An analysis of state and local policy actors' outcome expectations for educational technolog

States' funding of educational technology has reached into the billions. As states move beyond the acquisition of technology for K--12 schools, policymakers are seeking data about the effectiveness of educational technology. To understand policymakers' thinking about the kinds of data that serve as acceptable evidence of the effectiveness of educational technology we must first know what value policymakers place on the role of technology in K--12 education and how they construct knowledge about their outcome expectations for that role. Eleven policymakers in the state of Virginia were interviewed to better understand how state and local policymakers define the role of technology in K--12 education and how they determine outcome expectations for educational technology. The study also sought to identify the kinds of data state and local policymakers seek as acceptable evidence that their expectations for educational technology are being met.;Qualitative methods and analytic induction were used to generate a set of empirical assertions in response to the research questions. Results of the study suggest that policymakers have multiple and conflicting views about the role of technology in education. This is manifested as a conflict between technology for efficiency, economic prosperity, and quality educational reform. The results also indicate that policymakers have two distinct outcome expectations for educational technology, coupled with distinct indicators that these expectations are being met. Policymakers believe that technology will enhance student learning, as measured by traditional, non-test-based measures such as increased attendance, and increased motivation and self-esteem. They also believe that technology will increase student achievement, as measured by students' performance on standardized tests. Finally the findings suggest that policymakers categorize data about the effectiveness of technology as "anecdotal" and "hard" data. They use both to inform the policy decisions they make related to educational technology, but they prefer hard data over anecdotal. However, the study suggests that ultimately policymakers are looking for data pertinent to state and local technology plans and instructional goals.