On a bright, sunny day, a group of first-graders eagerly begins a science investigation called “Shadow Town.” The teacher gathers them in a circle and asks, “What causes shadows?” It’s a good question. The students are all familiar with shadows, have had fun with them and no doubt played shadow puppets, but that’s different from being able to explain them. Many suggestions are shouted out as students’ imaginations get fired up by the mystery of light and darkness.

The teacher takes the students outside to test their ideas. “Can I run away from my shadow?” one student wonders. Another asks, “Can I trick my shadow into disappearing?” As they experiment with shadows, predict their movements, explore how light interacts with different materials, and discuss what they see with their partners, the students learn not just about the mechanics of shadows but also about the scientific process of inquiry and investigation. Through this exploration, they begin to apply their newfound knowledge to solve a real-world problem: why the town of Rjukan, Norway, spends much of the year in shadow and how different solutions could work.

Combining phenomena-based learning with 3D science standards helps students see science as a way to make sense of the world around them. They become more motivated to learn and more capable of thinking critically about the challenges they will face in the future.

“Shadow Town,” a module in the K-8 curriculum Twig Science, is an example of phenomena-based learning in action, an approach that taps into students' natural curiosity to make sense of the world around them. In this context, phenomena are simply observable events or situations. They play a crucial role in science education because they provide students with concrete, engaging examples of scientific concepts in the real world. They provide great opportunities to develop student inquiry — students see something happening, ask questions about it and conduct research to learn more about it.

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In "Shadow Town," students investigate why the town of Rjukan, Norway, spends much of the year in shadow.
Image credit: Imagine Learning

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Phenomena in the Context of 3D Science

Phenomena-based learning also aligns with the Next Generation Science Standards (NGSS) and other three-dimensional (3D) science standards that emphasize a comprehensive, integrated understanding of science. These standards were designed to move science education away from rote memorization and toward engaging students in practices real scientists use to explore and model the world, fostering deeper understanding of scientific concepts and developing skills like critical thinking, collaboration and communication.

The NGSS and other 3D science standards are structured around three dimensions of science learning:

1. Science and Engineering Practices (SEPs): These involve the skills and behaviors that scientists and engineers engage in, such as asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, and constructing explanations.
2. Crosscutting Concepts (CCCs): These overarching concepts bridge disciplinary boundaries, such as patterns, cause and effect, energy and matter, structure and function, and stability and change.
3. Disciplinary Core Ideas (DCIs): These are fundamental ideas in science that students should understand, divided into four domains — physical sciences, life sciences, Earth and space sciences, and engineering, technology and applications of science.

The integration of these three dimensions helps students develop a holistic understanding of science, moving beyond memorizing isolated facts to actively engaging in scientific practices and understanding the broader concepts that connect different areas of science.

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3D Learning with Twig Science

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A Motivation to Engage

Phenomena-based learning and 3D science standards naturally complement each other. Phenomena-based learning provides the context and motivation for students to engage in the practices, concepts and core ideas outlined in the standards. For example, in investigating “Shadow Town,” students engage in Science and Engineering Practices by asking questions and planning investigations to understand why shadows change. They use the Crosscutting Concept of “patterns” to observe how shadows behave at different times of the day and the Disciplinary Core Idea of Earth’s movements to explain these patterns. Through this process, they’re not just learning scientific facts but experiencing science as a dynamic, integrated discipline that helps them make sense of the world.

Recommended Resources:

• Twig Science: A comprehensive, NGSS-aligned science program full of exciting, real-world STEM challenges that spark student engagement and a long-lasting love of science.
• Unlocking Success with Phenomena-Based Science Instruction: In Twig Science, students investigate and make sense of phenomena through multiple modalities, empowering them to connect with science in the world around them.
• The Ultimate Guide to Three-Dimensional Learning: Teach real-world skills with 3D science and find resources including practical approaches, printable posters and a podcast episode.
• The Ultimate Guide to Phenomena: A guide to sparking student inquiry and discovery, including a podcast episode, a breakdown of anchor phenomena in Twig Science, and downloadable phenomena trackers.
• Open Any Door with Critical Thinking, Collaboration, Communication, and Creativity: A series of blog posts exploring the 4Cs of STEM.
• Practical Approaches to 3D Science: A foundations paper exploring Crosscutting Concepts, Science and Engineering Practices, and Disciplinary Core Ideas.

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Multimedia resources in Twig Science bring phenomena to life that students might not otherwise have access to.
Image credit: Imagine Learning

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Creating opportunities for such investigations requires thoughtful design and alignment with educational standards. In designing high-quality instructional materials and even entire curricula that support phenomena-based learning, several key areas demand attention:

• Rich, real-world phenomena: Across grades K-8, effective curricula feature carefully chosen phenomena — such as the passing of the seasons, light reflecting in a mirror or the erosion of mountains — that are relevant, observable and meaningful to students. They’re complex enough to require students to engage deeply with the dimensions of science but accessible enough to be explored through student-led inquiry and investigation.
• High-quality multimedia resources: Videos, interactive simulations and virtual labs bring phenomena to life that students might not otherwise have access to, providing dynamic, visual experiences that enhance understanding.
• Engaging and clear learning materials: Learning materials should be engaging and aligned to 3D science standards. They should guide students through the inquiry process, provide opportunities for reflection and discussion, and scaffold learning to include all students in investigations.
• An innovative assessment system: Assessment systems should help teachers evaluate student understanding of the three dimensions of the NGSS. These systems include a range of assessment strategies, from pre-exploration activities that gauge prior knowledge to formative and summative tasks, plus built-in data-reporting tools to help track student progress throughout their learning journeys.

Combining phenomena-based learning with 3D science standards helps students see science as a way to make sense of the world around them. They become more motivated to learn and more capable of thinking critically about the challenges they will face in the future. As students engage with real-world phenomena, they not only learn about science but also begin to think and act like scientists, developing a lifelong sense of wonder and inquiry that will help them deal with all kinds of challenges they will face throughout their lives, in education and beyond.

