The authors in Finnigan and Daly’s (2014) edited volume examine the use (or nonu

The authors in Finnigan and Daly’s (2014) edited volume examine the use (or nonuse) of multiple types of evidence in educational research and decision-making. How do various types of evidence acquire their (real or perceived) authority? What other factors influence if, how, by whom, and to what ends evidence is (or is not) used in educational research and decision-making? What types of evidence or combinations of evidence do you find most relevant to educational technology policy research and decision-making, and why? How can we better bridge the (real and perceived) gaps among research, policy, and practice? Where appropriate, use textual evidence and examples to support your claims.