Referencias Bell, P. (2004). On thetheorethical breath of design based-research, Educational psichologist, 39, (4) , 243-253. "Technology is much more than hardware. It is a process that involves the complex interactions of human, social, and cultural factors as well as the technical aspects. Second, it requires new directions in research goals, moving away from traditional predictive methods to long-term collaborations based on development goals." (Amiel, T., & Reeves, T. C., 2008)"We argue that educational researchers of all areasshould be encouraged to move towards more systematic and collaborative methodsof investigation that can promote research that makes a difference. In order topromote this agenda, two things must inform research in educational technology:first, an understanding of technology and technique as processes rather thanartifacts; second, a resolute concern for the values, and principles guiding educationaltechnology research." (idem)(...) "Much research in educational technology stillignores the complex interaction between technological interventions, the rolesof educational institutions such as schools and universities, the purposes ofeducation, and the meaning of research. Many educational technology researchersadhere to a value-free discourse regarding the role of technology. There is aspotlight on the value of technology only to the extent that it has, or doesnot have an effect on learningrelated variables. Indeed, it almost seems thatmany educational technologists have taken technological determinism as a given,and are simply trying to make the best of what is thrown at them by forcesbeyond their control. This positions educational technology researchers andpractitioners at the end of the technological process, continuously testing newdevices based on educational values that are not necessarily laudable." (idem) (...) Defining technology"A more inclusive definition of the term is offered byHickman (2001), who uses Deweys pragmatism to describe technology as a processthat involves the invention, development, and cognitive deployment of toolsand other artifacts, brought to bear on raw materials and intermediate stockparts, with a view to the resolution of perceived problems (p. 26)." (idem)(...)"Educational technologies are intricatelyconnected with political agendas, economic gains, and social needs andconsequences. Because of this, educational technologists should not bepurveyors of treatments as if these devices and techniques were unbiased andvalue neutral. Computers and Internet access in schools are products ofgovernmental policies that demand them (Department of Education, 1996, 2000),corporations that produce them, and numerous people who are often misinformedor ignorant about their purpose in education." (idem)(...)Potential of design-based researchReeves (2006) outlines three cornerstone principles of this research framework:... addressing complex problems in real contexts in collaboration with practitioners; integrating known and hypothetical design principles with technological advances to render plausible solutions to these complex problems; and conducting rigorous and reflective inquiry to test and refine innovative learning environments as well as to define new design principles (p. 58).(...)"The understanding of technology as aprocess greatly increases the complexity of the integration of tools into educationalenvironments. Educational technologies become more than simply an independentvariable in a study of student learning. Integrating technologies into theclassroom leads to substantial changes in social organization, student-teacherrelationships, and a myriad of other factors that cannot be investigatedsuccessfully by predictive research. Researchers must make a commitment toconducting interventionist research in real-world contexts such as schools,accepting the complexity of the