Studying the processes involved in scaling technologically-mediated pedagogical innovations has moved into understanding how wider contexts relate to qualitative outcomes (depth, shift in reform ownership and spread). Understanding patterns in this relationship has been complicated by the diverse outcomes for a single innovation. This study examined the processes involved in scaling innovations, using the Cultural-Historical Activity Theory to view process as object, relating outcomes with the roles played by stakeholders in multiple layers of the school ecosystem (teachers, school leaders and cross-school personnel). The idea of multiple meanings in language facilitated the conceptualization of qualitatively different roles and outcomes. Multiple school cases (from different innovations) underwent cross-case comparison to create a typology of approaches to scaling. Three scaling models—sets of role combinations and related outcomes, were described: (1) Tech-Tools and Artifacts En Masse focused on across-the-board adoption of technology. (2) Deep Roots selected a core team to overhaul teaching approaches, with accompanying structural changes (in schedule, personnel involvement and professional learning communities). (3) Networks established partnerships among schools from the onset. The roles for each ecosystem level, for each model, were further explicated to relate roles and outcomes. This study emphasizes the importance of foregrounding the process objects—the meta-level—of scaling, articulating the processes that affect outcomes. The models offer school leaders and those involved in innovation implementation (e.g., innovation designers, academic consultants, teacher educators working across schools) a framework to dialog, evaluate existing implementation strategies, and articulate next steps in school innovation trajectories.

对扩大以技术为媒介的教学方法创新规模所涉及的过程进行研究，已使人们理解了更广泛的背景与质的结果（深度，改革所有权的转变和传播）之间的关系。单个创新的不同结果使对这种关系的理解方式变得复杂。这项研究使用文化历史活动理论将过程视为对象，将结果与利益相关者在学校生态系统多层（教师，学校领导和跨校人员）中所扮演的角色联系起来，研究了规模创新所涉及的过程。语言中的多种含义的概念促进了质的不同角色和结果的概念化。对多个学校案例（来自不同的创新）进行跨案例比较，以创建扩展方法的类型。描述了三种扩展模型-角色组合和相关结果集：（1）技术工具和工件En Masse专注于全面采用技术。（2）Deep Roots选择了一个核心团队来改革教学方法，并伴随着结构上的变化（进度，人员参与和专业学习社区）。（3）网络从一开始就在学校之间建立了伙伴关系。进一步阐述了每个生态系统级别，每个模型的角色，以关联角色和结果。这项研究强调了凸显流程对象（即元级别）的规模，阐明影响结果的流程的重要性。