Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.
With over 150 certifications awarded, districts can now integrate questions about products’ certification status in existing evaluation processes. Through learning sessions with district leaders, we have developed templates to support districts in seamlessly incorporating Product Certifications as evidence in evaluation processes.
In the face of a worldwide pandemic, educators rose to the challenge of engaging students and families remotely to not only continue learning but also to provide as much normalcy as possible at a time of chaos and uncertainty. Many educators were looking for quick, meaningful ways to learn new skills to effectively teach remotely and connect with learners from afar. The Edcamp Community by Digital Promise saw this as an opportunity to further demonstrate how the Edcamp model of professional learning paired with learning sciences research could quickly meet the needs of educators and create spaces for shared learning and networking. The Edcamp team created the Edcamp: Design for Learning (DfL) series. Supported by the Chan Zuckerberg Initiative and in partnership with Transcend, a national nonprofit organization focused on innovation in school design, we refined our model for online Edcamps to emphasize bringing together learning sciences expertise within Digital Promise and educator context and pedagogy expertise from the Edcamp Community to co-design a series of four online Edcamps. This report shares the key lessons learned from that series.
Frontline workers are the workers who deal directly with customers and deliver services. While some workers do pursue educational advancement opportunities, completion and relevance are lacking. Access to the right data will equip frontline workers with the agency and knowledge to make informed decisions about their future and will equip stakeholders with information needed to deliver high-quality services.
In 2016-2017 Digital Promise conducted pilots of two different edtech tools to support English Learners in San Diego area school districts. This report shares process and outcome findings to improve the design, selection, and implementation of edtech for English Learners.
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