Educational technology, also known as instructional design and technology, can cross into many different areas of education such as elementary, special, and educational psychology. You can gather research topics in educational technology from a wide variety of resources; the best is by reading existing research. Authors usually present ideas for future research in the conclusion of the article.
It is difficult for research to keep up with the rapid advancement of technology. Educators, however, are always looking for ways to improve student learning in their classrooms, and new technologies often present intriguing tools to do so. Conducting empirical research on how a specific technology (interactive white boards, student response systems, or social media for example) affects learning would be welcome by researchers, teachers, and administrators alike. Research on this topic would likely be well received at teacher conferences.
Citation: Huitt, W. (2011). Motivation to learn: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from
Most motivation theorists assume that motivation is involved in the performance of all learned responses; that is, a learned behavior will not occur unless it is energized. The major question among psychologists, in general, is whether motivation is a primary or secondary influence on behavior. That is, are changes in behavior better explained by principles of environmental/ecological influences, perception, memory, cognitive development, emotion, explanatory style, or personality or are concepts unique to motivation more pertinent.