Hi Dedy!

So you need a grand theory to design research and to explain results coming from data collection? There are a lot of theories and their enthusiasts/defendants.

We have Activity theory (or CHAT; cultural-historical activity theory) mostly used for theorizing on a collective system level. We have also Latour and other Actor-Network Theory (ANT) and Koehler/Mishra's TPACK theory, we have different technology implementation theories (see link below).

The border line is floating towards learning theories as constructivism and constructionism or connectivism etc, but don't mix up teaching and learning too much, even if they are mutually related. Teaching does not always mean learning and there is a lot of learning without teaching. The problem is to get "ouchenie" (Vygotsky) working - so teaching and learning become a one and only working combined process. But today most "teaching" is called learning (most articles written about e-learning or blended learning is about teaching organisation and teaching tool use, not about student learning per se).

In my experience, as I was doing PhD research rather recently, I tried to seriously understand theories, but not choose just one to use for everything too early in the process. if you find a theory that explains everything you want to know, question it critically if it explains anything at all.

You have to ask yourself if it is teaching practices is what you are going to study, or how also learning is related. What do you mean by technology? Find your understanding and definition. Do you study all technology use in teaching? Or do you only study use of new technology (why?) or only functions of digital technology that reduces information friction (teacher uses LMS to spread and collect information), or also more genuine digital applications as information processing (a teacher using learning analytics and adaptive learning to share intellectual work with, etc).

If you are interested in rather fresh theory about how to understand role distribution between humans and ICTs in any process, including teaching, check the information philosopher Luciano Floridi and his theories - he wants to understand the information society (infosphere) as such and create a philosophy as a help. A key term here for your application on studying teachers/teaching and technology is the understanding of the "enveloping" process between humans as "semantic engines" and machines/algorithms/robots/computer programs as "syntactical engines". But observe that Floridi is in teaching and learning not primarily interested in the "how" of education, but the "what" (the curricular question, what to learning in the information society, the infosphere), and the "what for?" question.

If you are going to do interventions in teaching to study, I recommend you to have a look at Design-Based Research (DBR) in education, see http://www.designbasedresearch.org/reppubs/DBRC2003.pdf

Well, I hope I have given you some leads. But don't become an uncritical disciple of any first grand theory - that is my personal advice. It can end up in just stupidity.

I have written some stuff as well, check my RG account.

Article Grounding a New Information Technology Implementation Framew...

Hi Dedy!

Lev Vygotsky social-cultural theory, namely his notion of proximal development and the correlative idea of scaffolding, can be a grand theoretical background for you to carry out research related to teachers' experience in the use of technology. In other words. In Vygotskian terms, terms, technology, when used properly, can function as a tool to foster what Vygotsky called the level of natural development. Piaget's constructive grand theory of learning and development can also be used to give theoretical focus to your line of research.

Thank you, sir, for your nice suggestion. I am really thankful for that. and I will read the articles that you recommend for me.

The reason why I want to conduct research about technology is that I get attracted to technology that helps us, as a teacher, to teach the students and I want to know what the teacher feels when they used the technology in teaching.

The technology here refers to digital tools like Schoology or Edmodo. Most of my lecturers use LMS and it really helps me when I didn't come to class then I am still able to access the materials in LMS and sometimes we conduct online learning.

I want to make it as my graduate Thesis.

Below, you will find a brief outline of each educational learning theory.

1. Behaviorism is a view in which behavior can be explained by external factors and behavioral conditioning can be used as a universal learning process. In behaviorism, the ideas of positive and negative reinforcement are effective tools of learning and behavior modification, as well as a punishment and reward system.

Behaviorism Overview.

Behaviorism Learning Theory.

2. Cognitivism is a learning theory developed by Jean Piaget in which a child develops cognitive pathways in understanding and physical response to experiences. In this theory, students learn most effectively through reading text and lecture instruction.

Paradigms of Learning.

Educational Theories of Learning.

3. Constructivism is the idea that people are responsible for creating their own understanding of the world and using what they know based on previous experiences in the process of linking new information to these experiences. People use these experiences and new information to construct their own meaning.

Constructivism.

Influential Theories of Learning.

4. Humanism focuses on the individual as the subject and asserts that learning is a natural process that helps a person reach self-actualization. Scenarios and role modeling are important factors in humanistic learning, as experience, exploring and observing others.

Humanistic Approaches to Learning,

Humanism Learning Theory.

5. Connectivism is a relatively new learning theory, developed and based upon the idea that people process information by forming connections. This theory has developed with the digital and technology age, adapting to advances in these areas. This new theory suggests that people no longer stop learning after formal education and continue to gain knowledge from other avenues such as job skills, networking, experience and access to information with new tools in technology.

Connectivism: A Learning Theory for the Digital Age

As you progress through your educational career, we aim to provide you with the resources you need to succeed. Feel free to check out the full list of programs on our site to learn more about all of your options for becoming a teacher and expanding your education.

I recommend reading,

Handbook of Sociological Theory pp 353-378|

Jonathan H. Turner, David E. Boyns. The Return of Grand Theory. Published by Springer

There really are no grand educational theories that are based in technology yet. There are a lot of reasons for this. One is that comparatively the information revolution has not been around that long. Many of the grand educational theories emerged in the shadow of the industrial revolution but also to a certain extent the First World War, leaving many individuals looking for answers to questions they never knew they had. When you think the industrial revolution started in the mid-nineteenth century and many of the grand theories emerged in the early twentieth century you can begin to divine a time frame. I have been wondering recently if the current pandemic will act as a catalyst in pushing forward really great theories. Another difficulty though is tribalism in academics. From my perspective, grand theories often involve weaving together different ideas and possibilities. Sometimes it feels that we are not in that place yet. There are bits and pieces waiting for a generation that grew up with technology to weave together. Maybe you can be one of those people.

I agree there are no grand theories based in technology. Your question leads me to ask what your research is regarding teacher experience - perhaps you can use Bandura's work in learning theory and human agency.