By utilizing and applying ideas and steps from instructional design, teachers can create better learning experiences that lead students toward rigorous application and more meaningful outcomes.
Cambridge Public Schools created asynchronous learning modules for their teachers to provide training around edtech tools and edtech integration pedagogical practices. Educators can “build their own” professional learning experience by combining modules and completing them at their own pace, and receive professional development credit after submitting a final task.
A district technology team in MA created a process for teachers to propose pilots of new edtech tools in their classrooms
Gill-Montague Regional School District’s Director of Technology partnered with a Spanish interpreter and community liaison to support Spanish-speaking families. The efforts of the liaison facilitated stronger engagement with edtech among Spanish-speaking families.
Teachers can offer valuable insights on whether devices and tools effectively meet student needs for learning, and therefore should be regularly included in the evaluation process for technology decisions.
This guide will help school and system leaders design measurable solutions and then capture data to inform continuous improvements.
District technology leaders can develop asynchronous supports for educators to shift the areas in which they dedicate their capacity.
Districts must carefully consider whether edtech tools are meeting their intended goals by gauging the impact, adoption, satisfaction, and engagement of each product. Districts can utilize a variety of methods to collect data in order to better understand the ways a tool is used and its resulting outcomes.
Before jumping straight to solutions, school and system leaders should conduct a needs assessment to better understand their problem or challenge.
Before building or strengthening edtech processes, school and system leaders need to first take stock of what tools currently exist in their school system.
