Life-Cycle Efficacy for Educational Technology: Best-Practices for Leading Schools

摘要

Though the process of qualitative analytical research, historical analysis is applied to evaluate the degree to which public K-12 school districts in Central New York are transparently reporting information regarding their educational technology and whether this process of communication aligns with a literature-based framework for educational technology life-cycle efficacy. Through digital artifact analysis of 10 educational school districts, which account for roughly 52,000 students and annual budget allocations of $840 million, the authors conclude that this sample of school districts were not transparently communicating information pertaining to educational technology and their life-cycle efficacy was not being communicated in accordance with best-practices acknowledged in relevant literature.