Compliance EdTech When I Buy EdTech Products, Our Teachers Don’t Use Them… What Do I Do?
Compliance EdTech – Tom McDonald’s Comments:
Compliance EdTech – There are a few key elements:
1 Top down, throughout the organization: .Define what your end goal is, bench marked from where you start: You can’t manage what you don’t measure; Include all major stakeholders from the beginning; Ensure this is strategically important and compliance is essential.
2. Research what change needs to happen (and why it needs to happen) to get you from where you are to where you want to be..And research, understand and implement change management methodology
3. Pick software that is educationally innovative, that matches your research specific to what your desired end goal is interviewing current, similar users of software .
4.Interview software vendors on how their seamlessly integrated methodology, measurably adds value to your defined strategic objective
5. Beta test the software that best matches what you want to do and how they can measurably add value
6. Benchmark, starting points and measure progress throughout and at end of beta test
7. When the educationally innovative software proves itself roll out to other parts of the organization, communicating strategic objective, positive results obtained via the best test and defined expectations with the new roll out
Compliance EdTech – https://mcdonaldsalesandmarketing.biz/…/technology…/
By Jin-Soo Huh (Columnist) Jun 8, 2016
Compliance EdTech -As the school year winds down, some educators have spent numerous hours finding the right online products for the 2016-2017 school year by taking demos from vendors, piloting programs, and soliciting feedback. Others went to a conference, saw something shiny, and bought it for their entire school or district.
But, even with a significant dedication of time and funds, many of these product licenses will not come close to hitting their teacher or student usage goals. In a study of 49 schools, Lea(R)n Trials found that 37% of purchased online literacy and math program licenses were never even activated; an additional 28% of licenses were activated, but usage goals were never hit. In fact, only 5% of users “fully” hit all usage goals, as shown below.
Regardless of the varying efficacies of these programs, having such little usage means wasted time and money for schools. As Clever’s Chief Product Officer Dan Carroll noted to EdSurge recently, the “bigger problem people aren’t talking about is around utilization.” Without utilization, it is impossible to gauge the efficacy of a program.
“The bigger problem people aren’t talking about is around utilization.”
Dan Carroll, CPO at Clever
In working with schools and collaborating with peers, schools sometimes place little effort on implementing online programs, compared to implementation of more traditional instructional items like textbooks. Even those who put forth a concerted effort frequently do it in isolation, without considering what the teacher is actually teaching.
Make your purchases count! To help out, I made this edtech rollout template (completed example) to help schools avoid being a part of that fatefully large percentage of schools underutilizing the investments they’ve purchased. As you go through the template and prepare for a rollout in the fall of 2016, here are some of the biggest factors you should plan for: