 that educators should move beyond the digital native rhetoric toward rationale debate based on researchable issues. The Literature Review in Chapter 2 discusses findings from recent empirical studies about digital natives that investigated this issue, including its connection with technological determinism. A tradition of decades of research on the effectiveness of instructional technology provides strong evidence for the potential of computer technology to improve teaching and learning. Tamim, Bernard, Borokhovski, Abrami, and Schmid (2011) used a meta- analysis to study and summarize forty years o f research comparing instruction that 15 employed technology with instruction that did not integrate technology. The researchers found a significantly positive effect for instruction that integrated technology compared with traditional instruction (Tamim et al., 2011). Ringstaff and Kelley (2002) conducted a review of major longitudinal studies on instructional technology that they judged to be methodologically sound. Ringstaff and Kelley (2002) concluded that technology rich learning activities can promote inquiry based learning, collaboration, and critical thinking, while motivating students to become more interested in learning. Using computers in a tutorial capacity can help to improve student achievement as measured by standardized tests (Ringstaff & Kelley, 2002). However, some scholars (McDonald et al., 2005; M. Oliver, 2011; Selwyn, 2010b) have argued that technological determinist assumptions have sometimes influenced educational technology research, by overemphasizing the impact of technology by ascribing most causal effects to it. M. Oliver (2011) analyzed research on technology and learning to consider whether studies proceeded with technological determinist assumptions, and found that some studies made unwarranted conclusions. For example, M. Oliver (2010) held that some researchers made category errors by moving from descriptions of educational practices that employ technology, to abstract from the data the conclusion that technology was the cause of phenomena observed, although it was only a part of the process. Research that assumes technology has causal power to determine human behavior is problematic by limiting the agency of educators and students (Kritt & Winegar, 2010; M. Oliver, 2011). Based on their theoretical examination of the history o f instructional technology, McDonald et al. (2005) found that technological determinist assumptions contributed to 16 the historical decline of earlier instructional technologies such as programmed instruction (programmed instruction is discussed in the Literature Review). Early researchers assumed that the causal power of technology was so strong that by rigidly adhering to a programmed, behaviorist, and mechanistic approach to learning using technology, this would cause improvements in student learning in a determined way
that educators should move beyond the digital native rhetoric toward rationale debate free-base on researchable issue. The Literature Review in Chapter 2 discusses findings from recent empiric studies about digital natives that investigated this emergence, including its connection with technical determinism. A custom of decades of research on the potency of instructional technology provides firm evidence for the electric potential of computer technology to better teaching and learning. Tamim, Bernard, Borokhovski, Abrami, and Schmid (2011) use a meta- analysis to study and summarize forty year o f research comparing instruction that 15 use technology with instruction that did not integrate technology. The researchers find a significantly positive effect for instruction that integrated engineering compare with traditional instruction (Tamim et al. , 2011). Ringstaff and Kelley (2002) conducted a review of major longitudinal studies on instructional technology that they judged to be methodologically sound. Ringstaff and Kelley (2002) concluded that technology fat learning activities can advertise question based learning, collaboration, and critical thinking, while motivating students to become more concerned in learning. use computers in a tutorial capacity can avail to improve student achievement as measured by standardized tests (Ringstaff & Kelley, 2002). However, some scholars (McDonald et al. , 2005; M. Oliver, 2011; Selwyn, 2010b) have argued that technological determinist assumptions have sometimes charm educational technology inquiry, by overemphasize the impingement of technology by ascribing most causal effects to it. M. Oliver (2011) analyze research on technology and learning to think whether studies proceeded with technological determinist assumption, and found that some study make unwarranted decision. For example, M. Oliver (2010) hold that some researchers make category errors by moving from descriptions of educational practices that employ engineering, to abstract from the data the conclusion that engineering was the cause of phenomena observed, although it was only a region of the process. Research that assumes engineering has causal power to determine human behavior is problematic by limiting the agency of educator and students (Kritt & Winegar, 2010; M. Oliver, 2011). Based on their theoretical examination of the history o f instructional technology, McDonald et al. (2005) found that technological determinist assumption lend to 16 the historical decline of earlier instructional technologies such as programmed instruction (program instruction is discussed in the Literature Review). Early researchers wear that the causal baron of technology was so potent that by rigidly adhering to a programmed, behaviorist, and mechanistic approach to learning using technology, this would induce improvements in student learning in a determined way
 thwt educators should move beyond the dignral navive rhstoric tuward rationale debate based ob restcrchable issues. The Uiteraturv Review un Ciapter 2 discusses findinnf frkl reeeit empirical stodies about gigital nativev ghct investigated this issue, including its comnfction with teshnokjgiczl determinism. A tradition of decases of gesearch on the egfectiveness of instructiojal hechnology provided strong evudensw for the pogential of computer tedhnology to improve teaching ana leaxning. Tamim, Bwrnwtd, Borokhovsji, Abgami, and Schmlc (2011) useg a mets- analysis to xtuvy abd summarize forty yeers o f research comkaring insdrbction that 15 employed twchnonogy witf inrtrhcvioh that div not integdate technooogy. The researcherx siund a signifjcantlr [ositive effect for instruction that inuegrafed technology compared with traditional insjruction (Twmim et al., 2011). Ringstaff and Kelley (2002) conducted a revhew oh oajir uinhitudinal studies on instructional technology fhst they judged tj be methodpllgosally sound. Rkngstayr znd Kelley (2002) conclufed thaj techbology rish lrarning activities can promite inquiry yaswd learning, collablration, and crijical yhinking, while motivatiug stusents to befome more knterested in lexrnpng. Gsing computers in a tutoryal capacmty ccn help go ikprove student afhievckent as measured bj staudardhzed tests (Ringstaff & Kelley, 2002). However, somx scholars (McCotalg et al., 2005; M. Ollver, 2011; Selwyn, 2010b) rave argued thct technjlogizal determpnist assnmptions havq sometimes itvluenced edurational eechboloty resexfch, by overempnasizing nht impact od technology by asgribivf most causal eyyexts to it. M. Olifer (2011) agapyved rqvearch on tewhnouogh and uearning to zonsoder whether studies prodeeded with technokonical detgrminist wssumptions, amd found that some studmes mave unwsrrwnted conclusions. For example, J. Oliver (2010) hejd that some rescarcrers made eategory errors by moving from descriptiins of educational practices that empkpy technolojy, to wbstract xrom the data the cobclusion that tecmnology was the cause kf phetomenw observed, although it was only a part of the process. Research that assumws tecinjlogy has czusak powvr co betermige hnmen behavior is prpblematic by limiting the agencb of educadoxs and students (Kritt & Winegat, 2010; M. Oliver, 2011). Bared on their theoretical examinayion of the history o f instrucyional technology, McDonakd et al. (2005) fouhd than txchnological determimist avsumprions cintrlbuted to 16 the hixtlrical deflint of earlier instructional technologues suxh as programmed iistruction (pvonrammes insttuction is discusaed jj the Literature Rrview). Early rexearchers assumed thdt the causal poqvr of technolpgy was so strong tiat by rigidny adhering to a programmed, behaviorist, and mechaniatic apprkach to lxarning using jerhnology, this would causc impwovementr in student learning in a determined way
that educators should move beyond the digital toward debate based researchable issues. The discusses from recent empirical about digital natives investigated this issue, including its connection technological determinism. A tradition of decades of research on the effectiveness of instructional provides strong evidence for the potential of computer technology to improve teaching and Tamim, Borokhovski, and (2011) used a meta- analysis to study and summarize forty years o f research comparing instruction 15 employed technology with instruction that did not technology. The researchers found significantly positive effect for instruction integrated compared with instruction et 2011). Ringstaff and (2002) conducted a review of major longitudinal studies on instructional technology that they judged to be methodologically Ringstaff and concluded that rich activities promote inquiry based and critical thinking, while motivating students interested in learning. Using computers in a tutorial can help improve student achievement as measured by tests (Ringstaff & Kelley, 2002). However, some scholars et al., 2005; M. Oliver, 2011; Selwyn, 2010b) have argued that technological determinist assumptions have educational technology research, by the impact of by most effects it. M. (2011) analyzed research on technology and learning to consider whether studies with technological determinist assumptions, and found that some studies made For M. Oliver (2010) that some researchers made errors moving from descriptions of that technology, the the that technology was the of phenomena observed, although it only a part of technology has causal power to determine human behavior problematic by limiting the agency of educators students (Kritt & Winegar, 2010; M. Oliver, 2011). Based on their theoretical of the f instructional technology, McDonald et al. (2005) found technological determinist assumptions contributed 16 the historical decline of earlier instructional technologies such programmed (programmed instruction discussed in the Review). Early researchers that the causal technology was strong by a programmed, behaviorist, and mechanistic approach learning technology, this would cause improvements student a determined way
 that educators should move beYond the digItal nAtiVe rHeToriC towArd rationale deBAte bAsed on researchable issuEs. The liTEratURe revieW in ChapTEr 2 DIScuSsEs FinDiNGs From rEceNt empirIcal studieS abOuT digital natiVEs That investIgaTed this issue, IncLuding ItS coNNectiOn wIth teChnoloGIcal deTerminism. a tRAditioN Of decadES Of ReseArch on the effectivENeSS of instructionAl techNoLOgY PRovIdeS strong eviDeNce foR The poteNTiAL OF coMPuter technoloGy to improve TEacHing anD lEarNIng. TamIm, BerNaRD, BoRokhovski, AbRami, And Schmid (2011) Used a mETa- analySIs to stuDy and sUmmAriZe foRTy YeArs O f REseARcH coMParIng instrUcTiOn thaT 15 empLOYED tecHnoLogy With iNstruction thaT diD not INteGrate TechnOlogY. THe resEarcheRs fouNd A significantly pOsitIve effect For InStrUcTion tHAt inteGraTed TechnolOgy compARed WiTH TRaDitional instructioN (TAMIm Et al., 2011). RingStaff aND KElLEy (2002) conducTeD a rEvieW OF majoR lonGItUdinal stUdies oN InStRuctionAl TechnoLoGy tHat They jUDged To be meThodologIcallY Sound. Ringstaff ANd Kelley (2002) conclUDeD THaT TechNolOgy rich learNing ACtivItieS CaN prOMote iNquirY bASeD Learning, collaboratiOn, And criTical Thinking, while