Educational Technologies. Analysis of Master dissertations carried out in Portugal

• Autor(a) principal: Costa, Fernando Albuquerque
• Data de Publicação: 2007
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10451/7029
• topic: Educational Technologies; Dissertations; Portugal

Acknowledging the importance scientific research may have in terms of the foundation, orientation and evaluation of the use of technologies in an educational context, it is only natural that there should also be greater knowledge on the research carried out in this particular field. This is what we set out to achieve in a recent conference held in Portugal on the theme Research in Education (1). Using the theme of the conference itself – Research in Education between 1960 and 2005 – as our basis, we decided to focus on what has actually been the object of research in our country within the framework of Educational Technology. We realised, at a very early stage, that there were hardly any studies in this field before Portuguese universities took on a more active role, nor in the field of educational technologies, particularly after the appearance of the first Masters courses at the University of Minho in 1987. Even though we are not aware of any in-depth study to characterise scientific research developed in Portugal in this area, several Portuguese authors have referred to this issue in some way or another (Abrantes, 1981, 1998; Blanco & Silva, 1993; Caldas, 2001; Fernandes, 1969;Ponte, 1994; Silva, 2000). On the other hand, since we have stated that a considerable part of research, in this particular field, focuses precisely on this academic qualification, we have decided to construct our analysis around this aspect. Therefore, in this article we present the result of the studies on Masters dissertations carried out in Portugal, with a view to furthering understanding of the studied themes, their theoretical and methodological frameworks, and to finding out where they are carried out, who does the research, what the collection techniques are and the type of data analysis used, just to mention some of the aspects around which our analysis is centred. This is an exploratory analysis within a restricted context, however, we hope that it may contribute to the acquisition of more profound knowledge regarding research practices in this specific field of Educational Sciences in Portugal.