Aguinaldo 1Trixie AguinaldoAcademia ResearchAcademia Test30 April 2011 Research Equals Technological Revolution Even the best inventions become obsolete and this also goes to show that even researchworks get to be superseded. Research can be compared to technology particularly the innovation of mobile phones thatstarted as a huge and heavy block-like gadget with long antennas that nobody would evenattempt to purchase just before it even became a craze. Apparently today, mobile phones come inhandy. There are a variety of choices that are not only limited to outgoing or incoming calls, aswell as exchanges of text messages, but they are almost as good as computers and even moreeasy-to-use. Innovations indeed are very dynamic, one can never underestimate what other discoveriescan be further made in the near future and research also seemingly follows a similar fate – it isever changing. There are no absolute findings because they can be altered by various factors thatare dynamic as well. There will always be loopholes as time transcends events, objects, and otherphenomena. This justifies how research has been academically defined as a form of inquiry and re-exploration. Inquiry in this case means, “A close examination of a matter in search forinformation or truth” (The American Heritage) and re-exploration refers to exploring a-new or to“inquire into” (WordNet 3.0).
Aguinaldo 2 A study titled, Tracing Teachers Use of Technology in a Laptop Computer School: TheInterplay of Teacher Beliefs, Social Dynamics, and Institutional Culture, done by MarkWindschitl and Kurt Sahl at the University of Washington, supports the claim of this article.The study mentioned the concept ubiquitous technology wherein teaching methods of middleteachers seemed to have transcended because of the culture that surrounded the nature of theresearch work and how technology has been affecting the lives of their students and how theirinterest has been built up because of this (Widschitl and Sahl). The proponents said that, the laptops were a catalyst that enabled one participant, who had a pre-existing dissatisfaction with teacher-centered practices, to transform her classroom through collaborative student work and project-based learning (165). This further reiterates what has been mentioned from the beginning, that nothing isabsolute because of the changes that does not only influence the unfolding of events but even theculture from which humans and other entities exist, this also includes change in behavior andattitudes. Hence, a previous knowledge needs to be updated and there will always be somethingnew to study. Furthermore, another research done by James A. Kulik at the SRI International, a non-profit research institute, initially reviewed research studies from the last three decades about theeffect of instructional technology on how students learn word processing. This was titled, Effectsof Using Instructional Technology in Elementary and Secondary Schools: What ControlledEvaluation Studies Say (Kulik). In the review, the researcher was able to make comparisons of the development oftechnology, particularly computers and its impact on the students from the 1970’s to the present.Although the studies he cited were not sufficient enough to make assumptions because of thegaps, he was able to find out how computers have changed through the years and how they have
Aguinaldo 3influenced the conditions from which students have been learning in school. He mentioned fromhis paper that, Computers have improved dramatically since they were first used in instruction. Today’s computers are faster, friendlier, and more visually and aurally sophisticated than yesterday’s models. In addition, students are more computer-literate today than they were in years past, and many teachers have become sophisticated users of instructional software (x). This study provides an example of findings from past research works, wherein their truthvalue only remain within a given time frame because of the ever changing and ubiquitoustechnology ((Widschitl and Sahl). Given that, perhaps there will also come a time when findingsfrom Kulik’s study become outdated and needs to be re-explored but nobody knows when. By taking research within the perspective of technological revolution, it can then be saidthat everything that has been ascertained expressed my agreement to Griffith’s popular statementthat “there is no hope of doing perfect research” (97) because every subject for study istranscended through time as it is prompted by the surrounding environment and the differentphenomena that commit to altering it further. Indeed, if there really is a perfect research, then this could have ceased to exist long beforeit even became a trend (Korwar).
Aguinaldo 4 Works CitedGriffiths, M. (1998) Educational Research for Social Justice: Getting off the Fence. Buckingham: Open University Press, 1998. Print.Korwar, Deepti. “There is No Hope of Doing Perfect Research (Griffiths, 1998, P97). Do You Agree?”. Scienceray. 13 May 2010. http://scienceray.com/philosophy-of-science/there-is- no-hope-of-doing-perfect-research-griffiths-1998-p97-do-you-agree/. 27 April 2011.Kulik, James. Effects of Using Instructional Technology in Elementary and Secondary Schools: What Controlled Evaluation Studies Say. Diss. SRI International, 2003. Online.The American Heritage® Dictionary of the English Language (4th ed.). Houghton Mifflin Company, 2000. Print.Windschitl, Mark, and Sahl, Kurt. Tracing Teachers Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture. Diss. American Educational Research Journal, Vol. 39, No. 1, 2002. American Educational Research Association. Print.WordNet 3.0, Princeton University, Farlex Inc., 2003-2008. http://wordnetweb.princeton.edu/perl/webwn. 29 April 2011.