Searching for "edtech"

edtech implementation failures

5 All-Too-Common Ways Edtech Implementations Fail

Chris Liang-Vergara and Kerry Gallagher (Columnist)     Apr 6, 2017

https://www.edsurge.com/news/2017-04-06-5-all-too-common-ways-edtech-implementations-fail

End users are too often removed from the decision-making process during procurement. Educators argue that too many products don’t actually meet the needs of teachers or students. Still others worry that it is too easy to implement new and popular technology without considering whether it is research-based and effective.

Only 33 percent of parents surveyed by the Learning Assembly said their child’s school did an excellent job using technology to tailor instruction.

Insufficient Modeling of Best Practices

A survey from Samsung found that 37 percent of teachers say they would love to use technology but don’t know how, and 76 percent say they would like a professional development day dedicated to technology.

implementations should start with the “why” and then address the “how.” Trainings should first model the best pedagogical approach, and how technology fits into this approach to support a learning objective. How to effectively use and troubleshoot the tool itself is also important, but it’s not the only factor.

How teachers integrate technology into their own teaching practices can have a dramatic impact on the results, even when they’re all using the same edtech tool. Videos that focus on scaling and modeling best practices (produced by places like the Teaching Channel and The Learning Accelerator) can help teachers and schools do this.

Teachers face initiative fatigue: They are constantly being asked to implement new programs, integrate new technologies, and add on layers of responsibility.

take the time to learn from the challenges of other schools, and recruit a coalition of the willing.

Real-World Usability Challenges

Relying on multiple devices (remote, clicker, iPad, computer mouse) to launch or navigate technology can be difficult. Additionally, teachers may start to use a tool, only to realize it is not flexible enough to meet their original needs, fit into the constraints of their particular school or classroom, or allow them to integrate their own content or supplemental resources.

The Right Data to Track Progress

Sometimes tech implementations fail because the products themselves don’t have the right depth of data for teachers or a workable interface. And sometimes they fail when eager IT directors lock down hardware and networks for security purposes in a way that makes the tool far less valuable for instructors.

Find, vet and implement edtech

Find, vet and implement edtech – painlessly!

By Nicole Krueger 12/13/2018
https://www.iste.org/explore/articleDetail?articleid=2325

Pre-vetted tools are rated in several categories

Educators seeking new technology can start by consulting a database of pre-vetted edtech tools, rated based on alignment with both child data privacy laws and the district’s instructional vision. Each entry includes notes about what the software does, how it can be used in the classroom, and the appropriate age level. Kaye is also working on aligning the database to the ISTE Standards so teachers can see at a glance which standards each tool can help them meet.

Every app falls into one of four categories:

  • Tools the district approves, supports, pays for, and will train teachers to use.
  • Tools that are approved and can be freely used on an independent basis.
  • Tools that are approved with stipulations, such as age or parental permission requirements.
  • Tools that are not approved because they don’t align with the district’s vision or data privacy needs.

Teachers can request to have a tool vetted

Teachers who choose a pre-vetted app from the approved list can start using it right away, without any further action needed. Educators who have a specific tool in mind that hasn’t yet been vetted can submit a request form that asks questions such as:

  • How does the tool connect to the curriculum?
  • Will students be consumers or producers when using it?
  • How easy is it to learn and use?
  • What are some of the things they plan on doing with it?

Make Edtech More Effective

How Do We Make Edtech More Effective? (Hint: It Has Nothing to Do With Technology)

By Jack Lynch     Dec 1, 2018

https://www.edsurge.com/news/2018-12-01-how-do-we-make-edtech-more-effective-hint-it-has-nothing-to-do-with-technology

he most important quality of the learning landscape is the human connection a teacher makes with a student.

using technology for learning is coming at the expense of personal connections between students and teachers

technology

++++++++++++++++++
more on edtech in this IMS blog
http://blog.stcloudstate.edu/ims?s=edtech

edtech implementation fails

5 All-Too-Common Ways Edtech Implementations Fail

By Chris Liang-Vergara and Kerry Gallagher (Columnist)     Apr 6, 2017

https://www.edsurge.com/news/2017-04-06-5-all-too-common-ways-edtech-implementations-fail

On the surface, adopting technology to support teacher needs or student challenges isn’t terribly complex: define the problem you’re trying to solve, identify the right tools for the job, and implement the tools effectively and with fidelity.

challenges. End users are too often removed from the decision-making process during procurement. Educators argue that too many products don’t actually meet the needs of teachers or students. Still others worry that it is too easy to implement new and popular technology without considering whether it is research-based and effective.

