As demand for access to colleges and universities prompts higher education systems for creative and efficient solutions, we examine technology-centric approaches to education delivery and their implications for policy, student outcomes, and resource allocation. Our work is framed by Kingdon’s adapted multiple streams theory of national policymaking. However, the real elephant in the room may be the skyrocketing costs of administration that may need wrangling before resources can be directed to the future potential savings obtained through developing infrastructure for, and delivery of, tech-centric teaching approaches. We provide examples and strategies, policy implications, and recommendations for research and practice.
Santos, J.L., Roth, K.R., Huerta, A.H. and Ritter, Z.S. (2015), "Tech-Centric Classrooms: A Discussion of Policy, Costs, and Access", Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification (Advances in Education in Diverse Communities, Vol. 11), Emerald Group Publishing Limited, pp. 209-241. https://doi.org/10.1108/S1479-358X20150000011013Download as .RIS
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