© Image Credit: Imagine Learning

The rise of AI promises new solutions to long-standing challenges. It also introduces some challenges of its own. In addition to concerns over privacy, bias and reliability, AI is driving a flood of new products in a broad range of sectors, including education. As options pile up, districts and schools struggle to identify effective solutions amid clever marketing and bold promises.

As a member of the LEARN Network, a federally funded initiative dedicated to supporting the development and scaling of quality educational products and programs, I've collaborated with researchers, developers, practitioners and educational leaders from across the country. Over the years, our team has gained unique insights into why some products succeed, why others fail, and what districts and schools may consider when selecting new tools and programs.

Effective edtech has never — and should never — be designed to replace human relationships with students.

One lesson we’ve learned is that the current wave of AI-powered edtech is not all that different from the products and programs we are used to. Some products show promise; others fall flat. Though options are more plentiful and technology advanced, schools must remain diligent in their selection processes. Based on our work and our conversations with leaders in this space, here are some important questions to ask while searching for an edtech solution in the age of AI.

What Does It Do?

Effective edtech has never — and should never — be designed to replace human relationships with students. In response to the rise of school-based AI programs, policymakers in states like California and Minnesota and organizations like the National Education Association are pushing to ensure that educators remain at the center of education. Quality edtech, whether powered by AI or not, should work to enhance educational effectiveness and efficiency.

One key differentiator decision-makers may consider is between student-facing AI, which students interact with directly, and products and programs designed for practitioners, administrators and other staff. Both uses require unique considerations. For example, for student-facing products, it is essential that developers use guardrails to prevent bias, protect privacy, and ensure reliability. For administrative applications, considerations will likely focus more on whether the edtech increases efficiency while leveraging the expertise of humans.

Does It Have a Solid Evidence Base?

The most critical factor in selecting edtech is its evidence base. Is there research to back its claims? If so, how reliable is that research? As we’ve found in our work, these can be difficult questions to answer.

Edtech only works if it can be implemented effectively. Products can fail if they are too cumbersome, don't fit into staff workflows or don't align with existing programs.

The Every Student Succeeds Act’s (ESSA) tiers of evidence can provide a useful framework for evaluating edtech, describing the varying degrees of research that can underlie a product. Simply meeting an ESSA tier of evidence, however, does not guarantee effectiveness. Products or programs that meet ESSA’s lowest tier, for example, may only be based on evidence-backed strategies or practices. The products themselves may never have been tested. Researchers Mary Bratsch-Hines and Heather Aiken, leaders behind the TRI-Reading App, expanded on the importance of comprehensive evaluation in a recent episode of The SRI Homeroom podcast.

“Sometimes people can claim that they are following the science of reading purely because they are covering the five elements from the National Reading Panel… But how they packaged it together, we don’t necessarily know that the program as a whole will work.” — Mary Bratsch-Hines, Senior Manager for Research and Evaluation at the University of Florida Lastinger Center for Learning.

Edtech that meets ESSA’s highest tiers of evidence, Tiers 1 and 2, have been more rigorously evaluated, with findings cited in repositories like the What Works Clearinghouse.

However, a lack of evidence does not necessarily mean a product is ineffective. Some edtech, particularly in the age of AI, may be too new to boast an extensive research base. In these instances, products should at least present a compelling case and meet a priority need.

Schools may also consider compiling their own body of evidence. Examine developer briefs, speak with peers in similar contexts and, if you decide to move forward, conduct a pilot to generate real, localized evidence. H. Alix Gallagher, director of strategic partnerships for Policy Analysis for California Education (PACE), recently wrote about the piloting process for the LEARN Network blog.

Does It Really Meet Your Needs?

While evidence is crucial, it’s not the only factor that can influence the success or failure of a new product or program. Schools and districts should also carefully consider their goals. Is there a specific challenge you are attempting to address or a set of outcomes you hope to improve? Take some time to investigate your needs, speak with team members and ensure you fully understand the scope of your challenges and their root causes.

Some products claim to offer broad, generalized benefits and improvements for schools, faculty and students. In our conversations with educational leaders, however, we've found that teachers are often unlikely to adopt solutions to problems if they don't perceive them as significant. Ensuring that the technology addresses a recognized need is critical for successful implementation.

Does It Fit Your School Context?

Edtech should be designed to meet the needs of all students, fostering growth and equity through education. When products or programs aren't relevant or accessible to members of the communities they serve, they can inadvertently cause harm.

Edtech only works if it can be implemented effectively. Products can fail if they are too cumbersome, don't fit into staff workflows or don't align with existing programs. Examine your current systems, staff capabilities and capacity to determine if a product is a proper fit.

For example, the developers of A2i, an impactful, broadly scaled tool designed to improve literacy outcomes for young students, partly attributed its success to its integration with various learning management systems. Implementation can suffer when a product requires a radical departure from established processes, duties or expectations.

Districts and schools may also consider the unique needs of their community. Are there any structural, cultural or environmental factors that might limit some members’ access to a new product or limit its effectiveness for the community as a whole? Ensuring that the product fits your specific environment is crucial for its success.

How Was the Product Developed?

Effective edtech often results from extensive discussions, collaborations, revisions and iterations involving a diverse range of stakeholders. At the LEARN Network, we encourage researchers and developers to involve school and district leaders, educators and community members in the design phase of their work. Products that lack sufficient input can struggle with unforeseen challenges upon implementation.

In our recent webinar focused on rural schools and communities, a panel of researchers, practitioners and educational leaders cautioned against “drive-through approaches” to product design, encouraging developers to employ a more inclusive, community-focused approach to development.

Does It Prioritize Equity?

Edtech should be designed to meet the needs of all students, fostering growth and equity through education. When products or programs aren't relevant or accessible to members of the communities they serve, they can inadvertently cause harm.

The rise of AI-powered edtech offers districts and schools a unique opportunity to seek out new tools and programs that are accessible, equitable, and responsive to the needs of diverse learners. In a recent LEARN Network blog, we spoke with leading voices from the Strategic Education Research Partnership (SERP) Institute and SRI about this opportunity and some potential paths forward.

