Learning research: theory building and theory testing in educational technology innovation and beyond

This study draws on extensive ethnographic data and a multiple case design to develop new theory about innovation processes techniques. By contrasting the experiences outcomes of five projects in an educational technology company, considers two distinct, if often interrelated, strategies navigating market uncertainty: building testing. The paper theorizes how appropriate balance between these is driven by multiplicity, or number relationships relevant stakeholders stakeholder interests, context. suggest that multiplicity increases value rigorous – potentially more time-consuming building, while simultaneously increasing potential risks costs poorly grounded These insights challenge contemporary views teaching practice, which have increasingly emphasized action over analysis.