UCLA

Backed by billions of dollars of venture capital (Yelenevych, 2022) and the potential to revolutionize teaching and learning, education technology (edtech) companies have become an increasingly important part of the education ecosystem (Herold, 2022). Beyond their influence in classrooms and district offices, edtech companies are also influencing educators’ career trajectories. Edtech companies are eager to hire educators with experience in school-based roles (Dill, 2022), and for some educators, working in edtech could be a way to impact K–12 education in a new capacity. However, there is a lack of information about how to navigate such a transition. Educators interested in edtech must engage in their own research, making decisions about their future with inadequate information and support. Furthermore, there is even less information about the experiences of K–12 educators once they have successfully made the transition into edtech. This mixed method, explanatory sequential study provides insights into the motivation and experiences of educators working in edtech. A survey was conducted to generate insights about the characteristics of K–12 educators working in edtech, their motivations, experiences, expectations, and perceptions of their identity and impact. In addition to the 108 survey responses, interviews with 10 participants yielded several key findings. First, the educators in this sample were pushed out of their school-based roles by the professional demands associated with working in schools and districts; they were pulled into edtech because they believed that working in edtech would improve their quality of life. Second, the study participants experienced challenges at their edtech companies associated with diversity, equity, and inclusion (DEI) and with company leadership; they felt supported when onboarding was effectively designed and when support was built into the organizational structure. Third, the participants’ expectations about achieving better work/life balance and impacting the field of education in a new way were mostly met; their expectations of diversity initiatives and opportunities for promotion were not met. Finally, participants still identify as educators and believe they and their edtech company positively contribute to the field of K–12 education.