Innovations have a fragile existence, particularly when they are not consistent with a state or district curriculum and accountability measures. Without institutional support, innovations die off when their champion leaves or becomes discouraged. In their study of technology implementation in middle schools, Morocco et al. In addition to the greater staying power of innovations supported by the broader educational system, there are significant economic and political arguments for broader-based reform efforts. Initiatives involving telecommunications technologies require larger-scale involvement by their very nature.
States also have an important role in guaranteeing equality of access.
Student homes vary dramatically in the amount of technology available, and without state action, differences among schools serving advantaged and disadvantaged students are likely to reinforce such inequalities. The discussion of the two models above suggests the need for a third, hybrid model of reform implementation. In a hybrid model, the state can provide a structure within which local initiatives receive funding and become part of a dissemination network. Funding, technical assistance, and waivers from regulations can be used to support local reform. In the technology area, model schools programs, support for inservice training, funding for local development of technology-based materials, and development of a telecommunications infrastructure are some of the steps states are taking.