ABSTRACT
Much of the educational interest in new technologies that can be worn has in mind the benefits to students or other learners, as can be seen throughout this volume. However, it is important to recognize that as a professional field, education researchers also have the obligation to think critically about the actual value of the new tools we are enthusiastic about using, our own research methods, and the learning opportunities that we have as a field when deploying or incorporating new technologies into our practice. Education researchers stand to benefit from wearable technologies, but only as long as we remain aware of the trade-offs associated with these technologies when they are used as tools for research. Let us consider video as an example.