Free LEARN Network resources for researchers, developers and educators:

• The LEARN to Scale Toolkit: a comprehensive resource for researchers and developers based on the Invent-Apply-Transition framework
• Stories of Scaling: a profile series highlighting impactful researchers, entrepreneurs and evidence-based products
• The LEARN Network Blog: articles, podcasts and Q&As featuring experts and thought leaders from across the U.S.
• LEARN Network Research: action-oriented research briefs focused on product development, procurement and more

An effective method for centering equity in the edtech search process is by elevating student voice. Students are self-aware, highly technologically competent and carry unique experiences and perspectives on learning. By involving students in their piloting and procurement processes, districts and schools can help ensure they’re adopting technology that will serve all members of their community.

Decision makers can also prioritize student voice in their edtech search, considering products that have been designed and developed in collaboration with students. LEARN Network researcher Ela Joshi expanded on the value of student voice in this recent podcast.

Artificial intelligence has the potential to power effective new tools and approaches, reducing burdens on schools, fostering equity and inclusion, and helping students overcome long-standing barriers. As we’re seeing in other sectors, however, the letters “AI” are not always indicative of quality.

In their search for the next generation of edtech solutions, we must all avoid flash and continue focusing on fundamentals. By prioritizing evidence, understanding specific needs, ensuring contextual fit, examining how products are developed, emphasizing equity and including diverse voices in the search and selection processes, educational leaders can navigate the complexities of AI-powered edtech and find products that truly lead to better outcomes.

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The information reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305N220012 to SRI International. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

© Image Credit: Family Stock / Shutterstock

The COVID-19 pandemic has left a lasting impact on students’ social-emotional well-being. As schools return to in-person learning, educators face the challenge of addressing the diverse emotional needs of students who have experienced unprecedented disruptions. Research shows that the pandemic has heightened feelings of anxiety, loneliness and uncertainty among young learners, making social-emotional learning (SEL) more critical than ever.

A study conducted by the American Psychological Association found that post-COVID mental-health-related incidents in children and adolescents were on the rise. Additionally, the Centers for Disease Control and Prevention noted a significant increase in mental health-related emergency department visits among children. As we navigate this new landscape, schools must adopt innovative and practical strategies to support students’ SEL needs, even with limited time and resources.

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Kezie helps students identify their feelings.
Image credit: Khan Academy Kids

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Unique Strategies for Implementing SEL With Limited Resources

Emotional Check-In Stations

Create simple, designated spaces in classrooms where students can "check in" with their emotions at the beginning and end of the day. These stations can include mood meters, emoji charts, or even a "feelings box" where students can drop in anonymous notes. This practice not only helps students identify and express their emotions but also provides teachers with insight into their emotional states.

Allowing students to express themselves creatively can be a powerful outlet for processing complex emotions.

Storytelling and Role-Playing

Encourage students to share their stories and experiences from the pandemic or other challenging moments through creative storytelling or role-playing activities. This approach allows students to process their emotions and build empathy by understanding the experiences of their peers.

Mindful Moments

Integrate short, mindful moments throughout the school day to help students manage stress and focus. These can include breathing exercises, guided imagery or simple stretches. Mindfulness practices are quick to implement and can be done as a class or individually, providing a calm and centered start to the day.

Virtual Pen Pals and Buddy Systems

Foster connections and reduce feelings of isolation by setting up virtual pen pals or buddy systems within the school or with other schools (feel free to use dictation or voice recording for students still gaining writing confidence!). This initiative allows students to share their thoughts and feelings with peers, providing a sense of community and support. It also enhances communication skills and empathy.

Creative Expression Through Art and Play

Provide opportunities for creative expression through art, music and play. Allowing students to express themselves creatively can be a powerful outlet for processing complex emotions. Activities like drawing, crafting or playing musical instruments can be integrated into the school day without requiring extensive resources.

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Owen practices identifying emotions.
Image credit: Allison Leedie / Khan Academy Kids

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How Edtech Can Help

Educational technology has become an invaluable resource in addressing the diverse SEL needs of students, especially in the post-COVID era. With many schools facing resource constraints, edtech provides scalable and flexible solutions that can be easily integrated into daily routines. Here’s how edtech can support SEL initiatives:

Scalable Access to SEL Resources

Edtech platforms like Khan Academy Kids offer a vast array of SEL content that students, teachers and parents can access from anywhere. This accessibility ensures that SEL resources are available to all students, allowing them to utilize them when they need support the most.

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Reya helps users explore their feelings through storytelling.
Image credit: Khan Academy Kids

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Personalized Learning Experiences

One of the significant advantages of edtech is its ability to personalize learning experiences. Platforms can adapt content to meet each student's specific emotional and developmental needs. For example, the interactive activities in Khan Academy Kids’ SEL curriculum can be tailored to help students explore their emotions at their own pace, making the learning experience more relevant and impactful.

Integration of Interactive Tools

Edtech enables interactive tools, such as digital mood meters, emotion charts and story-based scenarios, which can be more engaging for students than traditional methods. These tools can help students better understand and express their emotions. For instance, Khan Academy Kids’ use of expressive characters and voice recordings allows students to explore a range of emotions in a fun and engaging way.

Recommended Resources:

• Social Emotional Learning Activities for the Classroom
• Supporting Your Teachers During Back-to-School Season
• Access Free Books for Your Classrooms

Support for Teachers and Parents

Edtech platforms provide valuable support for teachers and parents by offering ready-to-use resources and activities. This support is crucial, especially in environments where educators may lack specific training in SEL. Khan Academy Kids offers comprehensive guides and activities that can be used in both classroom and home settings, ensuring consistent SEL support across different environments.

Data-Driven Insights

Many edtech platforms offer data analytics tools that help educators track students’ progress and identify areas where additional support may be needed. This data-driven approach allows for more targeted interventions, ensuring that students receive the help they need when they need it.

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Mila and Juliet identify feelings.
Image credit: Denisse Chao / Khan Academy Kids

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Building a Resilient Future Together

As we navigate the complexities of the post-COVID educational landscape, prioritizing social-emotional learning is more important than ever. By leveraging sustainable practices and scaling them using edtech, schools can provide scalable, personalized and engaging SEL experiences that support students’ emotional and mental well-being.

