Policy Framing,Social Networks,and Teacher Perspectives in a Technology Rollout

Abstract

Drawing on theories of framing and social networks, we examine how educators define policy goals in a technology rollout, and how this framing process shapes teacher attitudes for technology. We analyzed social network data and 37 interviews with district leaders, digital learning coaches, and school staff from six elementary schools in a mid-sized district in California. These data suggest that school leaders and teachers re-framed district reform messages in different ways depending on the density of dialogue in their networks and who had social influence. These framings supported teacher motivation for using technology in ways that aligned to or built upon the district's instructional goals, or prompted teachers to resist change and/or make compliance-oriented and superficial shifts in their practice. We argue that district leaders should attend to school context when implementing technology rollouts and proactively engage school actors to define the goals of technology. We caution that technology rollouts demand sudden and intensive shifts in teacher work roles and can foster resistance to change without adequate time and support.

Structured Abstract

Purpose: We examine how educators define policy goals in a technology rollout and how framing shapes teacher attitudes for using technology.

Research methods: We situate our study in a California district that distributed tablets and laptops to support online-enabled instruction and assessment under the Common Core State Standards. Drawing on framing and social network theories, we analyzed social network data and 37 interviews with district leaders, digital learning coaches, and school staff from six elementary schools in the 2014–15 school year to describe how school actors framed the purpose of technology and expectations for instructional change across school networks.

Findings: School leaders and teachers re-framed reform messages from the district central office in distinct ways depending on their social networks. We observed framings that motivated teacher engagement with the technology rollout in schools with denser social networks and where influence was shared with district actors such as digital learning coaches. Teachers in these networks had better access to information and instructional support. We found compliance, superficial, and rival framings of technology in schools with less dense social networks and where teachers solely exercised influence. Teachers in these networks had limited access to information and instructional support.

Implications: Our findings suggest that district leaders should attend to school context when implementing technology rollouts. Technology rollouts require sudden and intensive shifts in teacher work roles and can foster resistance without adequate support. School leaders and teachers may need time to build the knowledge, skills, and experience needed to engage in productive framing about technology and instruction.