RESUMEN
Access and use of computer-based educational technology within K-12 schools have been steadily increasing since the 1980s (Cuban, 1993;Delgado et al., 2015;Penuel, 2006), including more school districts providing every student with a device (1:1) after the year 2000 (Gray & Lewis, 2021;Harper & Milman, 2016;Penuel, 2006;Zheng et al., 2016). Despite this steady increase in devices, information systems, and learning platforms within schools, growth of information technology (IT) staff positions has not grown proportionally with technology and has resulted in a staff capacity issue for district technology departments (CoSN, 2021;Gao & Murphy, 2016;Kentucky Department of Education, 2017). This issue was exacerbated by the emergency switch to distance learning as a result of the COVID-19 pandemic, which relied on devices and online systems for learning to continue and further strained the technology departments (CoSN, 2022a, 2022b;Rauf, 2020;White, 2020).Since computers were introduced to these educational institutions, schools and districts have positioned students as technical and pedagogical supports for educational technology (National School Boards Association, 2002;Van Eck et al., 2001). Commonly known as student tech teams (STTs), this type of program is still frequent today within schools and there is a wealth of practitioner-created resources on the topic. Yet, studies on these programs are absent from the decades of research on technology integration within K-12 schools (Peterson & Scharber, 2017).This dissertation was designed to fill this void within the literature, provide a foundational understanding of STTs within K-12 educational technology initiatives, and identify practical strategies for school educators and leaders. Using a philosophically pragmatic lens and an ecological framework (Zhao & Frank, 2003), this explanatory sequential mixed-methods study (Creswell & Plano Clark, 2011) explored the following research questions:* How are student technology teams structured within K-12 school ecosystems?* What is the role of student technology teams within K-12 technology integration initiatives?Results from the study indicated that STTs are structured as work- and project-based courses, assistantships, and extracurriculars that can support the technical and instructional needs of staff and students within a school or district environment. STTs also provide opportunities for students to collaborate and create by tinkering with technologies and developing products that interest them while building their digital literacy skills. No two STTs are structured the same;however, staff and students' technical and instructional needs are common programmatic focus areas across STT environments.The role of STTs within K-12 technology integration initiatives is to give students autonomy, unique experiences, and opportunities to learn while serving the school and/or district community. The role of STT, as well as the benefit to its student members, is shaped by the coaches, tech department, and administrators' intentionality and mindset related to the capacity of students. Secondly, the STT's role is also shaped by the school and district's technology, schedules, and location. The findings of this study contribute to and extend the current understanding of educational technology initiatives, student tech teams, computing education in schools, and ecological framing of educational technologies. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
RESUMEN
PurposeIn March of 2020, Minnesota schools were mandated to transition to distance learning to slow the spread of COVID-19. The charge of providing equitable and appropriate remote learning to all students gave administrators, educators and non-academic staff a few weeks to completely redesign education. This paper aims to describe one district’s experience in planning and offering distance education and build precedent other educational leaders may use in future designs.Design/methodology/approachThis case study documents how one rural K12 district leveraged their strong foundation of technology integration and created crisis remote learning solutions for its most marginalized student populations including special education students, English learners and financially disadvantaged students.FindingsThis study shares examples of how this district prioritized relationships and the well-being of students and staff and outlines practical strategies for equitable distance learning that should be considered during and beyond emergency remote teaching.Originality/valueThis paper provides just-in-time practical advice for K12 administrators and educators on navigating crisis distance learning.