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The purpose of this paper is to examine the significant challenges school administrators encountered leading a one-to-one laptop school and what vision school administrators have for one-to-one laptop use in the classroom.

The methodology for this study was a case study approach. In total, 15 school administrators were interviewed from the Western region of the USA.

Results from the study indicated that significant challenges for school administrators were budgeting and sustaining the initiative, and negotiating and setting expectations for instructional use with teachers. School administrators also envisioned one-to-one laptop use as a mean to enhance student-centered learning and inquiry.

Further research is needed which examines how school administrators make financial decisions in regards to sustaining one-on-one laptop initiatives and how they manage conflict with teachers in respect to one-to-one laptop instruction.

Minimal literature exists which examines the challenges and vision of school technology leaders. Policy-makers and school administrators can use the findings to recreate teacher evaluation forms, develop conflict management strategies and teaching standards that are aligned and conducive to one-to-one laptop schools.

Current trends and recommendations regarding one-to-one (1:1) educational initiatives suggest that they are efficacious ways to achieve innovative change in education, namely through the promotion of active and innovative teaching practices. From a constructivist point of view, tablet devices offer teachers the potential to adopt interactive student-centred activities and to facilitate a process of learning in which students are actively involved and encouraged to be responsible and autonomous. This chapter describes a 1:1 tablet initiative that aims to promote changes in education by broadening and diversifying the activities in which students are involved and learn. It examines tablet use and teaching practices as experienced by 42 students from two lower secondary schools in Portugal. Data collection involved a questionnaire and two focus groups conducted a year after the implementation of the initiative. Results suggest tablet use to support innovative teaching practices, which fostered students’ engagement and deeper understanding of topics. Results also evidence tablet use to maintain traditional teaching practices, which undermined students’ expectations and prevented them to become more active learners.

Asserts that there are two approaches to successful database marketing: cognitive and behavioral analysis. In this way, marketers can garner a clear understanding of what customers and prospects “look like”. Reviews the processes involved in database marketing. Suggests to marketers the best processes to adopt. Describes the advantages of the mathematical computation RFM (recency, frequency, and monetary value) in consumer behavioral analysis. Provides a description of how the system can be implemented by practitioners.

Although organizational visions can guide everyday work, little is known about how visions relating to non-academic goals, such as social justice, might be integrated into educators’ technology practices. The purpose of this paper is to describe and analyze one school’s 1:1 iPad initiative, including the potential role played by the school’s social justice mission.

This mixed-methods case study drew upon data collected in a 1:1 school enrolling approximately 1,500 students. In total, approximately 138 educators responded to the online survey, and 18 educators participated in interviews. Social network analysis (SNA) techniques (i.e. faction analysis) and analysis of variance helped to describe educators’ instructional practices and attitudes involving iPads, including the extent to which devices were used in alignment with the school’s mission and vision.

Lacking a centralizing core of actors, the school was found to be divided into nine distinct, cohesive subgroups (i.e. factions). Statistically significant differences were found among these communities of discourse. Leaders’ lack of centrality in school change, especially as it related to helping teachers envision ways to connect mission with practices, may have hindered technology integration and instructional innovation.

Whereas prior research has described the centralizing role leaders may play in 1:1 initiatives, this study demonstrates how a lack of centralized leadership structures may adversely impact a sense of mission, and ultimately, technology integration. Moreover, this study advances the use of SNA methodologies in studies of leadership, especially the use of latent, underlying communities of discourse as categories for further analysis. As such, the authors discuss recommendations for leaders regarding the development of cohesion around issues of mission, vision and technology integration. Further, the authors point toward ways in which scholars might conceptualize about technologically supported educational change.

This section of the Journal is entitled News and Views. It can include practitioner papers, news, events, conference reports, calls for papers, trend summaries, statistics, working papers, etc. Submissions are invited from both academic and industry sources. Contributions are welcome and because this section has a shorter lead time than the main body of the Journal we will be accepting and including ‘copy’ right up to going to press.

The purpose of this paper is to examine how elementary school teachers integrated technology into their mathematics teaching in classroom settings that were one-to-one computer environments for most of the day. Following a series of classroom observations and interviews, inductive qualitative analyses of data indicated that teachers felt that technology supported students’ mathematics learning and prepared them for their future where technology was important. However, observations indicated that despite teaching in one-to-one environments, students only used technology on rare occasions or if they finished activities early. Further, these technology-based activities were low-level review of mathematics computations. Implications include the need to provide effective support to teachers about integrating technology in meaningful ways.

