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ERIC Number: EJ1175684
Record Type: Journal
Publication Date: 2018-Apr
Pages: 11
Abstractor: As Provided
ISSN: EISSN-2379-4690
Extending the Research on 1:1 Technology Integration in Middle Schools: A Call for Using Institutional Theory in Educational Technology Research
Lamb, Alexandra J.; Weiner, Jennie M.
Middle Grades Review, v4 n1 Article 3 Apr 2018
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.
University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A