© Image Credit: Khan Academy Kids

Since the pandemic, the urgency of designing and scaling evidence-based products to support learning recovery has become more pronounced. Educational institutions are grappling with unprecedented disruptions and widening achievement gaps, making the need for effective, research-backed interventions critical. The focus is not only on creating these products but also ensuring they are adopted and effectively implemented in schools and classrooms across the country.

The Leveraging Evidence to Accelerate Recovery Nationwide (LEARN) Network, funded by the U.S. Department of Education's Institute of Education Sciences, is at the forefront of this effort. Led by SRI International, a nonprofit with a strong track record of bringing innovations to market, the LEARN Network focuses on promoting learning growth by enhancing the use of evidence-based educational products.

The Network also comprises four product teams dedicated to adapting and positioning evidence-based products that boost literacy and math learning to make them more useful and accessible for educators. By providing learning and coaching opportunities, the LEARN Network aims to build the capacity of these teams and others in the field to equitably and sustainably scale educational products. This involves understanding educators’ problems of practice and needs and systems decision-making processes in product procurement, and developing tools for researchers, developers and educators to support the widespread adoption of effective solutions.

Jessica Mislevy
Director of Digital Learning and Technology Policy, SRI Education

Recently, EdSurge spoke with education researchers Kerry Friedman and Jessica Mislevy about the importance of integrating evidence-based practices, educator input and a systems lens from the earliest stages of product development. Friedman, a former teacher with 12 years of experience in research and technical assistance, focuses on strengthening educators' and system leaders' ability to use evidence in practice. As the project director for the LEARN Network, she works with researchers and developers on capacity building and design of evidence-based products and programs. Mislevy is the director of digital learning and technology policy at SRI Education, specializing in mixed-methods evaluations of products designed to improve student outcomes in K-12 and post-secondary education. She is a co-principal investigator with the LEARN Network, focusing on educators’ effective adoption and scaling of evidence-based practices and programs.

EdSurge: Why are evidence-based products and programs so vital, especially at this point in time in America’s schools?

Mislevy: We've all seen how the COVID-19 pandemic upended education systems across the country, interrupting learning for students and exacerbating existing inequalities in education. We're seeing this reflected in the 2022 data from the National Assessment of Educational Progress with the first-ever decline recorded in mathematics and the largest average score decline in reading in decades. Research shows that the quality of learning products and programs matters for student outcomes. Now more than ever, it's important to get those products that can improve education outcomes for all learners and eliminate persistent achievement gaps in districts and schools. Unfortunately, many effective products don't reach educators due to an overwhelming supply of products. It can be hard to select products that are effective and well-matched to students' needs and contexts, as well as affordable and easy to use.

What key considerations should researchers and developers keep in mind while designing and scaling products and programs?

Friedman: When considering scale, researchers often view it as the final step. However, designing a scalable innovation begins with the initial idea. This is where our framework for the LEARN Network starts. We adapted SRI International's Invent-Apply-Transition (I-A-T) framework to better fit the education sector, incorporating Liberatory Design principles focused on equity and systems thinking.

Kerry Friedman
Senior Researcher, SRI Education

Both the I-A-T framework and Liberatory Design emphasize the importance of understanding users' needs from the start. This understanding forms the foundation of the Invent stage of the I-A-T framework. In the Apply stage, you assess the broader market, identifying key players, infrastructure, policies, and competition to refine your innovation. Finally, in the Transition phase, you consider how to scale your product, envisioning it at a systems level and exploring pathways to create a financially viable approach.

We created the Learn to Scale Toolkit to guide researchers through these stages and support the scaling process. We also profiled various products on their journeys from development to scale in our Stories of Scaling.

How is the Network working to increase the use of evidence-based products and programs in schools?

Mislevy: We're coming at it from both the supply and the demand side. On the supply side, the LEARN Network provides capacity building to researchers and developers in scaling their evidence-based products. So we support them in adapting their products while considering educator context, decision-making processes and usability. This has included a mix of one-on-one and cross-team coaching and consultation sessions to provide tools and training while also supporting and promoting team building and collaboration. In addition to SRI scaling experts, we also bring together other expert voices to contribute to these conversations. Then on the demand side, we're working to better understand the needs and barriers that educators face in adopting and scaling evidence-based products. We translate these findings into actionable takeaways for developers to ensure their products are more likely to be adopted and scaled.

Does the Network have any insights into school and district needs or how they select programs and products?

Free LEARN Network resources for researchers, developers and educators:

• The LEARN to Scale Toolkit: a comprehensive resource for researchers and developers based on the Invent-Apply-Transition framework
• Stories of Scaling: a profile series highlighting impactful researchers, entrepreneurs and evidence-based products
• The LEARN Network Blog: articles, podcasts and Q&As featuring experts and thought leaders from across the U.S.
• LEARN Network Research: action-oriented research briefs focused on product development, procurement and more

Mislevy: The LEARN Network conducted a focused study on K-12 education procurement practices to better understand how decision-makers determine which products to adopt in their schools and districts and how evidence is used in those decisions. We conducted in-depth interviews with a broad array of education leaders and other education stakeholders, and also conducted nationally representative surveys of public school and district leaders through the RAND American Educator Panels. We examined what motivates schools and districts to procure products, who is involved in the decision-making process and what sources of information leaders look to when selecting products. For example, we found that routine curriculum review cycles often motivated educators to procure core curriculum materials, whereas reviews of student outcome data more often led to the procurement of supplemental materials.

We also saw that teachers are reported as most involved in identifying and evaluating prospective products for their schools and districts, while school and district leaders are more involved in making final decisions about which products to select. In terms of usage, research and evidence were amongst the more influential sources for informing procurement decisions, though we found that recommendations from fellow education leaders and end users actually ranked higher. Our research has important implications for product developers so they really understand the systemic forces that influence when and why products are procured, as well as who is involved throughout that procurement process to increase the likelihood of product uptake and scale. We recently published on the LEARN Network website the first of several planned research briefs, which features lessons for developers ready to bring their products to market or scale to broader audiences.

