Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/18614
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dc.contributor.authorAdams, Catherineen_UK
dc.contributor.authorThompson, Terrie Lynnen_UK
dc.date.accessioned2016-11-02T06:03:06Z-
dc.date.available2016-11-02T06:03:06Z-
dc.date.issued2011-11en_UK
dc.identifier.urihttp://hdl.handle.net/1893/18614-
dc.description.abstractThis article argues the importance of including significant technologies-in-use askey qualitative research participants when studying today’s digitally enhancedlearning environments. We gather a set of eight heuristics to assist qualitativeresearchers in ‘interviewing’ technologies-in-use (or other relevant objects),drawing on concrete examples from our own qualitative research projects. Ourdiscussion is informed by Actor-Network Theory and hermeneuticphenomenology, as well as by the literatures of techno-science, media ecology,and the philosophy of technology.en_UK
dc.language.isoenen_UK
dc.publisherTaylor and Francisen_UK
dc.relationAdams C & Thompson TL (2011) Interviewing objects: Including educational technologies as qualitative research participants. International Journal of Qualitative Studies in Education, 24 (6), pp. 733-750. https://doi.org/10.1080/09518398.2010.529849en_UK
dc.rightsThis is an Author's Accepted Manuscript of an article published in International Journal of Qualitative Studies in Education Volume 24, Issue 6, 2011, pp. 733-750 copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/09518398.2010.529849en_UK
dc.subjecteducational technologyen_UK
dc.subjectphenomenologyen_UK
dc.subjectActor-Network Theoryen_UK
dc.titleInterviewing objects: Including educational technologies as qualitative research participantsen_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.1080/09518398.2010.529849en_UK
dc.citation.jtitleInternational Journal of Qualitative Studies in Educationen_UK
dc.citation.issn1366-5898en_UK
dc.citation.issn0951-8398en_UK
dc.citation.volume24en_UK
dc.citation.issue6en_UK
dc.citation.spage733en_UK
dc.citation.epage750en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailterrielynn.thompson@stir.ac.uken_UK
dc.contributor.affiliationUniversity of Albertaen_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.scopusid2-s2.0-84858645059en_UK
dc.identifier.wtid652395en_UK
dc.contributor.orcid0000-0002-8166-3791en_UK
dcterms.dateAccepted2011-11-30en_UK
dc.date.filedepositdate2014-02-17en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorAdams, Catherine|en_UK
local.rioxx.authorThompson, Terrie Lynn|0000-0002-8166-3791en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2014-02-17en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2014-02-17|en_UK
local.rioxx.filenameadams thompson_2011_QSE_STORRE.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source0951-8398en_UK
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