Emily Barton is the Director of Implementation Research at the EdTech Evidence Exchange and a Research Assistant Professor at the University of Virginia School of Education.
At the EdTech Evidence Exchange, Emily is developing the language and framework for the next generation of EdTech implementation analysis. She is helping to lead a national effort to discover and define the contextual factors that contribute to the success or failure of EdTech implementations. Emily conceptualizes and carries out data collection to gather direct user input from teachers and school leaders on what technology is and is not working in their schools -- and why. With this information, she looks for substantive relationships and themes, communicating findings back to the education community.
Emily began her career in education as a middle school special education teacher, where she was inspired by the potential of classroom technology. She strove not only to find innovative ways for technology to support learning in her own classroom but also to support her colleagues’ technology integration.
Emily received her PhD in Instructional Technology from the University of Virginia where she taught courses for preservice teachers on instructionally-grounded technology integration. Using a design thinking framework, Emily aimed to provide students with the tools necessary to implement educational technology in a rapidly changing digital world such that it adds value for student learning and addresses instructional challenges.
As a researcher, Emily has worked on the Institute of Education Sciences-funded projects such as MyTeachingPartner-Math/Science and CANLEAD. Through her work on CANLEAD, Emily focused on how leaders learn about and support technology integration such that teachers learn about and carry-out high-quality integration. She is particularly interested in mixed methods design, using qualitative methods to explore and deepen understanding of quantitative relationships. Drawing together her work in instructional design and research, Emily considers new ways to present and communicate research to a wide audience such that we can expand the reach of new knowledge.