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    Developers partner with teachers to improve technology tools: ONLINE EXCLUSIVE

    By Sandra Liu Huang
    Categories: Collaboration, Instructional materials/curriculum, Technology
    April 2024
    Since the beginning of the pandemic, the use of education technology in schools has skyrocketed. Schools have embraced a wide range of digital tools, from curriculum and instruction to assessment, professional learning, and family communication. One report found that school districts used an average of 2,591 different edtech tools in the 2022-23 school year — nearly three times as many as the year before the pandemic (Learn Platform, n.d.). With the proliferation of technology in the classroom, ensuring that teachers and students have access to digital tools that have the greatest impact on learning requires meeting three key conditions. First, a digital tool should help teachers implement research-backed practices that lead to positive student outcomes. There must be a clear throughline from the science of

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    References

    Along. (2023, November 14). Making a difference one question at a time: A middle school story. www.along.org/blog/making-a-difference-one-question-at-a-time-a-middle-school-story/

    Boody Adorno, K. (2024, January 18). Co-designing the future of education: Reflecting on Leanlab Education’s first decade. groundshifts.substack.com/p/codesigning-the-future-of-education

    Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.

    Gehlbach, H., Brinkworth, M.E., King, A.M., Hsu, L.M., McIntyre, J., & Rogers, T. (2016). Creating birds of similar feathers: Leveraging similarity to improve teacher-student relationships and academic achievement. Journal of Educational Psychology, 108(3), 342-352.

    Jeffs, C. & Piera, Y. (2016, July). Focus on formative feedback for teaching development: A guide. Taylor Institute for Teaching and Learning Guide Series No. 3. Taylor Institute for Teaching and Learning, University of Calgary.

    Learn Platform. (n.d.). The edtech top 40: A look at K-12 edtech engagement during the 2022-23 school year. Instructure. www. instructure.com/resources/research-reports/ edtech-top-40-look-k-12-edtech-engagement-during-2022-23-school-year

    Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 6-36.

    Tamez-Robledo, N. (2022, December 15). Which edtech companies are listening to teachers? EdSurge. www.edsurge.com/news/2022-12-15-which-edtech-companies-are-listening-to-teachers

    Wentzel, K.R. (2012). School adjustment. In W.M. Reynolds, G.E. Miller, & I.B. Weiner (Eds.), Handbook of psychology: Educational psychology (pp. 213-231). John Wiley & Sons.


    Sandra liu huang
    + posts

    Sandra Liu Huang is Head of Education & Vice President, Product, at the Chan Zuckerberg Initiative. Before joining CZI, she was the head of product at Quora, a platform for gaining and sharing knowledge, where she served as their first product manager and oversaw its growth to 100M monthly unique users. She holds bachelor's and master's degrees from Stanford University.


    Categories: Collaboration, Instructional materials/curriculum, Technology

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