Technology as Infrastructure for Change: District Leader Understandings of 1:1 Educational Technology Initiatives and Educational Change

Autor/inn/en	Lamb, Alexandra J.; Weiner, Jennie Miles
Titel	Technology as Infrastructure for Change: District Leader Understandings of 1:1 Educational Technology Initiatives and Educational Change
Quelle	In: Journal of Educational Administration, 59 (2021) 3, S.335-351 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weiner, Jennie Miles)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-10-2020-0220
Schlagwörter	School Districts; Administrator Attitudes; Superintendents; Principals; Educational Change; Educational Technology; Technology Integration; Organizational Change; Systems Approach; Electronic Learning; Educational Benefits + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Schulrat; Principal; Schulleiter; Bildungsreform; Unterrichtsmedien; Organisationswandel; Systemischer Ansatz; Bildungsertrag
Abstract	Purpose: While educational infrastructure is consistently identified as a key lever for educational change, it is often overlooked in research and practice and specifically in relation to technology in schools. By using educational infrastructure as a lens to examine a group of districts' implementation of 1:1 programs, this work provides opportunities for understanding and approaching technology programs in new, and potentially more effective, ways. Design/methodology/approach: Using the concept of educational infrastructure (Mehta and Fine, 2015; Peurach and Neumerski, 2015), this multiple-case study explores the ways superintendents and district technology leaders understand and enact 1:1 technology initiatives to support educational change. Findings: The authors find these leaders see 1:1 technology as both embedded in, and engaged in changing, the physical, cultural, instructional and leadership infrastructures. This suggests that 1:1 technology can act as an infrastructure itself and has the potential to support changes to teaching and learning across the system. Originality/value: This study offers a new perspective to understand and enact the opportunities of 1:1 technology. Specifically, it helps to reframe technology programs away from discrete classroom or school-based interventions to consider and attend to the system-level resources they require and thus increase benefits they can produce. While always useful, such considerations are particularly important in the current context and the proliferation of online learning for so many. (As Provided).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01