Open University; Dr Deborah Youdell at the Institute of Education in London; Dr Naomi Irvine at CARET; Phil Sheffield, Manager of the BEI at the University of Leeds; Louise Corti at the Economic and Social Data Service, Essex University; and Sanna Rimpiläinen at the University of Strathclyde.

More broadly, many of the projects reported here have involved the sustained engagement in both research and development activities of education researchers, research administrators and research participants across TLRP, AERS and other projects. Their involvement and willingness to give time and thought to explorations of their commitments, working practices and the role that technologies play (or might play) in these has contributed greatly to the development of improved understanding and—we sincerely hope—to improved provision of services and tools that support improved processes and outcomes in educational research and practice.