Logics of Educational Technology and Their Role in Educational Change

• In Event: Fairmont Roundtable Session Three
  In Roundtable Session: Advancing Organizational Theory in Education: Institutional Logics, Critical Sense-Making, and the Social Organization of Schools (Table 16)

Abstract

This study examines educational technology initiatives through the lens of institutional logics to understand how organizations and the actors within them form and change their orientations, routines, and norms regarding technology. Through an analysis of newspapers, professional organization documentation, state policy documents, and interviews with 17 leaders in one school district, this study examines the logics of educational technology present across New England and how these logics constrain or support actors' ability and willingness to make change. The logics of tech as neoliberal, tech as control, tech as danger, and tech as transformation influence technology implementation and offer new possibilities for change levers in schools.

Author

• Alexandra J. Lamb, University of Connecticut
  Presenting Author