Extending the Research on 1:1 Technology Integration in Middle Schools: A Call for Using Institutional Theory in Educational Technology Research

In this essay, we argue institutional lenses are a vital but largely missing part of understanding how 1:1 technology programs can effect change in teaching and learning in middle schools. Indeed, while current research highlights the positive effects of technology integration efforts, and 1:1 progr...

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Bibliographic Details
Published inMiddle grades review Vol. 4; no. 1
Main Authors Lamb, Alexandra J, Weiner, Jennie M
Format Journal Article
LanguageEnglish
Published University of Vermont - Middle Grades Review 01.04.2018
Subjects
Academic Achievement
Educational Research
Educational Technology
Handheld Devices
Instructional Leadership
Learner Engagement
Middle School Students
Middle Schools
Organizational Theories
Program Implementation
Technology Integration
Technology Uses in Education
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Summary:In this essay, we argue institutional lenses are a vital but largely missing part of understanding how 1:1 technology programs can effect change in teaching and learning in middle schools. Indeed, while current research highlights the positive effects of technology integration efforts, and 1:1 programs in particular have on student learning and engagement, much has focused on the knowledge, skills, and beliefs of individuals or groups of actors. There is less research considering how the institutional context may impact teacher and administrator behavior regarding these and other technology-focused efforts thus limiting our ability to fully support schools and teachers in these efforts. We conclude by calling on researchers to use institutional theory to further understand and support implementation efforts and enhance outcomes for schools, teachers, and students alike.
ISSN:2379-4690
2379-4690