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The information reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305N220012 to SRI International. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

© Image Credit: Jacob Lund / Shutterstock

Educational technology adoption has grown significantly in the past decade, and it’s clear that K-12 schools are now comfortable with and embrace the new technology norms. The next step for school leaders is to focus on purchasing edtech strategically, ensuring that these tools genuinely make a positive difference in teaching and learning.

Susan Uram
Director of Educational Technology at Rockford Public Schools

But effectively evaluating edtech products is no small feat. Districts must balance diverse needs, ensure data privacy and align tech initiatives with educational goals. The process involves navigating budget constraints, integrating new tools with existing systems and ensuring accessibility for all students. To shed light on how districts tackle these challenges, EdSurge spoke with three leaders in educational technology.

Susan Uram, the director of educational technology for Rockford Public Schools in Illinois, leverages her background as a classroom teacher, curriculum dean and instructional coach to bridge the gap between IT initiatives and classroom instruction. April Chamberlain, the technology and library supervisor for Trussville City Schools in Alabama, also began her career in the classroom before taking on a pivotal role in aligning technology initiatives with instructional needs. Jessica Peters, the director of personalized learning at KIPP DC Public Schools, oversees the integration of educational technology across 22 schools, drawing on her experience as a classroom teacher and instructional technology coach to implement effective edtech solutions.

April Chamberlain
Technology and Library Supervisor at Trussville City Schools

Together, they provide invaluable insights into the challenges and strategies surrounding edtech procurement and implementation in their districts, including their shared excitement about their involvement with the Benchmark project. Benchmark, an ISTE research project with funding from the Walton Family Foundation and Chan Zuckerberg Initiative, aims to support districts that are trying to improve the ways in which they assess, measure and report student progress based on their needs and contexts. As part of the Benchmark project, ISTE worked with six public school districts across the United States to explore problems of practice related to assessment evaluation and selection within their districts.

EdSurge: How does your district approach edtech product evaluation and selection? And what makes the procurement process challenging?

Uram: Rockford Public Schools is a relatively large district with 27,000 students. We balance the different needs of individual schools with a high mobility rate of almost 20 percent within the district. So we try to honor the professional choices of our educators while providing consistent education and experiences for families across the district.

Jessica Peters
Director of Personalized Learning at KIPP DC

When a new edtech product request comes in, we have checkpoints to evaluate if the tool meets our needs. Does it duplicate something in place? How is this tool different or better? Would a pilot provide a genuine trial? [Product evaluation] is not just about whether teachers or students like the tool. It needs to be a product worth investing time and effort into learning to use effectively.

Chamberlain: We ask those same types of questions. Our state has a multi-year program that helps us evaluate our current resources to decide if we need to recalibrate, remove or add something new. We use a multi-tiered system of support (MTSS), so it is important but challenging to have all seats at the table — all stakeholders — represented when reviewing edtech.

During the past school year, we audited the district’s programs, initiatives and projects. We had representatives from technology, student services, administration, counseling and curriculum in the room for the district meeting. Then principals turned around and conducted similar audits at the building level. First, we listed all of the edtech products being used by teachers, both instructional and operational, which revealed some surprises. We then categorized these resources by subjects like English, math, behavioral or foundational wellness, and further broke them down into the setting each product serves: Tier 1, 2 or 3. This allowed us to see the gaps and overlaps with edtech products.

Going forward, we now have a form that teachers fill out to request a new product. The teacher answers questions about the tool, such as technical details, and how it aligns with or improves instruction. That completed form goes to the school-based tech team, which discusses the product and compares it to what we know is already being used across the school and district. Once approved at the school level, we go forward with a pilot to determine if there is a sustained value for other settings across the school or district to implement the new product.

Recommended Resources:

• The Teacher Ready evaluation tool helps standardize the way edtech decision-makers evaluate edtech products.
• Use the Edtech Index to find, compare and decide between 1,500+ edtech products.
• Check out our resources designed for edtech buyers to evaluate edtech quality, including teacher and student usability.

Peters: KIPP DC has a few checkpoints in place. Mid-school year, around January or February when budget planning starts, I conduct a light analysis of all our current products to identify those that are underused, ineffective or redundant. Our pilot program is generally very open to requests, although we do say no to a few things if they're extremely duplicative. Every summer, we perform a thorough efficacy analysis on all core and pilot products. Occasionally, some products bypass our data review due to initiatives from the KIPP Foundation or strong endorsements from top instructional leaders, and we have to adapt accordingly.

How can the Teacher Ready Evaluation Framework and Tool support educators and district leaders in edtech product evaluation and selection?

Peters: The tool is much more thorough than anything we've ever used and addresses almost every question that we could come up with. If we were to walk through the tool for every product, I think there would be a lot more confidence that the product is, in fact, appropriate for us to use and meets all of our standards. It is a heavy tool, so working through the whole framework is time-consuming and not really something that I could ask a teacher or the average school leader to do. But I think it's excellent for district-level evaluation.

Uram: Right out of COVID, we were overwhelmed with the thousands of products that teachers were using. We needed a better language — a framework to address all of the products. The tool helped to cut through all the verbiage that a vendor might say about the product and ask questions like, “What are the accessibility features? Where do you find them? Is there interoperability?” It makes the evaluation more fact-based and removes the feelings and opinions.

There are a lot of questions in the tool, so we have chunked together pieces of the framework and provided guiding questions based on those pieces. If a product passes through those questions, we can dive a bit deeper. [The tool] has helped us take a deep breath when we see a shiny new product before we buy it.

Related Readings:

• How to Evaluate and Select the Right Edtech Products [Infographic]
• Assessment Culture: What It Is and Why It Matters
• How District Leaders Make Edtech Purchasing Decisions

Chamberlain: We learned to shift questions [we ask] vendors from “Does this product do this?” to “Show me how this product does this.” The tool guides us to ask the right questions and think about what we are trying to achieve with a product, so not saying, “I want this math product,” but instead, “I want a better way to assess my third grade students on the skills that the data shows they performed low on.” It is very empowering.

