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21.08.2018 | Original research

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

verfasst von: Dale S. Niederhauser, Sarah K. Howard, Joke Voogt, Douglas D. Agyei, Therese Laferriere, Jo Tondeur, Margaret J. Cox

Erschienen in: Technology, Knowledge and Learning | Ausgabe 3/2018

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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.

Vorheriger Artikel Creating Future Ready Information Technology Policy for National Education Systems

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Titel: Sustainability and Scalability in Educational Technology Initiatives: Research-Informed Practice
verfasst von: Dale S. Niederhauser
Sarah K. Howard
Joke Voogt
Douglas D. Agyei
Therese Laferriere
Jo Tondeur
Margaret J. Cox
Publikationsdatum: 21.08.2018
Verlag: Springer Netherlands
Erschienen in: Technology, Knowledge and Learning / Ausgabe 3/2018
Print ISSN: 2211-1662
Elektronische ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-018-9382-z

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