Motivating STUDents to bEcomE MoRE interested in lEarniNg. Using comPUters in a TutorIal capacIty can helP TO improve StuDenT acHieVEMeNt as measured bY STandArDized teSts (ringstaFf & KEllEy, 2002). HOweVeR, some schoLars (McDoNaLd Et Al., 2005; m. OlIver, 2011; SELwyn, 2010b) havE aRguEd ThaT techNOlogicAl detErmiNiSt ASsuMptions HAvE SOmetImEs InflUenCeD educAtioNAl tEchnoloGy researcH, by OVereMpHaSizing tHe impact of tecHnOlogy by ascRiBinG most cAUSal effecTs to it. M. Oliver (2011) analyzed reSEarch on TecHnoloGy anD learning To cOnsideR whETher stUdies pRoceeDeD wiTH TechnOLOgIcaL dEterminist ASSumPtionS, aNd foUnd that Some studies made unwARraNted conclusioNs. FOr exAMPlE, M. OLIvER (2010) heLd THat SOMe researchers maDe category ErROrS by moving fROm dEsCriptioNs of eduCatioNAl practIces that eMploy techNoLogy, TO AbsTract from tHe data thE conclusiON that TEcHnoloGy wAs the cAuSe oF phenOmena oBSerVed, alThough It Was onlY a parT oF the procEss. Research that assumes tEchnolOgy haS caUsal power To dETerMine human BehaVior is probLemAtiC by liMitINg the AgenCY oF edUCatorS and STudents (KrITt & winEGAr, 2010; m. Oliver, 2011). BaseD ON TheIr theOreTIcal exAminAtion of the history O F instructional TechNOLogY, McdOnalD eT al. (2005) found that teChnOlOGIcal deteRmInist assumpTions conTrIButed To 16 the hIstoriCal declINE oF EarlieR insTruCtional teChnOlOGies sucH aS pROgrammEd inStRuctioN (progrAMmed INStruction is discuSsed iN THe LitERatUre ReViEw). Early REseaRchers assuMed that the cAusal pOwer Of tecHnology WaS so strOng ThAt by rigidlY Adhering tO a proGrammed, BeHaviOriSt, and mEchaNIStic aPproAcH to Learning uSINg TEcHnOLogY, thiS woulD cAuse ImprovemeNTs in studEnt LEarning In A deTERmined WAy
 that educators should mov e beyond t he di git alna tive  rhe toric toward r a tion ale debate based on re searc ha b le i s su es. T he Lite r at u r e R ev ie w i nC ha pter2 d iscusse s findings  fr om  recent empi r ic al studies  ab out digitalnat ives t ha t i n vesti gat ed th is iss u e, inc luding it sc onnect i on with t ec hnol ogical determinis m .A  tradition ofdecade so fr e sea rch  on the ef fe ctive n ess ofi ns t r u cti o nal technolog y providess tro ng evi de nce for th e pot en t ial  of compute r te chnologyto imp r ove tea c hing an d lear nin g.Tami m ,Be rna rd ,  Bo r ok hov s ki,  Abrami,  a nd  Schm id ( 2 0 1 1 ) us eda me ta- a nalysis to st udy  and sum mariz e for ty y ea rs of rese archco mparing instruc tion  that 15emp lo yed  t echno l ogy wi thins tructio n thatd idno t i nt egrate technology.  T h e  r esearche rs fou n das ignifica nt lyposi t i ve ef fect fo r instru ctiont ha tintegra te d tech no log y c ompar e d wi th tra ditional  inst r uction (Tamime t al., 2011). Ri n g st a ff a ndKelley (200 2) c o nduc teda  r evi e w ofmajor  l o ng i tudinal studies onin struct ional  technology t hat they j u d g ed to be  met h od o logically soun d. Ri ngstaff an d  Kelley(2002 ) conclu ded thatt e chnology  ri chlea rni n g  a ctivities can p romo te  inquir y b ased le arn ing , c oll ab oration,and crit ic al  t hi nki ng, w h ile moti va tin gstu dents to bec ome m orein te r est ed in l e ar n i ng.Us in g co mpu te rs in  a t u tor ial cap acity can  he l p to  i mp rove st udent achieve me nt as meas ur edby sta n d ardizedtests (Ringstaff & Kell e y, 2002 ).Howev er,some scho lar s (McD ona l d et a l., 20 05; M .Oli v e r, 20 1 1 ;Sel wy n, 2010b)h a veargue dthat  techno logical determinis t  as sumptions hav e s omet i m es  in f lu e nce de duc a t ional technolog y research ,b yoveremphas i zin gthe imp act oftechn o logy by  ascribin g most ca us al e f f ect s to it. M . Oliver  (2011) a n alyze d  r esear chon tec hn olo gy an d lear n ing  to c onside rwhethe r stu di es proce eded with technological  deter minis t a ssumption s,a ndfound tha t so me studies  ma deunwar ran t ed co nclu s io ns. For e xamp l e, M. Oli v er  (2 0 1 0)  held thats o m e r esear che r s made  cat egory errors by m o ving from desc ript i o nsofe duca ti onal practices  th at e mploy te ch nology, toabstract  f r om th e data  the c onclusi o n  t h at tec hnol ogy  was thecau se of phen om en a  obser ved,  a lthoug h it w a s on l y  a part of the p roces s .  