Uram: We need to think about the role of technology in school and how we evaluate whether a product is improving teaching and learning. We are at an important intersection of understanding data privacy and online presence in a way that we didn’t need to before. It was different when kids were just playing Oregon Trail. There is more at risk. We ourselves have been taken down by ransomware. So making data privacy a part of the product evaluation discussion is a necessity.

Peters: The Teacher Ready Framework removes emotion from the conversation and bases it on data instead. A big success we have seen at KIPP DC is no longer basing [product purchasing] decisions on how cool something seems. Now, we conduct efficacy analyses. The tool really highlights for us what is working and worth classroom time. It has created a huge shift in the standards we hold products to.

© Image Credit: Tiko Aramyan / Shutterstock

In U.S. schools, teachers bear a significant responsibility for shaping what and how students learn. Often, they invest significant effort in researching and developing their own instructional materials. Additionally, many teachers supplement district-mandated materials with internet-sourced content. Both of these inevitably lead to a variability in educational quality and consistency. This approach also requires considerable time, with teachers spending an average of seven hours weekly searching for and five hours creating materials.

Recognizing these challenges, many states and school districts in the United States are increasingly prioritizing the adoption of high-quality instructional materials (HQIMs) to support teachers and enhance student learning outcomes. This shift is part of a broader effort to align with practices seen in top-performing nations such as Finland, South Korea and Canada, which employ rigorous, content-rich curricula at national or provincial levels, contributing to their strong student performance.

The purpose of HQIMs is not to diminish the teacher's role but to enhance it. Research indicates that while teacher quality is critical for student achievement, the choice of instructional materials has a similarly significant impact.

HQIM might sound like a vague term or even a marketing phrase, but it is surprisingly well-defined. According to EdReports, a leading curriculum reviewer, HQIMs share several key characteristics: standards alignment, evidence-based pedagogical approaches, a commitment to equity and inclusion, and comprehensive teacher support, including both initial training and ongoing professional development.

Pivotal Role

U.S. studies reinforce the idea that our students would benefit from greater access to HQIMs. Research indicates that the choice of ELA, math and science programs have marked effects on assessment scores, with other studies suggesting that the most dramatic impact of HQIM occurs when they’re placed in the hands of less experienced teachers. Many U.S. districts have implemented HQIMs successfully, reporting improvements in student performance; Louisiana and Tennessee have made significant strides in HQIM adoption, achieving near-universal access to high-quality curricula in math and ELA.

Recognizing the importance of curriculum in student success, the demand for HQIMs has increased, leading states and districts to prioritize these tools. Imagine Learning has developed a portfolio of core curricula, including Imagine Learning EL Education, Imagine IM, Twig Science and Traverse, which aim to exemplify the principles of HQIMs. These programs focus on enhancing the teacher and student experience through inquiry-based learning, hands-on activities, digital investigations, and real-world connections.

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Examples of high-quality multimedia to engage students in Imagine Classroom curricula.

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Guiding Principles

Through collaboration with various states and districts and rigorous evaluation by independent assessors, Imagine Learning has developed an approach to HQIMs based on six guiding principles:

• Standards alignment: Meticulously crafted curricula aligned with state and national standards
• Best-practice pedagogy: Research-backed teaching methods and strategies to promote student engagement and understanding
• Equity and inclusion: Diverse perspectives and resources to meet the needs of all learners
• Teacher and student experience: Intuitive and easy-to-implement curricula, facilitating enriching learning experiences
• Measuring student learning: Comprehensive tools to track growth and personalize instruction to individual needs
• Professional learning: Ongoing support and training opportunities to help teachers refine their skills and practices

Certainly, saving teachers time is a big part of the appeal of HQIMs. As one social studies teacher said of Traverse, “It’s so valuable because of the sources that have been selected. Most of them are really great quality and have already been pared down. I think that’s incredibly important, not just for engaging students but also for saving teachers time. It takes a ton of time for teachers to find sources.”

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The Imagine Classroom portfolio of core curricula empowers educators and students with HQIMs.

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Professional Learning

Recommended Resources:

• Why Choose High‑Quality Instructional Materials? Download Imagine Learning's guide.
• Making Language Arts Connections: Imagine Learning EL Education employs a content-based approach to literacy instruction, using compelling real-world texts to engage and excite learners.
• Building Conceptual Understanding and Habits of Mind in Math: Imagine IM's print and digital solution is enhanced with tools and features to drive student discourse, build focus, coherence, and rigor, and equip students to thrive.
• Unlocking Success with Phenomena-Based Science Instruction: In Twig Science, students investigate and make sense of phenomena through multiple modalities, empowering them to connect with science in the world around them.
• Driving Student Inquiry in Social Studies: Powered by high-quality media and driven by inquiry, Traverse is a digital-forward, one-stop social studies curriculum with flexible, customizable content.

The final principle — professional learning — is crucial. Providing high-quality resources is not enough; teachers also need support in using them effectively. To maximize the impact of HQIMs, it is essential to combine these materials with in-program teacher support, implementation guidance and ongoing professional learning. Schools benefit from comprehensive professional learning offerings that build on the pedagogical principles of the core products, incorporating authentic demonstrations, meaningful collaboration, and structured planning. For example, following the implementation of Imagine IM in one Colorado school, the principal noted, “We did that first training the very first year [with Imagine Learning], and our teachers wanted more and more. And every time we give them a little bit more, they continue to grow and add to what they received in previous professional developments.”

Equally important is how HQIMs can help create equitable and inclusive learning environments where all students can access rigorous, standards-aligned content. This consistency is crucial in mitigating the "educational lottery," where student success often depends on their learning environment. High-quality, standardized, yet differentiated content ensures every student receives grade-appropriate assignments and high expectations, fostering academic growth and closing achievement gaps. Diverse perspectives within curricula can also promote inclusivity, enrich classroom discussions and broaden understanding of different cultures and viewpoints. Following the implementation of Imagine Learning EL Education at his school, a school counselor reported to us, “Students feel like, ‘Yo, I can learn from this because that person looks like me or that person acts like me.’ It's amazing for them. They feel included and like they are part of the story, which influences their love of reading and storytelling, and desire to learn more.”

