eprintid: 10149776
rev_number: 7
eprint_status: archive
userid: 699
dir: disk0/10/14/97/76
datestamp: 2022-06-08 14:39:17
lastmod: 2022-06-08 14:39:17
status_changed: 2022-06-08 14:39:17
type: proceedings_section
metadata_visibility: show
sword_depositor: 699
creators_name: Ibrahim, S
creators_name: Vasalou, A
creators_name: Benton, L
title: Understanding the Situated Practices of School Technology Leaders in the Early Stages of Educational Technology Adoption
ispublished: pub
divisions: B14
divisions: J77
divisions: B16
divisions: UCL
note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
abstract: School-driven technological innovation has the potential to positively impact on classroom practice, yet it can also be disrupted by incompatibilities between the existing school ecology and new educational technologies. To help mitigate this disruption a particular staff member often takes on a facilitative leadership role to champion new technology initiatives. However little is known about how this technology leader role impacts on the adoption of new technologies in the classroom. Taking a situated lens, we embarked on a multiple case study of four schools who were aiming to adopt a new literacy game in the classroom. Through interviews with technology leaders and fieldnotes from our site observations, we systematically analysed their actions and concerns over two academic terms. This highlighted an overwhelming concern with managing the material dimension of the technology, teacher agency and division of labour and mechanisms for communication and monitoring. Our findings raise important considerations for HCI researchers seeking to embed their technologies into practice alongside recommendations for supporting leaders tasked with coordinating this process.
date: 2022-04
date_type: published
publisher: ACM (Association for Computing Machinery)
official_url: https://doi.org/10.1145/3491102.3502120
oa_status: green
full_text_type: other
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1960137
doi: 10.1145/3491102.3502120
isbn_13: 9781450391573
lyricists_name: Vasalou, Asimina
lyricists_id: MVASA31
actors_name: Vasalou, Asimina
actors_id: MVASA31
actors_role: owner
full_text_status: public
pres_type: paper
publication: Conference on Human Factors in Computing Systems - Proceedings
event_title: CHI '22: CHI Conference on Human Factors in Computing Systems
book_title: Proceedings of the CHI '22: CHI Conference on Human Factors in Computing Systems
citation:        Ibrahim, S;    Vasalou, A;    Benton, L;      (2022)    Understanding the Situated Practices of School Technology Leaders in the Early Stages of Educational Technology Adoption.                     In:  Proceedings of the CHI '22: CHI Conference on Human Factors in Computing Systems.    ACM (Association for Computing Machinery)       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10149776/1/chi22-298_Ibrahim.pdf