| Abstract: | ABSTRACT This paper reflects on a three‐year study of computers in high school classrooms undertaken by members of an education faculty. By reviewing the process we followed, we hope to encourage another iteration in the development of a model of educational research which respects the needs and abilities of teachers, while at the same time striving to achieve theoretical insights which can enrich education as both an academic discipline and a professional practice. In designing a collaborative research strategy for a study of computers in high school classrooms, a number of difficult decisions had to be faced. Choices had to be made between styles of ‘research’ and ‘evaluation'; among competing methods of data gathering and analysis; and among many different ways of relating to the participants in the study. In making these difficult choices, we were guided by the basic ethical and epistemological demands of a social constructionist perspective, and by the central imperative of providing a ‘fair trade’ to all the parties involved. By adhering to these guiding principles we were able to fashion a research strategy which moved beyond the technical issues of computer implementation, to provide a story of action within a theory of context. |
