Building bridges: What 40 years of educational technology research teaches us about the theory-practice gap

Abstract

In this editorial we mark AJET's 40th anniversary by reflecting on the persistent challenge of bridging theory and practice in educational technology research. Despite remarkable advancements – from microcomputers to generative artificial intelligence – recurring themes such as cost-effectiveness, educator readiness and meaningful integration of technology remain persistent concerns. We identify two core issues underpinning the theory-practice gap: siloed theoretical development disconnected from pragmatic realities and the overlooked contributions of third-space professionals, who navigate both domains but are often marginalised in institutional research agendas. The AJET team renews its commitment to fostering robust, reciprocal connections between researchers and practitioners. Initiatives including community-driven special issues, enhanced reviewer development programmes and professional learning resources are highlighted as forming a strategic agenda for building bridges to cross this divide. Looking ahead, we invite a sustained dialogue and collaboration to ensure educational technology research continues to inform practice in meaningful, transformative ways.