Research focused on Ontario’s schools offers lessons for American companies about the challenges schools face in making smart ed-tech decisions.
The Long Beach, Calif., school district learned important lessons when it went looking for a company to provide a test-item bank for its online formative assessments.
Districts are overwhelmingly drawn to Chromebooks because they’re easy to manage, and school leaders tend to have mixed views on “freemium” tech products, said Anton Inglese, the chief financial officer of an Illinois school district.
Moving the needle on student achievement is an expectation more schools are sharing with their ed-tech partners. Here’s how Cleveland Metropolitan sets goals and monitors progress with data from companies.
Matthew Henshaw of the Spokane, Wash., district says open resources are filling some curriculum gaps, but they are “not the answer for all our needs.”
A California district leader explains how his system doesn’t just measure the success of ed-tech products by academic outcomes, but by ease of implementation, too.
Many pilots of ed-tech products occur too late for K-12 systems to make district-wide purchases of those products the next academic year. How can companies overcome that timing disconnect?
Securing the right to pilot-test a product in a school district can be a tantalizing opportunity for an education company. A pair of D.C. schools officials share their advice with vendors.
Two district curriculum specialists talk about how they judge products for common-core alignment, and the steps companies should take to better address their schools’ needs.
Educators typically use early-warning systems to watch for signs that students are struggling in school and on the road to dropping out. Now the superintendent of the 101,000-student DeKalb County Schools in Georgia wants to use that approach in working with vendors.