Only 33 percent of parents surveyed by the Learning Assembly said their child’s school did an excellent job using technology to tailor instruction.

  • Understanding Purpose

Technology is just a tool, not a means in and of itself. Any school or teacher that sets out to use technology for its sake alone, and not in the service of personalizing learning or addressing specific needs, is on a mission to fail.

  • Insufficient Modeling of Best Practices

A survey from Samsung found that 37 percent of teachers say they would love to use technology but don’t know how, and 76 percent say they would like a professional development day dedicated to technology.

ideos that focus on scaling and modeling best practices (produced by places like the Teaching Channel and The Learning Accelerator) can help teachers and schools do this.

  • Bad First Impressions

Teachers face initiative fatigue: They are constantly being asked to implement new programs, integrate new technologies, and add on layers of responsibility. In one Wisconsin district, nearly half of teachers felt ongoing district initiatives were a “significant area of concern.”

Forward-thinking schools take the time to learn from the challenges of other schools, and recruit a coalition of the willing.

  • Real-World Usability Challenges

Relying on multiple devices (remote, clicker, iPad, computer mouse) to launch or navigate technology can be difficult. Additionally, teachers may start to use a tool, only to realize it is not flexible enough to meet their original needs, fit into the constraints of their particular school or classroom, or allow them to integrate their own content or supplemental resources.

  • The Right Data to Track Progress

Lack of useful data, problem definition, weak teacher buy-in, first impressions, and usability challenges all have the potential to torpedo smart technology products.

 

ed leadership and edtech

Edtech playground: Helping teachers choose better tools

By Nicole Krueger Leadership

https://www.iste.org/explore/articleDetail?articleid=2177

A virtual reality headset can take students on an immersive journey to another world. But no matter how cool it is, if that $3,000 piece of equipment enters a classroom and doesn’t provide any real instructional value, it can quickly become a very expensive paperweight.

Most schools don’t do edtech procurement really well yet. Sometimes we buy products that end up in closets because they don’t fit the instructional needs of students, and we end up not being good stewards of taxpayer dollars.

Located in the district’s central office, where hundreds of teachers and staff members stop by each week for professional development, the playground offers a creative space that encourages teachers to explore new tools that have been vetted and approved by the district’s tech department.

In the United States, K-12 schools spend more than $13 billion a year on edtech — often without any idea whether it will make a difference in learning outcomes.

 

++++++++++++++++
More on ISTE in this IMS blog
http://blog.stcloudstate.edu/ims?s=iste

more on digital literacy for ed leaders in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+literacy+EDAD

Maslow hierarchy for edtech

5 ways to apply Maslow’s Hierarchy of Needs to edtech for better outcomes

By Dave Saltmarsh September 26th, 2017
My Note: when stripped from the commercialized plug in for Apple, this article makes a good memorization exercise for pedagogues.

According to American psychologist Abraham Maslow, all humans have the same fundamental needs (food, clothing and shelter), and these needs must be met before an individual is motivated to look beyond these basic needs. This motivational theory is commonly referred to as Maslow’s hierarchy of needs.

  • Physiological (basic) needs: food, water, warmth, rest
  • Safety needs: security, safety
  • Love needs: intimate relationships, friends
  • Esteem needs: feeling of accomplishment
  • Self-actualization: achieving one’s full potential

Maslow’s hierarchy of needs can serve as an analogy for what is possible with instructionally-designed technology

1. Device Deployment = Basic Needs

Device deployment is the first basic need of any school looking to leverage education technology. If schools are unable to procure devices and if IT is unable to get these devices into the hands of students and educators, there is no moving forward.

