Edtech Disruption Logic and Policy Work: The Case of an Israeli Edtech Unit

Autor/in	Ramiel, Hemy
Titel	Edtech Disruption Logic and Policy Work: The Case of an Israeli Edtech Unit
Quelle	In: Learning, Media and Technology, 46 (2021) 1, S.20-32 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramiel, Hemy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2020.1737110
Schlagwörter	Educational Technology; Neoliberalism; Educational Change; Correlation; Educational Policy; Research and Development; Entrepreneurship; Ethnography; Program Evaluation; Information Technology; Business; Innovation; Policy Analysis; Foreign Countries; Faculty Development; School Business Relationship; Employee Attitudes; Israel + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Neo-liberalism; Neoliberalismus; Bildungsreform; Korrelation; Politics of education; Bildungspolitik; Forschung und Entwicklung; Unternehmungsgeist; Ethnografie; Programme evaluation; Programmevaluation; Informationstechnologie; Business studies; Wirtschaft; Betriebswirtschaft; Politikfeldanalyse; Ausland; Arbeitnehmerinteresse
Abstract	This article analyzes the intersection between neo-liberal educational reforms and educational technology in the Israeli education system, through a study of the policy work of an edtech research and development unit in Israel named MindCET, which operates a startup accelerator and other activities and programs. Based on ethnographic research from the first two years of MindCET's operation (2013-2014) alongside analysis of interviews and publications, I explore the edtech sector discourse and practices expressed by MindCET and the ways in which it attempts to promote educational reforms based on technologies, methods, and reasoning from the techno-business world. The article traces the disruption logic of MindCET -- which evolved from disruptive innovation business theory -- and how this logic is manifested in MindCET's activities and educational policy work. I claim that MindCET's policy work is implemented not by promoting in-system change, but rather through its disruption mode: a set of activities that distribute connections, ideas, possibilities, and experiences that are intended to create conditions and mindsets for willingness for disruptive change in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01