Evaluating Educational Technology Using Discourse Analysis
Presented by: Matthew Duvall, PhD-Student
School of Education
Drexel University
Results – Blackboard Collaborate
Abstract
Methods
This presentation reviews some ways discourse
analysis has been implemented in the learning
technology field. Using Gee's (2005) theoretical
approach to discourse analysis, Blackboard
Collaborate is compared with Google Hangouts as
possible online synchronous session tools. The
results demonstrate how educational/technological
tools are designed to include extant Discourses
about how such tools can or should be used. Ways
in which this technique might be useful for
educators and designers is discussed, focusing on
how technology can either reinforce or reimagine
typical educational Discourses.
 Gee (2005) offers seven tasks for building reality and six
tools of inquiry, resulting in 42 possible questions
 This study used Qualitative Content Analysis (Altheide &
Schneider, 2013) to address Politics and Sign Systems &
Knowledge by examining Discourses, Intertextuality, and
Situated Meanings
Learning is situated, socially constructed, and
makes use of tools (Brown, 1989; Greeno, 2006; John-
Significance
Six Tools of Inquiry
Introduction
Seven Tasks for Building Reality
Steiner & Mahn, 1996; Lave, 1996)
Discourse analysis examines social contexts in
order to reveal hidden assumptions and political
statements based on language and symbols used
(Gee, 2005)
Technology can embody power structures (Winner,
1980)
Learning technology can reinforce or disrupt
traditional educational Discourses (Duvall, 2015)
Question
How do differences in the design of
communication technology tools reinforce or
disrupt traditional educational Discourses?
Practices
Identities
Relationships
Politics
Connections
Sign
Systems &
Knowledge
Social
Languages
Discourses
X
What situated
meanings is it
reasonable to
attribute to the
designer?
 Knowledge is
acquired by
transmitting
information
 Knowledge is
possessed by
the teacher or
leader
 Participation
must be
controlled
Results – Google Hangout
Conversations
Intertextuality
X
X
Situated
Meanings
X
X
Data Sources
Compared Blackboard Collaborate with Google Hangout
Both offer synchronous communication opportunities
As a student, I have used both in different classes
Basic affordances are similar (with the exception that Google
Hangout limits participants to 10)
Figure 1: Blackboard Collaborate
How does
 Learning must
intertextuality work  Computer/laptop
be
moderated
in making
(versus mobile)

Learning
is
work
meaning?
X
Figured
Worlds




What Discourses
are involved?
Sign Systems &
Politics
Knowledge
 Educational
 Educational
Discourse
Discourse
 Corporate
 Corporate
Discourse
Discourse
Figure 2: Google Hangout
Sign Systems &
Politics
Knowledge
 Social
 Social
What Discourses
Networking
Networking
are involved?
Discourse
Discourse
 Communication
How does
 Mobile,
is casual
intertextuality work
ubiquitous
(“hangout”)
in making
interface
 There is no
meaning?
leader
 Communication  Participation is
What situated
is key
equal
meanings is it
reasonable to
 Social
 The group is key
attribute to the
interactions are
to information
designer?
important
transmission
References
1. Altheide, D. L., & Schneider, C. J. (2013). Qualitative Media Analysis (2nd ed.).
Thousand Oaks, CA: Sage.
2. Brown, J. S. C., Allan; Duguid, Paul. (1989). Situated cognition and the culture of
learning. Educational Researcher, 18(1), 32-42.
3. Duvall, M. (2015). Using discourse analysis to evaluate educational technology.
Paper presented at the Society for Information Technology and Teacher
Education (SITE) 2015, Las Vegas.
4. Gee, J. P. (2005). An introduction to discourse analysis: Theory and method (2nd
ed.). New York, NY: Routledge.
5. Greeno, J. (2006). Learning in Activity. In R. K. Sawyer (Ed.), The Cambridge
Handbook of the Learning Sciences (pp. 79-96). New York, NY: Cambridge
University Press.
6. John-Steiner, V., and Mahn, H. (1996). Sociocultural approaches to learning and
development: A Vygotskian framework. Educational Psychologist, 31(3/4), 191206.
7. Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity,
3(3), 149-164.
8. Winner, L. (1980). Do artifacts have politics? Daedalus, 109(9), 121-136.