Enhancing the Teacher’s Role

The purpose of HQIMs is not to diminish the teacher's role but to enhance it. Research indicates that while teacher quality is critical for student achievement, the choice of instructional materials has a similarly significant impact. Adopting HQIMs is a cost-effective strategy for improving educational outcomes compared to other reforms, such as class-size reduction. HQIMs provide a robust framework to support teachers in delivering effective and engaging lessons. These materials free teachers from developing content from scratch, allowing them to focus on pedagogy and personalized student support. By ensuring all students receive consistent, high-quality content, HQIMs empower teachers to maximize their impact. As states and districts continue to embrace high-quality instructional materials, we expect to see more students reaching their full potential and more teachers empowered to excel.

© Image Credit: Ground Picture / Shutterstock

Imagine being a district leader tasked with selecting the ideal educational technology tools from a sea of thousands of options. The stakes are high: The right choice can transform classrooms, while the wrong one can waste precious resources. How do you decide?

At the heart of this challenge is understanding how districts approach their edtech procurement decisions. In 2022, the Decision Lab (TDL), an applied behavioral science research and innovation firm, interviewed and surveyed over 225 edtech decision-makers in K-12 school districts in the United States. Based on the data, TDL mapped out the edtech procurement process, including multiple steps that these decision-makers cited. The research revealed that complex behavioral and structural barriers factor into purchasing decisions within a district. To better understand this issue, let’s examine the four key stages of the procurement journey, what each stage entails, potential barriers to success and tangible solutions districts can leverage to overcome those barriers.

1. Needfind: Identify Edtech Needs

At the initial “needfind” stage, the district identifies a specific need for an edtech product. This typically begins with the district scoping the gap between its existing edtech and identified needs for teaching and learning. After articulating what’s needed, district decision-makers conduct market research to see what products are on the market, often by searching online, attending conferences or asking peer districts.

To enhance decision-making, districts should develop a standardized procurement process and use a detailed product assessment rubric. This ensures that decisions are consistent and based on clearly defined criteria.

One concern that arises during the needfind stage is the needs assessment itself: Are districts critically examining their existing products and how they might help meet identified needs? Districts oftentimes have more edtech products than is optimal and would be better served by reducing the number of products they have. Another barrier is the limited awareness among decision-makers about the full range of available products and the quality of potential solutions.

To overcome these challenges, districts can utilize engagement data from existing products to determine which tools are redundant or underutilized. Additionally, feedback from teachers and students can provide insights into the effectiveness of current tools and identify gaps in the current edtech suite. Also, educator networks can be a way to expand market research, and professional organizations have conferences with expo halls that provide decision-makers with opportunities to directly connect with edtech product providers, such as at the annual ISTE conference.

2. Evaluate: Assess Product Quality and Efficacy

During the evaluation stage, districts review potential edtech solutions and scope their ability to meet the identified needs. This includes narrowing down a shortlist list of possible products to review, ensuring that products meet essential integration, privacy and technical requirements, reviewing fit to the needs identified in the needfind stage, and determining the primary users.

Potential barriers that arise during this stage can include choice overload, ambiguous evaluation criteria set by the district preventing straightforward evaluation, non-standardized evaluations, and confirmation bias, which occurs when district leaders and teachers favor product providers they are already familiar with, thereby preventing them from looking for other potentially better options.

When evaluating potential solutions, decision-makers should reference relevant curriculum and district or state standards to ensure alignment and best fit with student learning outcomes. Additionally, decision-makers can include multiple viewpoints, such as curriculum leaders, instructional coaches and classroom teachers, in the evaluation process to provide different perspectives. Evaluation frameworks — for example, the Teacher Ready Evaluation Tool, which focuses on teacher usability — can help standardize the evaluation process or provide a common starting point for evaluation discussions.

Validated information from trusted third-party sources illuminates key areas for consideration when exploring and vetting new tools. The Edtech Index provides validated information on quality markers such as alignments, badges and certifications about edtech accessibility, efficacy, interoperability, privacy and usability to help decision makers find the right edtech products for their schools.

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Key stages of the procurement journey

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3. Pilot: Test Products and Gather Feedback

The pilot stage involves a deeper examination of a narrowed-down list of products through demonstrations, program samples and pilot programs implemented in actual classroom settings. This stage is crucial for gathering first-hand feedback from end users — students and teachers — who will ultimately use the tool.

The primary barriers during this stage include a lack of sufficient time to properly test programs, unstructured methods for collecting feedback and the zero-risk bias, where districts hesitate to discontinue a program after initial trials. This often leads to the continuation of suboptimal programs due to the sunk-cost fallacy, where districts continue with an edtech solution simply because of prior investments of time and resources.

To mitigate these challenges, districts could adopt a more systematic approach to collecting and analyzing feedback from pilot programs. This can involve structured surveys, interviews and observation techniques that provide clear, actionable data. For situations where a complete pilot program is not feasible, decision makers should ensure that product demonstrations are consistent across different tools to enable fair comparisons.

Reference Media:

• Grounded in robust research, the procurement journey map offers edtech advisors and decision makers at any level practical considerations for improving edtech discovery and selection. Click here to view the full procurement journey map on the Edtech Index.

4. Purchase: Establish Standardized Procurement Processes

This final stage entails the rigorous vetting of an edtech product before its purchase and widespread implementation across schools in the district. Challenges during this phase often stem from inadequate evaluation processes and the influence of non-essential factors on the final decision. Once a decision is made on which product to purchase, additional barriers may include groupthink, a lack of buy-in from key stakeholders or resistance to change.

To enhance decision-making, districts should develop a standardized procurement process and use a detailed product assessment rubric. This ensures that decisions are consistent and based on clearly defined criteria. Additionally, fostering strong collaborations with edtech providers can help tailor professional development programs for teachers, ensuring they are well-prepared to integrate new technologies into their classrooms effectively.

Ultimately, navigating the edtech procurement process requires a systematic, evidence-based approach to ensure the selection and implementation of high-quality products, and expanding one’s understanding of the edtech procurement process can reveal opportunities for improving decision-making along the way. The four key stages of the procurement journey, from identifying needs to making the final purchase decision, highlight the importance of thorough evaluation, stakeholder engagement and strategic decision-making. By leveraging the strategies and resources detailed in this article, district leaders can tackle some common barriers they experience and adopt high-quality products.

© Image Credit: Raxpixel.com / Shutterstock

I can still vividly recall the chaotic scene of introducing iPads into Kindergarten classrooms. Picture it: a room bustling with eager five-year-olds unaccustomed to center procedures and five iPads as the hottest commodity amidst blocks, dolls and traditional learning stations. What’s the Kindergarten version of the Hunger Games? Imagine that.

Managing a technology rollout for littles felt tough, but the real challenge didn’t hit me until I had to engage with some of the apps intended for our students. They were clunky, confusing and, more often than not, frustrating for our young learners. These children were still mastering the grip of big pencils and manipulating objects with their tiny fingers. Yet, they were expected to click on tiny multiple-choice buttons or log in independently.

Managing a technology rollout for littles felt tough, but the real challenge didn’t hit me until I had to engage with some of the apps intended for our students. They were clunky, confusing and, more often than not, frustrating for our young learners.

Amidst this chaos, I realized the importance of finding technology that caters to the needs of our youngest learners. It’s not just about having the latest gadgets; it's about leveraging technology to support their development and enrich their learning journey. Below are nine key features I look for during the edtech selection process.

1. Safe and Age-Appropriate

Ensure that the content is safe and suitable for young learners, with appropriate levels of challenge. Look for tools that provide a safe and secure online environment, with features such as password protection, privacy settings and age-appropriate content filters. Avoid apps and programs that include ads or in-app purchases, which can be distracting and may lead to inappropriate content exposure. Choose tools that offer customizable settings, allowing teachers to adjust the difficulty level and content to meet the needs of their students.

2. Inclusive Design

Inclusive design in educational technology is crucial to ensure that all students, regardless of their abilities or backgrounds, have equal access to learning opportunities. Tools designed with inclusivity in mind can accommodate a variety of learning styles and needs. For instance, apps that offer multiple modes of interaction, such as touch, voice and visual prompts, can support students with different abilities. Research supports the efficacy of inclusive design in improving educational outcomes.

3. Engaging and Fun

Digital learning tools should be interactive and entertaining, capturing children's attention while fostering learning. Look for apps and programs that use bright colors, interesting animations and fun characters to keep students engaged. Interactive games and activities that allow students to explore and learn at their own pace are particularly effective in captivating young learners. Khan Academy Kids is a prime example, offering joyful, developmentally appropriate learning experiences that appeal to young minds.

4. Aligned With Curriculum Goals

Choose tools that align with educational standards and support your curriculum objectives. Look for apps and programs that cover key concepts and skills taught in early elementary grades, such as phonics, early literacy, basic math skills and foundational science concepts. Ensure that the content is relevant to your curriculum goals and supports the learning objectives you want to achieve in your district. Khan Academy Kids, for instance, covers a broad range of subjects, ensuring that all essential areas of early learning are addressed, with an emphasis on boosting pre-literacy skills. Appropriately aligning digital tools with curriculum standards can enhance student achievement and retention.

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Young learners waiting in line for their devices

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5. Easy to Navigate

The interface should be intuitive and user-friendly, allowing even young children to use the tool independently. Avoid apps and programs with complex navigation or confusing instructions. Look for tools that have simple, easy-to-understand menus and controls, with clear prompts and feedback to guide students through the learning process. Teachers should be able to quickly and easily set up and manage the tools, saving time and frustration for both teachers and students.

6. Connect School and Home

Recommended Resources:

• Help students maximize summer learning with Camp Khan Kids
• Learn how to support teachers implementing The Science of Reading
• Access hundreds of free, diverse texts for young readers

Effective edtech tools should also bridge the gap between school and home. Parents often want to support their children's learning but may feel unsure how to do so effectively. This is where apps like Khan Academy Kids can be particularly valuable. They provide parents with the tools they need to practice essential skills, such as literacy, at home without requiring a deep foundation in teaching. With enthusiasm and a user-friendly platform, parents can engage their children in meaningful educational activities that reinforce classroom learning. Guidance and resources for parents can significantly enhance the impact of edtech tools on student learning.

7. Personalized Learning

Look for tools that leverage artificial intelligence to create personalized learning experiences that adapt to each child's unique needs and progress. AI-driven tools can provide real-time feedback, adjust the difficulty of activities based on performance and identify areas where a student may need additional support. These capabilities make learning more effective and engaging for young children. Research shows that personalized learning through AI can significantly enhance educational outcomes.

8. Insightful Assessments

Ongoing checks for understanding are a critical component of early childhood education, providing insights into student progress and areas needing improvement. Edtech tools streamline the formative assessment process, making it more efficient and less intrusive. Digital assessments offer immediate feedback, enabling teachers to quickly identify and address learning gaps. These tools also collect and analyze data over time, offering a comprehensive view of a student's development. Some platforms include built-in assessment features that help teachers track progress and tailor instruction accordingly. By enhancing teachers' ability to utilize data practices effectively, these tools support better-informed teaching strategies and improved student outcomes.

9. User-Friendly Data Tools

Select platforms that equip teachers with easy access to data and intuitive analysis tools. Effective data use is key to enhancing instruction and supporting student learning. Look for edtech solutions that offer training and professional development on data literacy, empowering teachers to integrate data-driven practices into their routines. Khan Academy Kids supports teachers with progress tracking and data visualization tools that simplify the analysis and application of student performance data. Embracing data-driven teaching can lead to more personalized and effective learning experiences for students.

By considering these features, early childhood educators can select digital tools that enhance learning and support the development of young learners in their classrooms. From interactive games to educational videos, the right tools can make a significant difference in engaging students and fostering a love of learning from an early age.

© Image Credit: Khan Academy Kids