At the beginning of Brian Seymour’s career as a technology director in the Pickerington schools in Ohio, the district made the decision to invest $50,000 in a product. However, upon receiving the product, it was discovered that it did not work and the company refused to provide a refund. This is a problem that many K-12 district technology leaders face. In recent years, the number of technology products accessed by districts in a month has almost tripled, and billions of dollars are spent annually on educational technology. Unfortunately, the effectiveness of these products is often unclear. During a presentation at the International Society for Technology in Education conference, Seymour, who is now the assistant superintendent of academics and innovation for the Whitehall City schools, discussed strategies to prevent other districts from making the same costly mistake he did.
The most important strategy, according to Seymour, is to create a plan for evaluating the digital tools that districts are currently using or considering. Seymour created two flowcharts for his district: one for evaluating current tools and another for evaluating new tools. Both the curriculum department and the technology department have specific questions to answer on these flowcharts. When evaluating current tools, the curriculum department evaluates whether the tool aligns with the district’s teaching and learning priorities and provides usable evidence of student learning. The technology department, on the other hand, assesses whether the tool functions effectively with existing devices and has a strong student data-privacy policy. Seymour emphasized the importance of alignment between the tech and curriculum departments, as their collaboration is vital for successful evaluation processes.
Districts should also have a guide for examining different aspects of ed-tech products, such as data-privacy policies, advertisements, costs, and customization options. Additionally, districts should seek independent research that demonstrates the effectiveness of the tool. Pilot programs and feedback from stakeholders, including teachers and students, who will be using the digital tools, should also be implemented. Seymour emphasized that decisions about technology products should not be made in isolation, and input from teachers and students is crucial. When working with ed-tech companies, it is essential to foster a partnership rather than simply purchasing a product. Vendors should be actively involved and available for support throughout the contract period. Seymour also advised against signing multiyear contracts to avoid being locked into an ineffective program.
Lastly, districts should begin the evaluation process early. Seymour starts in February to ensure that teachers are aware of the products they will be using in the following school year before the summer break, allowing them ample time to prepare.
Overall, by implementing these strategies, districts can avoid costly mistakes and ensure the effective utilization of educational technology.
