You are here:

Sustainability and Scalability in Educational Technology Initiatives: Research-Informed Practice
ARTICLE

, , , , , ,

Technology, Knowledge and Learning Volume 23, Number 3, ISSN 2211-1662

Abstract

Although a positive impact of technology interventions on educational practice and student outcomes has been shown in many previous research settings, the use of technology in classrooms and schools is still often superficial and not meeting the potential of technology as envisioned by education reformers and researchers in the field. However, when technology projects have been implemented successfully in educational practice and shown valuable impacts, sustainability within similar contexts is not guaranteed--let alone scaling the initiative to other broader contexts. This article builds on the discussions of the EDUsummIT 2017 Thematic Working Group 9 (TWG9) and the summary report that captured the outcome of those discussions. The goal of TWG9 was to help inform policy and practice by providing insights into key factors that contribute to scalability and sustainability of educational technology integration and impact.

Citation

Niederhauser, D.S., Howard, S.K., Voogt, J., Agyei, D.D., Laferriere, T., Tondeur, J. & Cox, M.J. (2018). Sustainability and Scalability in Educational Technology Initiatives: Research-Informed Practice. Technology, Knowledge and Learning, 23(3), 507-523. Retrieved November 17, 2019 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords