Ed-tech companies conducting research often miss critical steps in gathering information about their products’ effectiveness, and the experiences of teachers and students using them.
In an exclusive survey of school district leaders, nearly half reported they are dissatisfied with current educational content offered by commercial providers.
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.”
The sweeping new federal education law could have big implications for state and local spending on school interventions, tutoring, classroom technology, academic content, and other priorities.
“Personalization” has become the norm in districts trying to customize digital tools, instruction, and schedules to meet individual students’ needs. But K-12 leaders are also demanding customization in another area: professional development.
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.
K-12 systems are telling publishers and other content producers to give them materials for English-language learners that are more challenging, and tailored to specific grade spans and academic subjects.
Districts’ purchases of new educational technology may start with lofty visions, but the deals end up firmly planted back down on the ground, where concrete concerns take precedence during post-purchase product evaluations and contract renewals.
School districts are in the market for digital content for English learners but the demand is unevenly dispersed throughout the fifty states.
The push for “interoperability” is forcing content providers to make important decisions—about which standards to adopt or ignore, how much time and money to devote to that work, and how to anticipate and adjust to shifting district demands.