Educational Technology Commercialization, Use, and Adoption in Public K-12 Schools

Autor/in	Davis, Dowayne D.
Titel	Educational Technology Commercialization, Use, and Adoption in Public K-12 Schools
Quelle	(2018), (421 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, New Jersey City University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-0628-6
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Commercialization; Adoption (Ideas); Public Schools; Elementary Schools; Secondary Schools; Technology Integration; Entrepreneurship; Investment; School Business Relationship; Design; Merchandising; Decision Making; Teacher Behavior + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Ideas; Ideenfindung; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Sekundarschule; Unternehmungsgeist; Investments; Geldanlage; Investiton; Direktvermarktung; Decision-making; Entscheidungsfindung; Teacher behaviour; Lehrerverhalten
Abstract	Research suggests that the commercialization of technological innovation is a key lever of successful entrepreneurship (Datta, Mukherjee, & Jessup, 2015). Through novel innovations, new educational technology (EdTech) businesses create new markets that offer impactful products and services to catalyze learning in schools (Singer, 2015). New public K-12 school curricula, demanding workforce requirements, and increasing global competition underscore several factors that continue to push United States educators and government agencies to seek new technology solutions in hopes of solving educational problems (Kovalskys, 2016). As the enrollment of public K-12 students steadily increases along with the need to develop a competitive 21st-century workforce, the EdTech market continues to attract investors and new businesses that are eager to capitalize on the next commercialized offer. Given the complex nature of businesses and school environments, a qualitative multi-case study was employed to understand how EdTech start-up businesses design their products and strategies to promote use and adoption by school decision-makers and teachers in a public K-12 school. The need for this study was underscored by data that show entrepreneurs, investors, and educators increasingly devoting significant time and money in EdTech companies, while historical trends show that the use and adoption of new technologies in the classroom are low (Bakir, 2015; Barshay, 2014; Newton, 2016). Numerous studies, although narrow in focus, point to the limited use and adoption of EdTech in the classroom as a problem that plagues entrepreneurial businesses and schools (Byers & Frey, 2012; Zhao, 2017). The theoretical framework that guided this study combined user perception factors proposed by Davis's (1986) technology acceptance model and knowledge components identified by Koehler and Mishra's (2009) technological pedagogical and content knowledge framework within the context of an ecosystem construct, as presented by Zhao and Frank (2003). This study found that educational technology businesses prioritize activities that demonstrate value and use of products or services to promote use and adoption by school decision-makers and teachers in a public K-12 school ecosystem, as both school decision-makers and teachers use learned value to promote use and adoption of the educational technology along the chain of agents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01