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dc.contributor.advisorEric Klopfer.en_US
dc.contributor.authorAllen, Stacey Aen_US
dc.contributor.otherMassachusetts Institute of Technology. Technology and Policy Program.en_US
dc.date.accessioned2015-09-17T17:41:54Z
dc.date.available2015-09-17T17:41:54Z
dc.date.copyright2015en_US
dc.date.issued2015en_US
dc.identifier.urihttp://hdl.handle.net/1721.1/98549
dc.descriptionThesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, Engineering Systems Division, 2015.en_US
dc.descriptionThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.en_US
dc.descriptionCataloged from student-submitted PDF version of thesis.en_US
dc.descriptionIncludes bibliographical references (pages 99-105).en_US
dc.description.abstractTechnology 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.en_US
dc.description.statementofresponsibilityby Stacey A. Allen.en_US
dc.format.extent131 pagesen_US
dc.language.isoengen_US
dc.publisherMassachusetts Institute of Technologyen_US
dc.rightsM.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission.en_US
dc.rights.urihttp://dspace.mit.edu/handle/1721.1/7582en_US
dc.subjectEngineering Systems Division.en_US
dc.subjectTechnology and Policy Program.en_US
dc.titleEvaluating readiness for technology in schools : developing planning tools and critical metrics to prepare for 1: 1 programsen_US
dc.title.alternativeEvaluating readiness for technology in schools : planning tools and critical metrics to prepare for 1: 1 programsen_US
dc.title.alternativeDeveloping planning tools and critical metrics to prepare for 1: 1 programsen_US
dc.typeThesisen_US
dc.description.degreeS.M. in Technology and Policyen_US
dc.contributor.departmentMassachusetts Institute of Technology. Engineering Systems Division.en_US
dc.contributor.departmentMassachusetts Institute of Technology. Technology and Policy Program.en_US
dc.identifier.oclc920673915en_US


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