This study involved classroom observations of two-third grade teachers.

Findings indicate that teachers used Chromebooks in one-to-one classrooms to provide students with extra practice on computational skills.

There is a need for future studies to look at teachers’ use of technology and its influence on student learning.

Teacher education programs and school leaders should provide opportunities for current and future teachers to learn about technology with content specific examples.

This study provided an examination of all of the third grade teachers in a school who all were teaching mathematics in one-to-one classroom environments.

Customer relationship management (CRM) is a combination of people, processes and technology that seeks to understand a company's customers. It is an integrated approach to managing relationships by focusing on customer retention and relationship development. CRM has evolved from advances in information technology and organizational changes in customer‐centric processes. Companies that successfully implement CRM will reap the rewards in customer loyalty and long run profitability. However, successful implementation is elusive to many companies, mostly because they do not understand that CRM requires company‐wide, cross‐functional, customer‐focused business process re‐engineering. Although a large portion of CRM is technology, viewing CRM as a technology‐only solution is likely to fail. Managing a successful CRM implementation requires an integrated and balanced approach to technology, process, and people.

Increasingly, groups external to educational systems are offering time, expertise and products, creating an intricate web of educational governance where entities outside of formal education contribute to state-funded education systems. While this involvement and its motivations have been considered in the literature, it has been less common to explore these interactions between school systems and outside organizations as they relate to the transition from the knowledge economy to the intelligent economy. Such research is important to understand the numerous inputs to education, which can then inform future decision-making. This study traces scripts around the commodification of knowledge, which connects education to individual employability or the economy and cyborg dialectic, or the mutual relationship between humans and technology. These scripts intersect to contribute to the perpetuation of data creation and usage as part of the educational intelligent economy. The scripts traced here originate from Battelle, a primarily a Ohio-based research and development organization, also focused on classroom teaching and learning, specifically in STEM (Science, Technology, Engineering and Mathematics) education. Mapping scripts related to the commodification of knowledge and the cyborg dialectic indicates promotion of the intelligent economy broadly and individually for Battelle itself across Ohio and beyond, through investments in educators, students and policy-makers but also Battelle’s potential employees and collaborators. This data-focus creates an educational intelligence not only in students, teachers and policy-makers but also in Battelle itself, legitimating it as an actor in education.

The purpose of this paper is to explore the antecedents and consequences of the implementation of different customer feedback mechanisms with regard to their contribution to organisational learning that leads to service improvement.

A critical case organisation is chosen to explore the link between the implementation of customer feedback mechanisms and organisational learning from a middle management and employee perspective. Method triangulation is adopted, gathering qualitative and quantitative data.

Organisational learning in relation to service improvement is influenced by the interplay between the way data are gathered through customer feedback mechanisms and implemented at a branch or business unit level. The implementation depends on attitudes of middle management towards such mechanisms.

Future studies might investigate whether the findings can be replicated in other operational settings and triangulate the data with customer perceptions of service improvement.

Customer feedback mechanisms at an organisational and business unit level need better integration. To gather customer feedback that enables more meaningful decision‐making to improve services, middle management needs to have a stronger involvement in the design and implementation of customer feedback mechanisms. Central efforts have to be placed on the support of middle management in the interpretation and use of data that is gathered through organisation‐wide feedback initiatives.

This paper contributes to extant knowledge by integrating the fields of service performance management practices, in this case the implementation of customer feedback mechanisms, and organisational learning.

While educational infrastructure is consistently identified as a key lever for educational change, it is often overlooked in research and practice and specifically in relation to technology in schools. By using educational infrastructure as a lens to examine a group of districts' implementation of 1:1 programs, this work provides opportunities for understanding and approaching technology programs in new, and potentially more effective, ways.

Using the concept of educational infrastructure (Mehta and Fine, 2015; Peurach and Neumerski, 2015), this multiple-case study explores the ways superintendents and district technology leaders understand and enact 1:1 technology initiatives to support educational change.

The authors find these leaders see 1:1 technology as both embedded in, and engaged in changing, the physical, cultural, instructional and leadership infrastructures. This suggests that 1:1 technology can act as an infrastructure itself and has the potential to support changes to teaching and learning across the system.

This study offers a new perspective to understand and enact the opportunities of 1:1 technology. Specifically, it helps to reframe technology programs away from discrete classroom or school-based interventions to consider and attend to the system-level resources they require and thus increase benefits they can produce. While always useful, such considerations are particularly important in the current context and the proliferation of online learning for so many.