| Summary: | <p> This qualitative phenomenological study examines the experiences of six successful educational technology leaders in co-creating value among various district stakeholders to reduce the contradictions encountered in teacher adoption of technology enhanced learning. The primary data collection method was through semi-structured interviews. The data was analyzed using a hybrid approach, first examining the interview data for emergent themes, and then an a priori analysis was conducted based upon a value framework, motivational values, and relative advantage. Contradictions were identified and mapped on activity system diagrams for each participant. The value propositions were also identified that addressed contradictions. The primary stakeholders and their salience characteristics were also identified. This research revealed that although value co-creation was not explicitly mentioned by the study participants, the most successful implementers involved teachers and other stakeholders early and often in their implementation, used flipped, job-embedded, and collaborative professional learning to increase teacher capacity, and worked to establish community partnerships and student showcases that illustrated the modern, relevant, education from which students were benefiting in the educational technology leader’s district. The compatibility of the emergent and a priori analysis in this study suggests value co-creation and value propositions are principal factors in the adoption of technology enhanced learning. An important implication of this study is that a more in-depth understanding of value co-creation and value-propositions could work to improve implementation and adoption of technology enhanced learning. The study also revealed that analysis through activity theory is a useful means of examining teacher context and effectively empathizing with teachers, the end-user of most educational initiatives.</p><p>
|
|---|
