Implementing State-Level Technological Literacy Policy in Rural Pennsylvania

This educational policy implementation study examines the implementation of Pennsylvania’s Classrooms for the Future (CFF) policy in a set of eight rural school districts. CFF implementation is investigated by combining considerations of local-level context with the perceptions and behaviors of teachers and administrators. The results suggest that the educational transformation promoted by CFF may not be occurring in the participating districts. Teachers and administrators differ in their perceptions of the implementation behaviors related to CFF and the use of ICT in the classroom, raising concerns about implementer discretion. Inadequate training, technical difficulties and prioritization are challenges to successful implementation.

Classrooms for the Future: ‘an adventure in design’ and research

In 2000, the UK Government Department for Education and Skills (DfES) piloted 27 new primary school projects around the country in an initiative called ‘Classrooms of the Future’. Starting with a polemical question: what is ‘a Classroom of the Future’?, it encouraged both a design-led approach and an exploration of where the theory of the classroom design meets teaching practice. David Miliband, the government minister involved, described the challenge as ‘designing inspiring buildings that can adapt to educational and technological change’ (DfES, 2002a). Chris Bissell from the DfES, the initiator of ‘Classrooms of the Future’ summed up his expectations: ‘to deliver the best and most effective education exploiting all the possibilities of the information age, school buildings need to reflect advances in technology. They need to provide a pleasant and comfortable environment for learning and to use architectural and design features to stimulate children's imaginations. And they need to be open to wider use, binding schools to their local communities.’ (DfES, 2002a)