Educators learning from educators
How much time, money, and energy would be saved if educators could learn from their contextual peers? Educators face a collective action problem. We provide the solution.
Most edtech dollars – important budget lines for every school system in the country – are currently wasted on underused or unused tools collecting digital dust.
Historically underserved students are disproportionately affected when edtech implementations fail, costing learning time and squandering scarce resources.
Overwhelmingly, educators view new edtech implementations with skepticism, since 85% turn out to be bad fits doomed to fail or botched during implementation.
Billions of dollars that could be spent on students is going to waste. COVID-19 has only accelerated this issue, as virtual learning has forced administrators to quickly purchase products to teach remotely. Our Platform provides the straightforward information about edtech tools to help make the decision making process simpler for teachers.
Historically underserved students, who have fewer financial resources to fall back on, need their schools to deliver high quality learning opportunities. We want to help educators find the right products to give all students equal access to education; something that must happen if we are to close the learning gap.
With the right tools, educators can personalize instruction, accelerate student learning, and expand equitable learning opportunities, closing the achievement gap.
Every day, teachers perform exceptionally hard and important work. Their workloads– especially in the past year– are overwhelming. As an organization committed to serving the interests of frontline educators, we pay professional-rate stipends, funded by grants, to educators who document their contexts and edtech implementations. When we empower educators with the information they need to make better, more informed decisions about their edtech solutions, then every student will have the best opportunity to learn.
We know that the effectiveness of technology in the classroom depends on a constellation of factors, from school culture to technical capacity to support from school and district leadership.
The time has come to give the education professionals the mechanism, shared language, incentives, and support they need to document their work for the common good.