Advocating for equitable edtech investments starts with collecting and understanding data. School and district leaders must consider what data points they collect and analyze before investing into new technology.
This section of The Learning Accelerator (TLA)’s EdTech Systems Guide details considerations for reflecting on a pilot program as part of a broader edtech selection process and was developed in partnership with the Massachusetts Department of Elementary and Secondary Education’s Office of Educational Technology.
This section of The Learning Accelerator (TLA)’s EdTech Systems Guide details considerations for conducting a pilot program as part of a broader edtech selection process and was developed in partnership with the Massachusetts Department of Elementary and Secondary Education’s Office of Educational Technology.
This section of The Learning Accelerator (TLA)’s EdTech Systems Guide details considerations for designing a pilot program as part of a broader edtech selection process and was developed in partnership with the Massachusetts Department of Elementary and Secondary Education’s Office of Educational Technology.
This nine-part edtech evaluation process was developed as part of The Learning Accelerator (TLA)’s partnership with the Massachusetts Department of Elementary and Secondary Education’s Office of Educational Technology and is included in TLA’s EdTech Systems Guide.
This three-part process to determine edtech needs was developed as part of The Learning Accelerator (TLA)’s partnership with the Massachusetts Department of Elementary and Secondary Education’s Office of Educational Technology and is included in TLA’s EdTech Systems Guide.
This four-part strategy to consistently engage stakeholders in edtech selection, implementation, and evaluation processes was developed as part of The Learning Accelerator (TLA)’s partnership with the Massachusetts Department of Elementary and Secondary Education’s Office of Educational Technology and is included in the EdTech Systems Guide.
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, West Chester Area School District’s Cyber Program sought to develop multiple ways for students to demonstrate mastery of standards and establish common understandings of rigor and expectations for cyber courses.
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, Highline Virtual Academy sought to establish common expectations for synchronous class participation and provide scaffolds to encourage student discourse.
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, Plymouth-Canton Community Schools’ Virtual Academy sought to articulate expectations to better support students with virtual learning and train teachers on best practices for establishing norms and expectations in a virtual learning environment.
