TECHNOLOGY ENHANCED LEARNING AND POLICY

H. Fontaine

Langley School District (CANADA)
This paper reviews technology enhanced education in the Langley School District public education system of British Columbia, Canada, and makes recommendations for effective policy to implement change of teaching pedagogy to reflect 21st century learner skills. Through a qualitative meta-synthesis, case studies of innovative practice were analyzed for management, funding, technology procurement, information and communication technology training, and impact of pedagogy at the school, district, and provincial levels. Literature revealed that technology in the classroom has generally failed to change teaching strategies and a more concerted effort is required to influence a pedagogical shift within the school system. Commonalities derived from these case studies suggest that leadership within schools, a clear vision for the innovation, carefully allocated funding, teacher-led training, and collaboration between teachers leads to diffusion of innovative practice.