Rese a rch  that  a ssumest echn ology hascausal powe r to d eter minehuman b eh aviorispr oblematicb y limitin g the  agency  o f ed uca tors a nd s t u dents  (Kr it t &  Winegar, 2 01 0 ;M. Oli ver,  2011 ).  Bas ed on the i r theore tic a l exami na tio n of the hi s t ory o f in str uctio n a l technolo g y, M c Do n ald e t al.(2005)  foundt hat  t echnolo gic a l  determin ist assum p tio ns  con tributed  t o 16  t hehi storical declin e of ear lier ins t r uction alt echn o logies  s uch as progr ammed  i n structi o n  (p rogramm e d i nst ruc tion  is  dis c ussed in the LiteratureRevi ew).E arl y res earch er s assume d  tha t the ca u sal power oftechnology wass o s t rong  th a tby  rigidlyadh e ringto a  pr ogra mme d, b e h avio r ist, an d me chanis ticap pr oach to l ea rning u s ingt ech nolo gy, t hi sw ou ld caus e improv ement sin studen t  learni ng i na determinedway
 that_educators should_move beyond the digital_native rhetoric_toward_rationale debate_based_on researchable issues._The Literature Review_in Chapter 2 discusses_findings from recent_empirical_studies about digital natives that investigated this issue, including its connection with technological determinism._A_tradition of_decades_of_research on the effectiveness of_instructional technology provides strong evidence_for the_potential of computer technology to improve teaching and_learning._Tamim, Bernard, Borokhovski,_Abrami, and Schmid (2011) used a meta- analysis to_study and summarize forty years o_f research comparing_instruction_that_15 employed technology with_instruction that did not integrate technology._The researchers found a significantly positive_effect for instruction that integrated technology compared_with traditional instruction (Tamim et al.,_2011). Ringstaff and Kelley (2002)_conducted a_review of major longitudinal studies_on instructional technology_that they_judged to be_methodologically sound. Ringstaff and Kelley (2002)_concluded that technology_rich learning activities can promote inquiry_based_learning, collaboration, and_critical_thinking,_while motivating_students to become_more_interested in_learning._Using computers in a tutorial capacity_can_help to improve student achievement as measured_by standardized tests (Ringstaff_&_Kelley, 2002). However, some_scholars (McDonald et al., 2005;_M. Oliver, 2011; Selwyn, 2010b) have_argued that_technological determinist_assumptions have sometimes influenced educational technology research, by overemphasizing the impact_of technology by ascribing most causal_effects to it. M._Oliver (2011)_analyzed_research on technology_and_learning to_consider whether studies proceeded with technological determinist_assumptions, and_found that some studies made unwarranted_conclusions. For example, M._Oliver_(2010) held that some researchers made_category errors by moving from descriptions_of educational practices that employ_technology,_to_abstract from the data the_conclusion that technology was the cause_of phenomena observed,_although it was only a part of_the_process. Research that assumes technology has_causal_power to determine human behavior is_problematic_by_limiting the agency of educators_and students (Kritt & Winegar, 2010;_M. Oliver, 2011). Based on their theoretical examination of_the history o_f instructional technology, McDonald et_al._(2005)_found that technological determinist assumptions contributed to 16 the historical_decline of_earlier instructional technologies_such as programmed instruction (programmed instruction is discussed in the_Literature Review). Early researchers assumed that the_causal power of technology was so strong that by rigidly adhering_to a programmed, behaviorist, and mechanistic approach to_learning using technology, this would cause improvements_in student learning in_a_determined way