Caught in the Tractor Beam of Larger Influences: The Filtration of Innovation in Education Technology Design

While emerging technologies continue to emerge, research into their use in learning contexts often focuses on a subset of educational practices and ways of using technologies. In this study we begin to explore the extent to which educational designs are influenced by larger societal and education-related factors not usually explicitly considered when designing or identifying technologysupported education experiences for research study. We examine patterns within and between factors via a content analysis across ten years and 19 different journals of published peer-reviewed research on technology-supported writing. Our findings have implications for how researchers, designers, and educators approach technologysupported educational design within and beyond the field of writing and literacy. Keywords—Writing, emerging technology, learning, curriculum, pedagogy.