While the influence of media on teaching and learning has been discussed for a while, the influence of media (and especially ICT) on research is rareley considered. However, the dependency of science and media is obvious for a start: Letterpress has been (and often is) essential for sciences. The same appplies for ICT today: Current research uses online questionnaires, statistical software, videorecordings, positron emission tomography and further media. Science is depending on ICT and other media. But already the camera perspective has an impact on qualitative data, thus influencing what can be interpreted. This influence is hardly considered in qualitative interpretation. As a consequence the objectivity and thus the quality of the research is decreased.This paper argues (1) that the impact of ICT and media in general on the quality of research can be considered. This is shown by using arguments from the debate on the influence of ICT in Education between Clark (1994) and Kozma (1994). In this debate it is on the one hand claimed that media has no influence on learning and the method is the core, while on the other hand it is said that media will influence the methods that employ them and interact with cognitive and social processes. Based on this debate the thesis in this paper will be that the Clark/Kozma - debate implicitly reflects the dependany of theory and practice in educational practice. (2) The relationship between scientific theory and scientific research it can be understood analogical to the relationship between educational theory and educational practice. This will be shown by applying the theory of professionalisation by Oevermann (1996). Here the dependancy ot theory and practice in the scientific practice will be considered. (3) Both aspects: theory and practice in theory and practice will be linked using a diaceltical thinking method developed by Hönigswald (1927). By using this method it will be shown how the influence of media on the quality of research results can be considered. The arguments will be illustrated by results from a currently running research project on using video in school, where using video in the classroom is videotaped, which leads to an intersting interplay of theory and practice. This talk uses a transcendental methodology in connection with an evolutionary dialectics. The result of this talk suggests a theoretical framwork that allows for understanding the influence of media on research processes. To consider the impact of media in research processes increases the quality of empircial, phenomenological and hermeneutic research. Clark (1994): Media will never influence learning. In: Eduational Technology Research and Development. 42, 2, 1042-1629 Hönigswald, Richard (1927): Über die Grundlagen der Pädagogik. Ein Beitrag zur Frage des pädagogischen Universitäts-Unterrichts. Ernst Reinhardt: München. Kozma (1994): Will media influence learning? Reframing the debate. Educational Technology Research and Development., 42, 2, 7-19. Oevermann, Ulrich (1996): Theoretische Skizze einer Theorie professionellen Handelns. In: Combe; Helsper (Hrsg.): Pädagogische Professionalität. Frankfurt am Main, S. 70--182Swertz, Christian (2000): Computer und Bildung. Bielefeld.European Journal: www.medienpaed.com