Despite the ever-increasing use of digital technologies in contemporary society, education researchers have yet to fully get to grips with the ‘digital age’. While the topic attracts large amounts of research funding and has prompted the establishment of many research centres, conferences and journals, education and technology remains a matter of passing interest for most education researchers. This peripheral position stems–in no small part–from the fact that ‘education and technology’is not an easily identifiable or especially coherent field of study. What is often referred to in broad-brush terms as ‘ed-tech’or ‘edmedia’refers in practice to an assortment of researchers and writers brought together through inadvertently shared interests in technology use in education. Rather than being an area of sustained academic study, education and technology tends to attract a transient ragbag of individuals hailing from the learning sciences, instructional design, social psychology, computer science, teacher education, media studies, sociology, literacy studies and beyond. All these different ‘tribes’ have their own particular interests and motives for studying technology and education. Understandably, most people feel little collective impetus to make this ‘non-field’anything more that the sum of its parts. It is hardly surprising, therefore, that education and technology has turned out to be a ‘mongrel’area of scholarship. It is also hardly surprising that many of the brightest people who have written about education and technology have soon moved on to completely different areas of research (see, for example, the early technology-focused writings from the likes of Michael Apple, Jane Kenway, Hank Bromley, Steven Hodas, Torin Monahan and so on). Worse still, this has grown into a notoriously sloppy area of scholarship–brimming over with lazily executed ‘investigations’ and standalone case studies, while also tolerating some highly questionable thinking. Yet, rather than give up on the topic altogether, now is surely the time for marshalling a far smarter and far sharper academic approach towards educational media and technology. In this spirit, I now offer 10 suggestions that may go some way towards supporting ‘better’research in this area. In short, I would like to make the case for encouraging research and writing that fulfils the following conditions–ie research and writing that...

1... has nothing to sell 2... is certain only of the uncertainty of it all