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My statement above is meant to reassure all educators that the tenets of good teaching, sound pedagogy, and research on learning are of the utmost importance. The focus must be on how the LEARNER is using it to LEARN in alignment with sound strategies and pedagogy. Clarity is also essential when it comes to purposeful use.
I remember vividly as a young principal when I started to drink the “edtech” Kool-Aid many years ago. While research and data certainly play a pivotal role in showcasing the value of change efforts, the real key is to make everyone part of the solution. It represented a true turning point in how I thought about change in education.
As the coronavirus pandemic challenges schools around the world to keep students engaged in remote learning and to use technology in new ways, many have turned to instructional technology coaches (also referred to as edtech coaches) for support. Our new report presents findings from a survey of edtech coaches in the U.S.
As district leaders look for ways to minimize disruption to children’s learning, edtech coaches can be great assets. Edtech coaches are familiar with your teachers’ and students’ tech skills. Edtech coaches have been closely working with teachers throughout the year, helping them use technology in their lessons and classrooms.
Educators face a daunting task of keeping up with rapidly evolving edtech products, identifying the best available applications and effectively implementing them in their classrooms. The ISTE Seal of Alignment product certification program has developed a reputation for identifying excellent edtech products that align with the ISTE Standards.
Education Stabilization funding can be used to purchase edtech that supports leaders’ vision for their learners and educators. With thousands of edtech products available, and many already in use in learning contexts, how can leaders determine which tools can support the transformation they hope to achieve for learners?
In an industry that values innovation, cutting-edge design, and lightning response to changing market needs, how can edtech products demonstrate their effectiveness? School district leaders and other edtech purchasers need a timely, reliable beacon to help them sort through the myriad products available.
After a year of fast-paced, high-pressure decision making, you’re now called on to figure out which edtech products will support your learners and educators. Which learning goals might edtech support? Was the edtech product informed by best practices and research? How is this tool different?
In a crowded marketplace with fierce competition for scarce dollars, savvy entrepreneurs embrace research to inspire, hone and scale their businesses. After the pandemic, the edtech market exploded with new products and services, and investment flowed freely. Global edtech funding plummeted 49 percent from 2021 to 2022, falling to $10.6
After all, one of the hottest topics in edtech these days is the growing practice of banning smartphones in schools, after teachers have reported that the devices distract students from classroom activities and socializing in person with others. For educators, this might not come as welcome news. Cheating Glasses?
a math teacher and instructional coach at Brashier Middle College Charter High School in Simpsonville, South Carolina, has more than two decades of experience and spends a lot of time thinking about edtech. If a classroom has spotty Wi-Fi or a teacher has inadequate access to devices for students, it’s awfully hard to make the most of edtech.
The goal of Digital Promise’s Marketplace Research work has been to create smarter supply and smarter demand in the education technology (edtech) marketplace. A foundational element of this work is research communications–helping consumers find reliable, evidence-based information they can trust about learning tools.
Though many edtech companies claim their products are research-based and effective, some educators say they have trouble believing these claims when targeted students and school contexts are ambiguous. What qualifies as “research”? What motivates developers to use research?
Over the past decade, global investment in edtech has soared to new heights. The urgent need to educate children at home created by COVID-19 lockdowns turbocharged already existing momentum, and analysts now expect edtech expenditure to reach an eye-watering $300 billion globally this year.
Edtech is ubiquitous in classrooms today, especially considering that the COVID-19 pandemic did something that previously seemed impossible. It thrust virtually every school into the deep-end of edtech, starting with remote learning. Amid those struggles, the global edtech market has surpassed $100 billion in value.
How might districts find edtech to support learning? Fortunately, educators can leverage learnings from some leading-edge K-12 districts who have developed thoughtful processes for making edtech decisions despite limited available evidence. To learn more about the research behind these learnings, check out the published study.
COVID-19 was edtech’s big moment, and while digital tools kept learning going for many families and schools, they also faltered. A great deal of edtech purchases went unused , equity gaps widened , and teachers and students were burned out. For those of us that have been in edtech awhile, it feels like we’re stuck in a loop.
Unfortunately, too many of our investments in educational technology (edtech) have fallen far short of our civil rights aspirations. Taking a more critical look at edtech. Why do we hold edtech products to a lower standard than many other educational factors that interact with our students?
As I have written extensively in the past, research and evidence should play a significant role in what learning can and should be as well as whether or not it is actually taking place. When it comes to #edtech in the classroom ask yourself these two questions to determine effectiveness: 1. Recently I posted the following tweet.
While we’ve come a long way from the “grasping at straws” syndrome, educators continue to ponder the worth of many educational technology (edtech) products and struggle with the best and most efficient means of choosing these products. So how does a teacher find new edtech products suitable for their classroom and determine their value?
These days there’s a wave of new edtech products hitting the market, and teachers and professors are increasingly making teaching videos and other materials for their classes. from the MIT Media Lab and has been working on design of educational materials for more than a decade, said it’s not that edtech companies don’t do any testing.
At a time when more than 11,000 edtech tools are on the market and schools are embracing learning technology like never before , there is a stunning lack of research and evidence to support the efficacy of those products. The natural starting point for edtech providers, instead, is pursuing ESSA Level IV certification.
