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From the market to the classroom: how ed-tech products are procured by school districts interacting with vendors.

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Title: From the market to the classroom: how ed-tech products are procured by school districts interacting with vendors.
Authors: Morrison, Jennifer R., Ross, Steven M., Cheung, Alan C. K.
Source: Educational Technology Research & Development. Apr2019, Vol. 67 Issue 2, p389-421. 33p.
Subjects: Purchasing, Educational technology equipment, School districts, Decision making in school administration, Consumer education, Mixed methods research
Abstract: School districts are adopting educational technology products at an increasing rate over the years. As more and more products become available, school districts face the challenge of identifying and evaluating programs to meet students' needs, while ed-tech providers compete for access to decision makers. The present mixed methods study sought to document the process by which school districts discover, evaluate, and acquire ed-tech products and how vendors market and work through this process with districts. Participants included district stakeholders representing 54 school districts and vendors from 47 ed-tech companies. Results indicated that, in contrast to best practices, needs assessments were rarely, if at all conducted, districts and vendors lack a central source of information for product information and evidence of effectiveness, and decisions are often made on small-scale pilot tryouts, peer references, and less often by examining rigorous evaluation evidence. Based on these findings, we offer recommendations for both district and vendor stakeholders to encourage successful procurement of ed-tech products. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="AR" term="%22Morrison%2C+Jennifer+R%2E%22">Morrison, Jennifer R.</searchLink><br /><searchLink fieldCode="AR" term="%22Ross%2C+Steven+M%2E%22">Ross, Steven M.</searchLink><br /><searchLink fieldCode="AR" term="%22Cheung%2C+Alan+C%2E+K%2E%22">Cheung, Alan C. K.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Apr2019, Vol. 67 Issue 2, p389-421. 33p.
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  Data: <searchLink fieldCode="DE" term="%22Purchasing%22">Purchasing</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology+equipment%22">Educational technology equipment</searchLink><br /><searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+making+in+school+administration%22">Decision making in school administration</searchLink><br /><searchLink fieldCode="DE" term="%22Consumer+education%22">Consumer education</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink>
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  Data: School districts are adopting educational technology products at an increasing rate over the years. As more and more products become available, school districts face the challenge of identifying and evaluating programs to meet students' needs, while ed-tech providers compete for access to decision makers. The present mixed methods study sought to document the process by which school districts discover, evaluate, and acquire ed-tech products and how vendors market and work through this process with districts. Participants included district stakeholders representing 54 school districts and vendors from 47 ed-tech companies. Results indicated that, in contrast to best practices, needs assessments were rarely, if at all conducted, districts and vendors lack a central source of information for product information and evidence of effectiveness, and decisions are often made on small-scale pilot tryouts, peer references, and less often by examining rigorous evaluation evidence. Based on these findings, we offer recommendations for both district and vendor stakeholders to encourage successful procurement of ed-tech products. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11423-019-09649-4
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