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Borowiec  Boston College  \nDrina Kei Yatsu Boston College  \nStanton Wortham  Boston College  \nECNU Review of Education 2024, Vol. 7(2) 420–441 © The Author(s) 2024 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311241237239](DOI: 10.1177/20965311241237239)[ ](DOI: 10.1177/20965311241237239)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: Educational technology (“EdTech”) served a pivotal role in keeping schools functioning during the beginning of the COVID-19 pandemic. Little is known about EdTech leaders’ roles in shaping this response. This study explores EdTech leaders’ perspectives and backgrounds, their response to the pandemic, how they envision their roles as educators, and their perspectives about how technology facilitates educational innovation.  \nDesign/Approach/Methods: This study uses a qualitative, phenomenological approach to understand how 11 EdTech leaders experienced the pandemic. Participants were recruited for interviews in summer 2021 via purposive sampling to include diverse backgrounds and perspectives. Data were analyzed inductively.  \nFindings: The findings show that a four-category typology can be used to describe EdTech leaders’diverse backgrounds and experiences. Leaders emphasized equity and open collaboration in their  \nCorresponding author:  \nKatrina Borowiec, Boston College, Lynch School of Education and Human Development, 140 Commonwealth Avenue, Chestnut Hill, MA 02467-3800, USA.  \nEmail: [katrina.borowiec@bc.edu](katrina.borowiec@bc.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \npandemic responses, by expanding access to their tools and adapting their products as users’ needs evolved. EdTech leaders anticipate streamlined user experiences, improvements in online learning, and increased adoption of artificial intelligence and simulated learning environments.  \nOriginality/Value: This study addresses a gap in the research concerning EdTech leaders’perspectives on their efforts to support educators and their experiences during the pandemic. We hope this study sparks additional research onEdTech leaders’ experiencesand roles in education.  \nKeywords  \nCollaboration, COVID-19 pandemic, educational technology, innovation, leadership, technology access Date received: 23 March 2023; revised: 13 June 2023, 11 September 2023, 22 November 2023; accepted: 2 January 2024  \nThe COVID-19 pandemic created unprecedented, global change across educational sectors. Prior to the pandemic, most formal education took place in-person. In early 2020, schools around the world were forced to shut their physical doors and transition to the largely unfamiliar space of virtual, remote learning. This change brought stress but also sparked teaching and learning innovations. Innovations are “fresh ways of meeting outstanding challenges in a spirit of openness to disciplined experimentation”(OECD, 2017, p. 17) . However, with respect to education, the OECD (2017) cautions adopting technology is not necessarily innovation. Innovation requires a change in both the elements (e.g., learning content, resources, individuals included in the learning and teaching process) and the dynamics (e.g., when and how learning occurs) of pedagogy (OECD, 2017) . Education leaders play a","cbCaidWtxTxlJ0Yq","https://ap.wps.com/l/cbCaidWtxTxlJ0Yq","pdf",540468,22,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## EdTech’s role during early 2020 school closures\n## Definitions of EdTech\n## Risks and leadership needs","[{\"question\":\"What is the purpose of this study on EdTech during COVID-19?\",\"answer\":\"The study investigates how EdTech leaders’ perspectives, backgrounds, and responses shaped the pandemic-era educational technology efforts, including how they envision their educator roles and technology-enabled innovation.\"},{\"question\":\"How was the research designed and conducted?\",\"answer\":\"It uses a qualitative phenomenological approach with 11 EdTech leaders interviewed via purposive sampling in summer 2021, followed by inductive data analysis.\"},{\"question\":\"What are the main findings reported in the abstract?\",\"answer\":\"The findings present a four-category typology that captures leaders’ diverse backgrounds and experiences, highlighting equity and open collaboration and describing expectations for streamlined user experiences and advances such as AI and simulated learning environments.\"}]","Voices From the Industry - How EdTech Leaders Responded to the COVID-19 Pandemic | PDF",1792092766,55]