Decentralizing educational technology research: Empowering preK-12 teachers to become action researchers in their own contexts

This chapter reports on the results of a recent study conducted amongst eighteen K–12 teachers from Hong Kong on their experience carrying out action research on trailing technology use in the classroom when face-to-face teaching resumed after the COVID-19 pandemic. Over the course of one semester between September and December 2022, the participants introduced one or more pieces of technology in their classroom. Toward the end of the semester, they reviewed and reflected on their experience, engaged in discussions, formed a support network, and turned their research findings into learning outcomes. The teachers were then invited to take part in focus group interviews to express their views on the usefulness of engaging in action research. It was found that, overwhelmingly, all teachers were positive about conducting research specific to their own contexts and welcomed the idea of introducing action research systematically in their schools as a way to encourage staff to be reflective in the use of educational technology. The overarching aim of this chapter is to share this framework with pre-K–12 teachers so that they can engage in their own tech related action research.