Unpacking the Interaction Mechanism of Digital Transformation in Schools: A Chinese Case Study

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Design, Evaluation, and Impact of Technology-Enhanced Learning Environments in Education (Table 13)

Abstract

There is increasing interest in the digital transformation of education. However, existing research often overlooks the underlying mechanisms that drive school transformation. This paper presents a case study of a Chinese school undergoing digital transformation, focusing on how technology is integrated and the mechanisms that facilitate this process. The study develops a framework based on the logic of interest-power-emotion to explain why various stakeholders adopt different strategies during digital transformation. The dual roles of experts as both technology agents and principal agents in ensuring technology implementation are highlighted. The study identifies four digital transformation outcomes: embedding, deviation, stagnation, and remedial-deviation. This research contributes to a more nuanced understanding of educational digital transformation, emphasizing the roles and interactions of different actors.

Authors

• Xu Niu, East China Normal University

• Shengnan Liu, East China Normal University