ERIC Number: EJ1100495
Record Type: Journal
Publication Date: 2016-Jul
Abstractor: As Provided
Reference Count: 58
The K-12 Educational Technology Value Chain: Apps for Kids, Tools for Teachers and Levers for Reform
Pierce, Glenn L.; Cleary, Paul F.
Education and Information Technologies, v21 n4 p863-880 Jul 2016
Historically implementing, maintaining and managing educational technology has been difficult for K-12 educational systems. Consequently, opportunities for significant advances in K-12 education have often gone unrealized. With the maturation of Internet delivered services along with K-12 institutional trends, educational technologies are poised to help support the transformation K-12 education by providing student access to educational resources on an anywhere, anytime, any device basis. In addition, an emerging body of empirical research shows that when implemented systematically, technology can support a wide range of potential education innovations including inverted classrooms, peer-to-peer teaching and customized learning as well as increased academic achievement. A major public policy question is how best to insure educational technology resources reach all K-12 students in the shortest time and most equitable way possible. In response, this paper adopted an educational technology value chain model to assess potential avenues and barriers to implementing educational technology in K-12 systems. We find that a fully implemented educational technology value chain would directly benefit students, teachers, school systems and society. However, the analysis also finds that efforts to implement educational technology in K-12 systems still must overcome challenges and risks.
Descriptors: Elementary Secondary Education, Educational Technology, Computer Oriented Programs, Educational Change, Access to Education, Educational Innovation, Models, Program Implementation, Barriers, Educational Benefits, Academic Achievement
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A