This is one of two articles I contributed towards for a special issue of The Journal of Computing in Higher Education. The issue was a call to improve research quality in the field of educational technology, something I care a lot about. Ed tech, online learning, instructional design research all had this reductive quality. It misses the mark more than it hits. It has the appearance of rigor while somehow failing to capture the substance. This article was a manifesto, led by Matt Schmidt and written along with us by Stephanie Moore, arguing that…. well… I think in this case the title speaks for itself.
Abstract
The educational technology field is at a critical juncture, facing the dual pressures of rapid technological advancement and a pressing need for research that genuinely addresses educational challenges. Despite increasing awareness of these issues, a significant amount of educational technology research remains entrenched in superficial or trend-driven inquiries, failing to tackle deeper, systemic issues. This paper critically examines the historical and institutional forces sustaining what we term “the research we don’t need,” and argues for a transformative shift toward “the research we need.” Such research must prioritize depth, long-term impact, and relevance over mere novelty or ease of publication. We outline how entrenched practices, including academic publishing standards, tenure and promotion metrics, and funding structures, contribute to a cycle that rewards superficial research. To disrupt this cycle, we propose actionable strategies to foster a research ecosystem that values substantive contributions and advocates for systemic change. Ultimately, we urge scholars, institutions, and professional organizations to embrace a collective responsibility to redefine research priorities holistically. By doing so, we can foster a field that meaningfully impacts educators, learners, and society. This is not merely a call for incremental improvements; it is a challenge to realign the field’s fundamental purpose toward more impactful, responsible, and enduring scholarship.
Reference:
Schmidt, M., McDonald, J. K., & Moore, S. (2025). The research we don’t need will persist until we dismantle the systems that sustain it. Journal of Computing in Higher Education, 37(2), 507-542. https://doi.org/10.1007/s12528-025-09446-4
