BLOG: VIEW THE 13 CANDIDATES VARIABLES WITH WORKING DEFINITIONS FOR EDTECH IMPLEMENTATION FRAMEWORK

In the initial phase of its work, the EdTech Genome Steering Committee reviewed and discussed existing research and then chose a set of 13 variables related to edtech implementation. Now, the public is invited to help select 10 of those 13 variables for further study. 

The public comment survey to weigh in on the variables is here. Information and applications to join a Variable Working Group can be found here.

The variables up for comment are:

Selection Process

…is the presence and quality of systematic and inclusive processes and associated resources a school/district/state uses to vet and select technology prior to purchasing and full-scale implementation. This includes understanding and use of efficacy research, as well as the use of pilot trials.  

Alignment of Technologies to Instructional Purposes

…is the extent to which educators are able to articulate a clear and appropriate purpose for technology use, grounded in instructional needs and pedagogical preferences/teaching philosophy, prior to selecting technologies.

Coaching

…is the access to and quality of dedicated instructional technology staff to provide personalized, ongoing instructional support for educators implementing an edtech tool. These staff members are knowledgeable about the integration of pedagogy, subject-area content, and technology.

Competing Priorities

…is the extent to which a school/district has other prioritized initiatives such that an edtech implementation “moves up or down on the list” for educators. This includes the presence of too many technology initiatives, as well as the competition between tech and non-tech initiatives.  

Infrastructure & Operations 

…are the essential structural resources needed for edtech implementation, including technology resources (i.e. hardware, software, Internet), operational technology support, and financial resources. 

Implementation Systems & Processes

…is the presence and quality of systematic and inclusive processes a school/district uses to implement edtech tools after procurement and over multiple years.  This includes setting and monitoring usage and engagement goals, as well as evaluating effectiveness. 

Professional Learning

…is the presence, frequency, and quality of independent/informal and formal professional learning and collaboration opportunities for teachers implementing edtech tools.

Staff Culture

… is the way teachers and other staff members work together and the set of beliefs, values, and assumptions they share.*Root definition from ASCD

District/School Leadership Support  

…is the encouragement, opportunities, and tactical support provided by school/district administrators to teachers and support staff implementing edtech tools. 

Teacher Agency

…is teachers’ active contribution to shaping their work, tools, and conditions. In particular, this is the extent to which a school/district includes teachers in edtech decision-making for adoption and implementation. 

Teacher Beliefs & Knowledge

…is educators’ beliefs about the value of edtech, their understanding of pedagogical best practices for integrating technology, and their beliefs that their implementation of edtech will effectively support instruction and student outcomes. 

Time and Scheduling

…is instructional time and professional time (including time for learning, time for decision-making, and time for collaboration) allotted for implementing an edtech tool. This is also the extent to which schedules are responsive to edtech implementation needs. 

Vision

…is the presence, quality, and communication of a school/district vision for edtech implementation. Specifically, this considers the extent to which that vision articulates the way in which technologies are leveraged as tools for supporting instruction and student outcomes.