Rethinking Organizational Change Through Technology Frames and Narrative Drivers

• In Event: Roundtable Session 23
  In Roundtable Session: Qualitative Insights Into How Technology Influences Classrooms and Schools

Abstract

Many researchers look to teacher beliefs or implementation problems for why student learning-focused technology has lagged computer penetration. This qualitative, action research study explored how educators can use their own narratives to (a) better understand predecisional alternatives and to (b) create capacity for stronger decisions. Through intervention workshops, I engaged K-12 stakeholders with narratives gathered in a pilot study. These explored narratives—aligned with technology frames—reinforced that technology (a) used up time and (b) drove measurement and presentation, not student learning. Missing narratives included consideration of non-English language speaking families, principals, and students as technology users. From these insights, I developed a model of narrative drivers that can affect organizations’ alternatives and routines around technology.

Author

• Gigi L. Johnson, Maremel Institute