The Tennessee department of education’s chief academic officer breaks down the state’s sweeping year-old reading policy, one of 26 approved in states around the country.
Ed-tech companies need to weave privacy protections into product design and the very fabric of what they do, says Linnette Attai, who consults organizations on GDPR and other regulations.
The Saint Paul School District in Minnesota was forced to move to virtual PD during the pandemic, but it still sees many advantages to face-to-face support, says Craig Anderson, the district’s executive director of the office of teaching and learning.
The director of an ambitious statewide program in Arkansas talks about how it aims to pair school districts with qualified providers of academic intervention.
Many education organizations in the market ignore common-sense ways to establish evidence for their products, explains consultant Kripa Sundar.
School districts looking to engage students will continue to need a robust virtual experience, even with the widespread return to in-person learning, says Kiddom Chief Academic Officer Abbas Manjee.
Companies like DreamBox Learning and Cognitive ToyBox relied heavily on the input of classroom teachers and parents in bringing new products to market during the pandemic.
The Lynwood Unified School District in California is trying to find a way to create opportunities for students to use ed tech, in a city where 30 percent of families lack at-home internet connectivity.
Products delivered through extended-learning time can greatly benefit English learners who have lost academic opportunities during the pandemic, says academic researcher Madeline Mavrogordato.
Education businesses need to be intentional about building relationships with people of color in their workforce, explains Kelli Doss, the chief talent and equity officer at Reading Partners.