What is the Value of Educational Technologies In Schools? Initial Findings from the International Research Project ‘Measuring the Value of Educational Technologies in Schools’ Project
Understanding the costs as well as the value of educational technologies in schools is important for school leaders to be able to strategically lead school development processes. This paper outlines some of the findings from the first case studies emerging from the international project, Measuring the value of educational technologies in schools, involving a school in each of USA, UK and Australia. The Measuring the value of educational technologies in schools research project is examining the relationships that exist in schools between educational technologies or ‘tangible information technology (IT) assets’, and ‘intangible assets’ such as the capabilities of teachers and schools leaders. The project is investigating how the value of both tangible and intangible assets in schools may be measured with a view to informing how approaches to measurements of ‘value’ of technologies in schools can be synthesized to inform leaders’ decision-making. The development of the case studies has been informed by the views of education leaders (both principals and administrators), teachers, students, librarians, technology specialists, and finance officers in the schools involved in the first stage of this project.
||Value of Technologies in Schools, Case Studies, Intangibles
The International Journal of Learning, Volume 15, Issue 9, pp.219-226.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 589.368KB).
Associate Professor, School of Education and Community Services, University of Canberra, Canberra, ACT, Australia
Dr. Kathryn Moyle is an Associate Professor in the School of Education at the University of Canberra where she holds a national role as the Director of the Secretariat for the Australian Information and Communications Technology Education Committee (AICTEC). Her primary roles include undertaking research into education issues in Australia and overseas and teaching post-graduate students both in Australia and in China. Kathryn’s background includes work supporting whole school and whole system changes, school leadership, investigating issues about technologies in schools and in assessment and reporting. She is currently undertaking the international project investigating data-driven decision-making issues for school leaders concerning the measurement of the value of educational technologies in schools, outlined in this journal article. This project is being undertaken in collaboration with partners the British Education Communications and Technology Agency (BECTA) in the UK, the Consortium for School Networking (CoSN) in the USA and the South Australian Department of Education and Children’s Services (DECS) and education.au in Australia. In 2006 Kathryn conducted a performance review of a school leadership team in Jakarta and headed a small delegation to research technologies in schools and teacher education in Korea. In 2008, Kathryn is leading a new Australian research project listening to students’ voices about their views and expectations of learning with technologies.
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