[quoting Reeves, 24 Oct 96.b] Steve, you asked me what I would propose as an alternative to the type of media research you have presented. In my humble opinion, the foremost criteria for establishing a research agenda in the field of educational technology should be "social responsibility." Socially responsible research addresses problems that detract from the quality of life for individuals and groups in society, especially those problems related to learning and human development.
I fail to see how, by implication, you can classify Steve's or similar research as socially irresponsible. The value of media (rather than the information in media) in its various forms is assumed in many forums, including educational ones. Such assumptions are social constructions that, surely, need to questioned from time to time. How they are questioned is, of course, what you are principly concerned about (from reading your responses to Steve's work; and knowing your methodological views).
For example, I think about my present interests in hypermedia and its impact on literacies--this is a technology that comes neatly wrapped in the values of those who have created it (scientists-technologists?). If we unwrap these values and consider how hypermedia might influence (adversely or otherwise) the nature of the message, we have a "right" to reject one medium in place of another (viz. its not just a matter of documenting how the message is changed). So in this case, for example, from some experimental work that I have conducted, I would be very hesitant about representing the genre of narrative in referential information structures in hypermedia--under "normative" conditions, I have found that such representation detracts from a young reader's understanding of this genre (plot, character, place).
In another case, based on earlier studies that I conducted into technology as innovation in pre- and in-service teacher education, I have concluded that we should question the use of technology in school settings--its not just a matter of advising on usage methodologies (to improve the value of the technology in these settings). It is a matter of rejecting usage where use does not improve the experience of teaching or learning. Of course, such a conclusion might be seen by some to be socially irresponsible (think about the money poured into technologising schools and classrooms over the last 15 years or so); but, if its predicated in peer-refereed research, its important to state it.
I guess what I'm saying here, is that research has to question everything and anything in our respective domains; and it should be based in the most appropriate methodologies. Moreover, the findings of our research don't always have to be "development" or "action" focused (in terms of the descriptions you provide for these terms) to be of value.