Three-stage framework for emerging technology adoption in PK-12 education¶

Theory · All theories
Evidence · no claims cited

Description¶

The framework organizes emerging technology decision-making into three stages: "(1) initial evaluation, (2) adoption, and (3) post-adoption." Each stage pairs objectives with criteria and stakeholder-specific questions for decision makers, district leaders, researchers, developers, educators, and families. It was created with an advisory board and community feedback to guide evaluation and procurement decisions.

Design Implications¶

Context¶

Requirements¶

• Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families

Constraints¶

• Please note that not all of these questions will apply in every context

Target Learners¶

• PK-12 students

Target Learning Objectives¶

• effective and equitable integration of emerging technologies into teaching and learning

Claims¶

Related Theories¶

• Three-stage framework of research use across ed-tech product development

Examples¶

• Emerging Technology Adoption Framework question-and-criteria instrument
• During adoption, determine professional learning needs and secure sustainable funding for training before proceeding
• During initial evaluation, investigate legal compliance, equity, accessibility, and context-specific barriers
• During post-adoption, monitor fidelity of use, examine equity patterns, and share strengths and challenges with developers
• During initial evaluation, scrutinize what data is collected, how it is stored and shared, and whether it is extraneous

Key Sources¶

• Ruiz, P., Richard, E., Chillmon, C., Shah, Z., Kurth, A., Fekete, A., Glazer, K., Pattenhouse, M., Fusco, J., Fennelly-Atkinson, R., Lin, L., Arriola, S., Lockett, D., Crawford-Meyer, V., Karim, S., Hampton, S., & Beckford, B. (2022). Emerging technology adoption framework: For PK-12 education. [Educator CIRCLS white paper]. Digital Promise. https://doi.org/10.51388/20.500.12265/161