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Using a qualitative approach, 10 senior leaders were interviewed to identify key drivers of acquisition, governance procedures, and assessment measures used during implementation. Transcribed data were analyzed through computer-assisted methods, revealing mismatches with current scholarship, challenges in data-driven governance, and insufficient assessment of purchased technology efficacy. The study offers evidence-based approaches for senior leaders.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-technology-decision-making-technology-acquisition-for-746000-ontario-students/596653/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educational-technology-decision-making-technology-acquisition-for-746000-ontario-students/596653.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study on educational technology decision-making in Ontario?","Question",{"text":112,"@type":113},"The study determines whether technology procurement in Ontario’s publicly funded school districts is aligned with relevant research, grounded in best practices, and improves student learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and what data were analyzed?",{"text":117,"@type":113},"A qualitative approach was used, with interviews conducted with 10 senior leaders (e.g., chief information officers and superintendents). Interview data were transcribed and analyzed using computer-assisted NCT analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What findings describe the current procurement and governance challenges?",{"text":121,"@type":113},"Senior leaders were found to make acquisitions not aligned with current scholarship, districts struggled to apply data-driven decision-making to govern educational technology spending, and effective assessment measures were lacking to judge the efficacy of purchased technology.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596653,1792161482,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","EDUCATIONAL TECHNOLOGY DECISION-MAKING:  \nTECHNOLOGY ACQUISITION FOR 746,000 ONTARIO STUDENTS  \nJason Ribeiro, University of Calgary  \nThe author explores the technology procurement process in Ontario’s publicly funded school districts to determine if it is aligned with relevant research, is  \ngrounded in best practices, and enhances student learning. Using a qualitative approach, 10 senior leaders (i.e., chief information officers, superintendents, etc.) were interviewed to reveal the most important factors driving technology acquisition, governance procedures, and assessment measures utilized by  \nschool districts in their implementation of educational technology. The data  \nwere transcribed and submitted to “computer-assisted NCT analysis”(Friese, 2014) . The findings show that senior leaders are making acquisitions that are not aligned with current scholarship, that districts struggle to use data-driven  \ndecision-making to support the governance of educational technology spending, and that districts do not have effective assessment measures in place to determine the efficacy of a purchased technology. The study is meant to  \nserve as an informative resource for senior leaders and to present research  \nbased approaches to technology procurement.  \nIntroduction  \nOver the last 30 years, the rapid advancement of emerging educational technologies (ed-tech) and their subsequent consumerization has led to an unprecedented shift in the K–12 education landscape (Bebell, O’Dwyer, Russell, & Hoffmann, 2010; Jenkinson, 2009) . These unique teaching and learning tools have provided school districts with the opportunity to modernize their classrooms and equip their students with critical 21st century skills (Culp, Honey, & Mandinach, 2005) . However, the whirlwind speed of technological development and its resulting impact on educational organizations’ policies, structures, and processes has created a  \ncritical need for effective technology management and leadership (Bellamy, 2007) . The responsibilities of educational leaders and policy makers are further problematized by the collective weakness of educational technology research and its inability to provide substantial empirical evidence to support technology integration as a means of improving student learning (Bebell et al., 2010; Jenkinson, 2009). Notwithstanding these profound challenges, Ontario’s publicly funded school districts have made multimillion-dollar investments in educational technology, with spending showing no signs of slowing (Ministry of Education, Ontario, 2014) .  \nIt is important to note that while Ontario’s publicly funded school districts are spending large amounts of money on technology, they are doing so with minimal guidance from the province. Recently the Ontario Public School Boards’ Association (2013) voiced their frustration with the province’s lack of technology leadership and formal direction:  \nMany other jurisdictions have moved vigorously ahead to define a vision to  \nguide education well into the 21st century and we urge Ontario, which is a leader in student achievement and in education in so many spheres, to take up this challenge. . . . This is a matter of public confidence in our education  \nsystem. Students, teachers, parents, school boards—all our education  \nstakeholders—are ready to embrace this vision. (p. 1)  \nThis research acknowledges the frustrations of these Ontario school leaders and seeks to determine if the technology procurement process in Ontario’s publicly funded school districts is aligned with the relevant research, is grounded in best practices, and enhances student learning.  \nThe study examines the procurement, governance, assessment, and return on investment (ROI) measures utilized by school districts in their implementation of educational technology. The following question provided the overall direction for the research study:  \n􀂃 How do Ontario’s publicly funded school districts make decisions on  \nacquiring new techno","cbCaitwMdNmllSRz","https://ap.wps.com/l/cbCaitwMdNmllSRz","pdf",732078,"English","# Introduction\n## Literature Review\n## Conceptual and Theoretical Frameworks","[{\"question\":\"What is the main purpose of the study on educational technology decision-making in Ontario?\\n\",\"answer\":\"The study determines whether technology procurement in Ontario’s publicly funded school districts is aligned with relevant research, grounded in best practices, and improves student learning.\"},{\"question\":\"How was the research conducted and what data were analyzed?\\n\",\"answer\":\"A qualitative approach was used, with interviews conducted with 10 senior leaders (e.g., chief information officers and superintendents). Interview data were transcribed and analyzed using computer-assisted NCT analysis.\"},{\"question\":\"What findings describe the current procurement and governance challenges?\\n\",\"answer\":\"Senior leaders were found to make acquisitions not aligned with current scholarship, districts struggled to apply data-driven decision-making to govern educational technology spending, and effective assessment measures were lacking to judge the efficacy of purchased technology.\"}]","Educational Technology Decision-Making - Technology Acquisition for 746,000 Ontario Students | PDF",1792083478,76]