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The chapter outlines eight everyday categories of activity—from studying phenomena and designing studies, to collecting and assessing data, analyzing results, developing theories, and disseminating research. It also discusses ethical challenges tied to data security and institutional review, while emphasizing how online spaces complicate traditional learning 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do digital technologies change what educational psychologists study?","Question",{"text":113,"@type":114},"They introduce new phenomena and contexts, such as social media, games, and virtual learning environments, providing fresh data sources and analysis opportunities.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What are the eight general categories of educational psychologists’ work described in the chapter?",{"text":118,"@type":114},"They include studying phenomena, designing studies, collecting data, assessing learning, analyzing data, developing theories, reading/writing/publishing/disseminating ideas, and confronting ethical issues.",{"name":120,"@type":111,"acceptedAnswer":121},"What ethical issues arise from using new digital technologies in educational psychology research?",{"text":122,"@type":114},"Research must address data security concerns and new regulations related to institutional 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\nNew digital technologies have had a dramatic effect on allarenas of human work,and the work of educational psy-chologists is no exception.There are many ways in whichwe can think about the role that technologies play in whatwe do as scholars and researchers of educational psychologyTechnology,for instance,has changed how we think aboutteaching and learning in two key ways.First,it has influ-enced the kinds of models and theories we have of the mind(from clay tablets to digital computers).Second,technologyhas changed the ecology or contexts within which learningoccurs to include several intersecting spaces(temporal,spa-tial,home,community,online,etc.).  \nA close examination of the relationship between tech-nology and the work of educational psychologists revealschanges in nearly every aspect of the work that educationalpsychologists do.Thus,we have organized this chapteraccording to the role that technology has played in the every-day activities of educational psychologists,grouped intoeight general categories,briefly described below.  \n1.Study phenomena.Educational psychologists study phenomenaand contexts where teaching and learning occur.New technol-ogies provide new phenomena and contexts for teaching andlearning through the advent of social media,games,and virtuallearning environments.These new learning environments alsoprovide new kinds of data and new techniques for data analysis.  \n2.Design studies.Technology affords new forms of researchdesigns allowing,for example,researchers to track individ-ual behavior through online environments,provide tailor-madeinputs to individual students(or groups of students),and developnew models ofsimulation and modeling of virtual learners.  \n3.Collect data.New technologies have afforded new types of datato researchers(including data from educational neuroscience,simulated data,eye-tracking data,video data,and social networkdata),leading to changes in data collection.  \n4.Assess learning.Digital technologies offer new possibilities andopportunities for assessment of learning through the design ofnew assessment tasks and the power of large-scale assessmentthrough automated scoring,immediate reporting,and improvedfeedback.  \n5.Analyze data.New technologies lead to new forms of data anal-ysis—offering tools that provide greater power and efficiency inhow quantitative and qualitative analyses are conducted.  \n6.Develop theories.The development of sound,predictable,data-driven theories is paramount to the conduct of research in educa-tional psychology.Some of the consequences of the inclusion ofdigital technologies are design-based research,testing boundaryconditions for the application of theories,and questioning thevalue of theory itself.  \n7.Read,write,publish,and disseminate ideas.Today's educationalpsychologists must consider how new technologies have contrib-uted to changes in publishing,accessibility,and scholarship.  \n8.Confront ethical issues.As in all research,new technologieshave broughtabout a new range of ethical issues that educationalpsychologists have to contend with(such as those related to datasecurity and new regulations concerning institutional review).  \nWe explore the changes occurring at the intersectionof educational psychology and technology in the sectionsbelow,which correspond with the eight general categories ofactivity of educational psychologists.Some of these catego-ries are more specific to the work of educational psychologyscholars than others.For instance,under“Study phenom-ena,\"we explore phenomena now available for investigationby educational psychologists due to technological change,but,under\"Read,write,publish,and disseminate ideas,\"the changes we discuss apply more generally to scholars inmany,if not all,disciplines.That said,we focus attention onissues specifically impacting the work of educational psy-ch","cbCaiqy1iFP6u85u","https://ap.wps.com/l/cbCaiqy1iFP6u85u","pdf",2791395,"English","# Study Phenomena\n## Social Networks","[{\"question\":\"How do digital technologies change what educational psychologists study?\",\"answer\":\"They introduce new phenomena and contexts, such as social media, games, and virtual learning environments, providing fresh data sources and analysis opportunities.\"},{\"question\":\"What are the eight general categories of educational psychologists’ work described in the chapter?\",\"answer\":\"They include studying phenomena, designing studies, collecting data, assessing learning, analyzing data, developing theories, reading/writing/publishing/disseminating ideas, and confronting ethical issues.\"},{\"question\":\"What ethical issues arise from using new digital technologies in educational psychology research?\",\"answer\":\"Research must address data security concerns and new regulations related to institutional review.\"}]","The Work of Educational Psychologists in a Digitally Networked World - Chapter 1 - Key Ideas and Framework | PDF"]