Abstract

This qualitative case study examined what educators and startups learned from each other when participating in a 4-hour educational technology (edtech) design summit, SlowPitch, which strategically facilitated boundary crossing conversations and activities among typically siloed constituents, such as educators, researchers, developers, investors, and students, in the edtech ecosystem. Participants included eight edtech startup founders or representatives, seven preservice teachers, and 18 practicing educators. Individual interviews were conducted during and after SlowPitch. Findings revealed educators (a) learned about edtech innovations, (b) engaged in teacher design thinking for integrating edtech innovations, (c) became aware of the voices and influencers within the ecosystem, and (d) learned about edtech startup development processes. Startups (a) learned how their edtech products would work (or not) in teachers’ classrooms, (b) explored how to penetrate the K-12 market, and (c) generated ways to gain interest of potential users. This study illustrates value in broadening an ecological perspective on educators’ work toward technology innovation and integration in school classrooms to consider edtech innovators and their innovations. The discussion suggests edtech learning in teacher education and professional learning can push farther than program wide and program deep in university and K-12 contexts to include experiences in the broader edtech ecosystem.

Citation

Hughes, J. (2019). Learning Across Boundaries: Educator and Startup Involvement in the Educational Technology Innovation Ecosystem. Contemporary Issues in Technology and Teacher Education, 19(1), 62-96. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 22, 2023 from https://www.learntechlib.org/primary/p/184168/.

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