The pandemic forced a significant shift from traditional classrooms to virtual and hybrid teaching environments–often before schools and districts were ready. It quickly became apparent that reliable virtual learning tools were a must-have for teachers to be productive.

However, classroom technology is only valuable if it builds a positive learning environment. Solutions must also be scalable for successful reiteration on the technology itself, based on research, data, and analysis. If a school has software that can analyze the effectiveness of academic content based on the average grades of the schools that adopt it, for instance, the statistical data will show the content schools should use to improve student performance.

With integrated technology and software, schools improve student performance and teacher productivity through more accessible application and learning of edtech systems.

Implementing new technology in schools can be complicated

Schools usually purchase self-contained software that doesn’t integrate with other systems. Edtech has become a niche industry that doesn’t integrate with similar products, leading schools to find it easier to do piecemeal replacements of existing systems instead of wholesale overhauls. Furthermore, training staff members on new systems and data migration can present huge innovation roadblocks.

For example, when schools sent students home with individual laptops last year, educators discovered they lacked proper software to monitor those computers. Soon, students were distracted and surfing the web, cheating on tests, and playing video games instead of paying attention in class. They had to pivot quickly and add yet another software system to manage this new problem.

The pandemic forced a significant shift from traditional classrooms to virtual and hybrid teaching environments–often before schools and districts were ready. It quickly became apparent that reliable virtual learning tools were a must-have for teachers to be productive.

source: Read More, eSchool News

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