I thought this was interesting, even if it doesn’t grapple with the significance of the fact the original paper is almost twenty years old:
My sense is that digital education research has a significant capacity to claim its own legitimacy, but this will involve embracing a diagnostic and problem solving mode which is too often squeezed out by a performative criticality. Finding a place for transactional data within the existing repertoires of educational research, rather than seeing them as a potential replacement, certainly needs to be part of this.
