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Follow-ups versus snapshots: On the necessity of new methodologies and forms of epistemic thought in critical edtech studies

par Helgetun, Jo Bjørkli ;Decuypere, Mathias
Référence Learning, media and technology, page (1-19)
Publication Publié, 2026-02-01

Article révisé par les pairs

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Résumé :

In this article, we conduct a follow-up study of the smartphone application TeacherTapp. In a previous study, we analysed TeacherTapp as a multiple enactment with an emphasis on its differences across various spaces such as England/Flanders, and the multiple enactment of the app’s data streams across social media and policy documents/debates. Here, we follow up on that study by providing a spatio-temporal analysis to trace the evolution of TeacherTapp over time since our first study, and complementing it with a study of how TeacherTapp’s data streams are enacted in research. More particularly, we find that the app, as a mutable mobile, has continued its divergent enactment between localities, whilst its common core remains the same (albeit expanding in scope). In so doing, the article seeks to promote why and how follow-up studies are a necessity to understand the dynamism in digital technology, which must be understood in relation to what remains static over time. Such studies, we argue, are not done enough in critical educational technology (edtech) studies, but they ought to be.