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Understanding the Situated Practices of School Technology Leaders in the Early Stages of Educational Technology Adoption

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

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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.

Type: Proceedings paper
Title: Understanding the Situated Practices of School Technology Leaders in the Early Stages of Educational Technology Adoption
Event: CHI '22: CHI Conference on Human Factors in Computing Systems
ISBN-13: 9781450391573
Open access status: An open access version is available from UCL Discovery
DOI: 10.1145/3491102.3502120
Publisher version: https://doi.org/10.1145/3491102.3502120
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10149776
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