In this book I set out to inquire into the state of theorising about technology in education and in this final chapter I reflect back on what has been covered and suggest ways in which we can improve the way we theorise. The chapter is divided into three sections:

• • What then is theory?

• • Developing a research community

• • How can we theorise better?

What then is theory?

In the book I have explored both theory and theorising, before going on to look at the ways in which research has been carried out in learning with technology, teaching with technology and technology itself. Many of the examples presented in the book concern technology in schools but informal learning, general engagement with technology, professional learning, preschool and post-school settings are also there. There are areas I could have gone into in greater depth (for example, using AI; technology in particular subject areas; virtual presence and embodiment; policy making; the ‘Internet of Things’) but there is only so much room. As it is, the range of examples enables me to say some things about theory and emphasise again the different meanings attached to it. Indeed, in Chapter 1 I suggested that theory should not be associated with a single kind of research activity; whenever we are noticing and explaining patterns in the use of technology backed up using concepts and ideas from a wider field of study then we are making theory. This very flexible and inclusive view means that many different types of output can be seen as theoretical (see Table 7.1).

Theory works by saying what the important elements are in an intervention or phenomenon and how these different elements fit together. All the examples of research in Table 7.1 achieved this. For example, Teague et al (2015) picked out three stages of development in programming; Ertmer (2005) identified factors that influenced take-up of ICT; Cole and Engestrom (1993) offered a model of an activity system; and Nikolaidou (2012) modelled collaborative interactions. Four different kinds of contributions over time but each allowing what was learnt in one study to be transferred to another.