2. Communication = Safety Needs

Beyond basic communications functions, apps must be made available and installed for an additional layer of connectivity. For example, learning management systems (LMS) enable communication beyond classroom walls and empower students with the learning resources they need while at home or in the community. However, how do we ensure access off-campus for those without ubiquitous internet connections

3. Productivity = Love Needs

Communication that encourages higher-level thinking and problem solving is where dramatic learning happens.

4. Transformation = Esteem and Self-Actualization Needs

IT and educators are pairing innovative teaching methods such as blended learning (a mix of technology and traditional learning) or flipped classrooms (teaching is done at home and exercises during class time) with education apps (productivity layer).

5. Let Mobile Device Management (MDM) Be Your Stepladder

+++++++++++++++++++++
more on digital literacy for EDAD in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+literacy+EDAD

a technologically literate graduate

Profile of a technologically literate graduate

By Jorge Valenzuela 1/7/2019

https://www.iste.org/explore/articleDetail?articleid=2329

When school leaders set out to create a profile of their ideal graduate, many trip up on defining technological literacy and subsequently struggle to select the right edtech to get students there.

digital equity and digital citizenship

use your divisionwide or statewide profile of a graduate.

STEP 1: Have a model and unpack it

In my state of Virginia (like many other states), we focus on these four:

  • Content knowledge
  • Workplace skills
  • Community engagement and civic responsibility
  • Career exploration

STEP 2: Tag team with colleagues to plan instruction

In step one we created our graduate profile by brainstorming and identifying both the personal and professional knowledge and skills that our future graduates need. Now it’s time to formulate plans to bring the profile to fruition. To ensure student success, implementation should take place in the classroom and tap the expertise of our colleagues.

Student  success is never due to one teacher, but a collaborative effort.

STEP 3: Identify and leverage the right industry partners

Technological literacy requires students to create authentic products using appropriate edtech, therefore developing technologically literate graduates should not be left entirely to teachers and schools.

Soliciting the help of our industry and business partners is so crucial to this process

Step 4: Create career pathways in schools

schools create systemic K-12 career pathways — or pipelines — for their students and give teachers ample time and space to plan and work together to maximize the learning aligned to well-developed graduate profiles.

game based learning

How Game-Based Learning Empowers Students for the Future

https://www.edsurge.com/news/2019-01-22-its-2019-so-why-do-21st-century-skills-still-matter

educators’ guide to game-based learning, packed with resources for gaming gurus and greenhorns alike.

How are schools and districts preparing students for future opportunities? What is the impact of game-based learning?

It’s 2019. So Why Do 21st-Century Skills Still Matter?

By Suzie Boss     Jan 22, 2019

21st-century trends such as makerspaces, flipped learning, genius hour, gamification, and more.

EdLeader21, a national network of Battelle for Kids.has developed a toolkit to guide districts and independent schools in developing their own “portrait of a graduate” as a visioning exercise. In some communities, global citizenship rises to the top of the wish list of desired outcomes. Others emphasize entrepreneurship, civic engagement, or traits like persistence or self-management.

ISTE Standards for Students highlight digital citizenship and computational thinking as key skills that will enable students to thrive as empowered learners. The U.S. Department of Education describes a globally competent student as one who can investigate the world, weigh perspectives, communicate effectively with diverse audiences, and take action.

Frameworks provide mental models, but “don’t usually help educators know what to do differently,” argues technology leadership expert Scott McLeod in his latest book, Harnessing Technology for Deeper Learning. He and co-author Julie Graber outline deliberate shifts that help teachers redesign traditional lessons to emphasize goals such as critical thinking, authenticity, and conceptual understanding.

1. Wondering how to teach and assess 21st-century competencies? The Buck Institute for Education offers a wide range of resources, including the book, PBL for 21st Century Success: Teaching Critical Thinking, Collaboration, Communication, and Creativity (Boss, 2013), and downloadable rubrics for each of the 4Cs.

2. For more strategies about harnessing technology for deeper learning,listen to the EdSurge podcast featuring edtech expert and author Scott McLeod.

3. Eager to see 21st-century learning in action? Getting Smart offers suggestions for using school visits as a springboard for professional learning, including a list of recommended sites. Bob Pearlman, a leader in 21st century learning, offers more recommendations.

++++++++++++++
more on game- based learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=game+based

1 2 3 9

Skip to toolbar