Past and present research has provided evidence to support the claim that technologies for teaching and learning must be pedagogically sound. However, educational technologies are also part of a complex process involving the people in the implementation of the innovation. In this paper, I review existing research and explain what both of those claims entail for educational technology. In the remainder of the paper, I discuss the research agenda related to the need to provide evidence that technology innovations are successful in the implementation process. Implications of this three-part model as well as a discussion of the importance of technological pedagogical content knowledge conclude the paper.
Ferdig, Richard E (2006). Assessing Technologies for Teaching and Learning: Understanding the Importance of Technological Pedagogical Content Knowledge. British Journal of Educational Technology 37(5) 749-760. doi: 10.1111/j.1467-8535.2006.00559.x. Retrieved from https://oaks.kent.edu/article/assessing-technologies-teaching-and-learning-understanding-importance-technological