ERIC Number: EJ1291333
Record Type: Journal
Publication Date: 2021-Apr
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-189X
EISSN: EISSN-1935-102X
When Logics Collide: Implementing Technology-Enabled Personalization in the Age of Accountability
Daruwala, Iris; Bretas, Shani; Ready, Douglas D.
Educational Researcher, v50 n3 p157-164 Apr 2021
In this article, we situate the relatively new wave of technology-enabled personalized learning platforms within the broader policy context of institutional accountability. Although many education technology innovations were developed in response to heightened accountability pressures, technology-enabled personalization introduces new institutional rules, cultures, and norms that may be at odds with the goals of accountability. Using the adoption of a personalized, blended learning mathematics program at five U.S. schools as a case study, we describe how teachers, school leaders, and program staff navigated institutional pressures to improve state grade-level standardized test scores while implementing tasks and technologies designed to personalize student learning.
Descriptors: Accountability, Individualized Instruction, Technology Uses in Education, Blended Learning, Conflict, Program Implementation, Mathematics Education, Middle School Mathematics, Middle School Teachers, Principals, Educational Policy
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: N/A