If a product overpromises and underdelivers, it will fail. If too little time and support is provided for the adoption, it will fail. If a tool just adds to the workload without a tangible offset, it will fail. Several studies show low usage levels for ed-tech products. We avoid tools that simply automate obsolete practices. We have to constantly ask, “What actual problem are we trying to solve?” We look for tools that help students ideate, create, iterate, and present their work. How do you help them avoid such mistakes? What is the most common mistake educators make when using a new learning technology?įinding a new tool that does the wrong thing more efficiently. Good tools, implemented properly, are like a rising tide that lifts all boats. Ed-tech products have the potential to truly solve issues of equity and to create much better outcomes for students. And finally, then helping/supporting/coaching them through the change process. Second, showing the vision of the good can come from the change. First, people need to clearly see that change is necessary-that the “platform that they are standing on is burning,” if you will. I think it’s always a three-step process. This special report-the first in a series of three special reports for the 2019-20 school year that Education Week is producing for K-12 ed-tech leaders-examines how schools track tech usage and what steps they should take to make better use of educational technology tools.
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