Australian case: classroom observation data collection was sustainable and scalable, but resulting changes in teachers' technology integration were not scaled¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participatory classroom observation using a web-enabled observation kit was sustained over four years and scalable, but the teachers' practice changes were not captured or scaled because professional learning was not built into the innovation. → Howard 2021

Evidence¶

Howard 2021¶

Howard, S. K., Schrum, L., Voogt, J., & Sligte, H. (2021). Designing research to inform sustainability and scalability of digital technology innovations. Educational Technology Research and Development, 69(4). https://doi.org/10.1007/s11423-020-09913-y

q2 · i? · qualitative · r2

Case study of participatory research with a Sydney secondary school using continuous video, audio and log data collection. Teachers changed practice based on analyses, but the article notes the absence of built-in professional learning and suggests interviews and questionnaires could have documented implementation.

"Therefore, while collecting data was sustainable and scalable, the resulting changes in teachers' technology integration were not necessarily being sustained or able to be scaled to other contexts."

Discussion¶

Related Claims¶

• Sustainability is a dimension and requirement of scalability — a broader claim this one bears on
• An innovation foreign to the rest of its system tends to be rejected; lasting change needs a coordinated bundle of innovations. — related
• Netherlands case: design-based TPACK interventions improved student teachers' TPACK and were sustained, but scaling was delayed by leadership decision structures — related
• United States case: a grassroots network sustained and scaled active-learning innovations through leadership and networks rather than research, but remained at second-order change — related
• Purposeful research design can inform sustainability and scalability, but must be balanced with leadership and professional learning — a broader claim this one bears on