Ahead of the Curve: Implementation Challenges in Personalized Learning School Models

In the current educational context, school models that leverage technology to personalize instruction have proliferated, as has student enrollment in, and funding of, such school models. However, even the best laid plans are subject to challenges in design and practice, particularly in the dynamic c...

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Bibliographic Details
Published inEducational policy (Los Altos, Calif.) Vol. 32; no. 3; pp. 454 - 489
Main Authors Bingham, Andrea J., Pane, John F., Steiner, Elizabeth D., Hamilton, Laura S.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.05.2018
SAGE PUBLICATIONS, INC
Subjects
Administrator Surveys
Barriers
Case Studies
Change Strategies
Conflict
Education policy
Educational Change
Educational Facilities
Elementary Secondary Education
Enrollment
Enrollments
Focus Groups
Implementation
Individualized Instruction
Influence of Technology
Information Management
Observation
Organizational Communication
Outcome Measures
Policy making
Program Implementation
Qualitative Research
School Support
Schools
Semi Structured Interviews
Teacher Education
Teacher Effectiveness
Technology Uses in Education
Urban Schools
educational reform
technology
qualitative research
urban schools
implementation
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Summary:In the current educational context, school models that leverage technology to personalize instruction have proliferated, as has student enrollment in, and funding of, such school models. However, even the best laid plans are subject to challenges in design and practice, particularly in the dynamic context of a school. In this collective case study, we identify challenges, disruptions, and contradictions as they occur across schools engaged in implementing technology-mediated personalized learning. Using cultural historical activity theory—a theoretical framework concerned with the individual and contextual factors influencing school change—to frame the analysis, we also examine some of the structural and contextual sources of these disruptions and contradictions. Our findings enable us to offer recommendations for policymakers and for practitioners engaged in implementing personalized learning models, as well as directions for future research on this topic.
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ISSN:0895-9048
1552-3896
DOI:10.1177/0895904816637688