Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
The communication practices between educators, administrators, government officials, and students were key features of educational technology leadership in Western Canada. This paper presents the findings of an exhaustive study of all 75 large K-12 districts in Canada's three westernmost provinces: British Columbia, Alberta, and Saskatchewan. A data transformation model mixed methods triangulation design methodology was used in this study of over 1.1 million students across a geography of over 2.2 million square kilometers. Western Canadian K-12 relies heavily on cloud computing, and this approach enabled a successful shift to online education during COVID-19. What emerged from this research were several organizational collaboration practices that enabled inter-disciplinary communication 1i. These practices produced this highly robust IT infrastructure. This paper will present these collaborative communication practices and the formalized organizational initiatives that enable them. The extent and impact of these interdisciplinary collaborative communication practices were so profound that they nullified differences in school district size and the locus of authority for educational technology decision-making.
