Evaluating readiness for technology in schools : developing planning tools and critical metrics to prepare for 1: 1 programs
Name
920673915-MIT.pdf
Description
Full printable version
Size
1.86 MB
Format
Adobe PDF
Checksum (MD5)
a4f9d36b677ff6d4482d2413fe0f0ec9
Author(s)
Allen, Stacey A
Advisor(s)
Eric Klopfer.
Alternative Title
Evaluating readiness for technology in schools : planning tools and critical metrics to prepare for 1: 1 programs
Developing planning tools and critical metrics to prepare for 1: 1 programs
Date Issued
2015
Publisher
Massachusetts Institute of Technology
Abstract
Technology use in education is rapidly expanding with varying results. The success of education technologies in schools depends on both the quality of the material presented through technology in terms of content and pedagogy and also the quality of the implementation of the program. With the acknowledgement that high quality materials are essential to the success of any technology, this thesis is concerned with the implementation of technology programs in schools, as it is impossible to utilize the technology for learning gains when students or teachers cannot access the materials. Prior research in education technology has not addressed readiness or planning practices for such large-scale programs as they exist today, specifically for 1:1 initiatives ("1:1" describes a system in which all students have personal learning devices, such as tablets or laptops). The main objective of this thesis is to determine the best practices in preparedness and planning for large-scale technology initiatives in US high schools. The research is designed to aid school system administrators and policy makers in their technology decision-making processes through the creation of a rubric of metrics and a model for sustainable implementation. The rubric and model were informed by data gathered through a case study approach, focusing on schools that are currently implementing 1:1 initiatives. The rubric outlines a spectrum of potential readiness levels across a number of critical metrics and allows school leaders to self-assess their readiness for a 1:1 program. In addition to the rubric and sustainable implementation model, this thesis aims to determine best practices in planning for a 1:1 program. Through a second round of case studies and interviews with school leaders, past planning practices and gaps in knowledge and planning were examined. From the school leaders' reflections on best practices, conclusions for improvement of current planning tools were drawn. These improvements include the creation of mentor relationships for schools and the use of a thorough, yet simple, needs assessment that includes detailed timeline for implementation. Both the readiness rubric and the study of planning practices led to a number of policy recommendations not only for schools, but for all levels of government in support of effective technology use in education.
Description
Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, Engineering Systems Division, 2015.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 99-105).
Subjects
Engineering Systems Division.
Technology and Policy Program.
Educational Technologies Evaluation in India
MIT Department
Massachusetts Institute of Technology. Engineering Systems Division
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