Once an educational technology (edtech) tool is in a school, the hard work is just beginning due to a number of potential hurdles and challenges that leadership and educators need to overcome. The majority of students said that they very often or often used technology for research, writing papers, and taking tests.
They are a 1:1 district who have really begun to hit their stride and push the envelope when it comes to the purposeful use of technology aligned to research-based pedagogy. For more edtech tools, click HERE to access a resource curated by Tom Murray. You can read more about their progress in this post.
How can educators feel confident that an edtech tool supports learning? As an educator, I struggled to find reliable information about edtech tools as nearly every product I looked at claimed that it was based on research. This claim felt vague—what does “based on research” even mean to this product?—and
How can edtech shift from a focus on district administrators and classroom educators to better understand families’ needs during and after the COVID-19 pandemic? In a recent EdWeek Market Brief webinar , presenters discussed survey and interview findings regarding parents and caregivers’ edtech needs at this time.
When it comes to education technology (edtech), school leaders and developers alike want to provide the best tools—ones that truly make a difference. As a researcher, I get asked these questions all the time. Researchers are in the business of figuring out how to identify and measure things. We all want to help students learn.
Educators often tell Digital Promise that figuring out which edtech tools will support their learners and sifting through the enormous marketplace without any criteria has felt like an impossible task. Along with this wave of action has come an unwavering dedication to discovering and selecting edtech products that support learning.
So he felt frustrated, isolated: “I am stranded on this desert island because that site doesn't work [with my screen reader],” Jacob later told a researcher , also adding, “You can't just re-change your whole teaching plan, especially when you've distributed it.” For private edtech companies, it’s slightly more complicated.
Remote learning is no longer a remote possibility: The number of edtech tools accessed is nearly 90 percent higher since school closures due to the onset of COVID-19, according to a recently published analysis by LearnPlatform. And what resources are available to help families navigate the deluge of edtech products?
This blog post is the first of a two-part series discussing relationship building in edtech selection and purchasing. In this first blog post, we’ll address how educators can build and maintain good working relationships with edtech developers. The request for new edtech] doesn’t just come from a want or a wish.”
Research has found that a focus on social-emotional learning (SEL) in the classroom helps promote these relationships, and builds well-being and academic success. Here is where the reach, flexibility, and familiarity of educational technology (edtech) can be leveraged. Contemporary Educational Psychology , 54, 125-138.
Last fall, nearly six and a half years after my SMART board was fixed, I started a new job and became a deeper learning coordinator, leading the implementation and creation of an edtech ecosystem for the entire Reynoldsburg school district. Despite the money spent, our students have yet to recover from the learning loss.
When a school or district decides to cut a check for an edtech product, the end goal isn’t about owning a shiny new piece of hardware or app. And how much say do they—or should they—have in edtech decisions? And how much say do they—or should they—have in edtech decisions? So what explains the disconnect? Louis, Missouri.
In the world of edtech, the process for finding and purchasing new software or devices can sometimes feel like an app-based dating experience, with schools making quick decisions based on little information. How are schools researching their options? Implement the long-term, matchmaking type of approach to edtech decision making.
Poised for another unique school year, how can educators save time finding the right edtech tools for their learners? In partnership with more than 100 educators across the country, we’ve co-developed criteria that clearly names educators’ expectations from edtech. Learn more about the newly certified products in our press release.
For more information on leveraging edtech to accelerate learning, as well as comparisons between leading tools, see the Accelerate Learning Kits from K-12 Blueprint, or visit Microsoft Education. Las Cruces Public Schools is maximizing technology to increase equity and accessibility for all students.
Education leaders seeking to improve learning outcomes for English Learners have started exploring ways to leverage edtech tools to meet students’ diverse cultural and linguistic needs. Maintaining open lines of communication and feedback with edtech providers to continuously improve the products available in the market.
candidates at MIT’s Lifelong Kindergarten research group, say it all started with a single piece of feedback: “Just make learning fun.” Not an ideal conversation right after sessions on mindfulness, but the husband-and-wife researcher duo did take away two key lessons from the students’ candor. Quizizz is embodying this shift.
The next step for school leaders is to focus on purchasing edtech strategically, ensuring that these tools genuinely make a positive difference in teaching and learning. Susan Uram Director of Educational Technology at Rockford Public Schools But effectively evaluating edtech products is no small feat.
The people who build and fund edtech tools occupy different professional worlds than the educators who use those tools. That was clear when we invited a venture capitalist who invests in edtech companies to have a dialogue with a professor who has been critical of the edtech industry. And those worlds can sometimes collide.
Educational technology (edtech) companies have capitalized on technology’s potential to personalize learning experiences for students, which can result in content that is layered with mechanisms to support the needs of diverse learners. 5 major challenges surrounding edtech procurement. Finding new edtech products is difficult.
This week I came across a post by Larry Ferlazzo that asked educators to provide their response to why EdTech has over-promised and under-delivered. So what is the biggest problem in EdTech? Before even reading this post, I already began to develop some of my own answers based on my work and observations of schools all over the world.
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