At its basic level, engaging in comparison is an innate and normal human activity—something in which we engage every day. However, comparative research goes beyond mere comparison. Comparing internationally and cross-culturally is important because “the onset of the technological age of information means that the world, including the world of education is contracting” and scholars have the opportunity to understand and study phenomena across contexts by pushing the “boundaries further and extend our education practice out of our comfort zone” (Clarkson, 2009, p .8 ). Through the comparative method, new knowledge is generated and understanding is gained by examining or observing the ways in which others educate and a realization of different ways of doing things (Bignold & Gayton, 2009 ). Something may be gained from seeing how other cultures do things. Engaging in comparisons brings more and deeper insights.
Comparative research especially from a cross-cultural perspective is important because it allows us to gain a better understanding for one’s own system by looking at another (Mallinson, 1975 ). The data collected can enable solving of problem or policy making within one’s own system by looking at how others are addressing the problem (Crosselly & Broadfoot, 1992 ; Nieben, 1982 ).
Using the comparative method to study topics related to ICT in education is not common; few comparative studies explore a technological phenomenon, or when they do, it is only discussed indirectly. This omission and gap in the literature contradicts the understanding that comparative research, as an academic activity, demands diverse theories. Broadly, our lab aims to address this gap
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Bignold, W., & Gayton, L. (Eds.). (2009). Global issues and comparative education. Exeter: Learning Matters.
Mallinson, V. (1957). An introduction to the study of comparative education. Heinemann London. Retrieved from http://www.tcrecord.org/library/abstract.asp?contentid=4393
Crossley, M. & Broadfoot, P. (1992). Comparative and International Research in Education: Scope, Problems and Potential. British Educational Research Journal 18 (2) 99-112. www.jstor.org/stable/1501166.
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