Education Week - September 18, 2019 - 5

Digital Tools Are Everywhere,
But Evidence of Impact Is Not
By Alyson Klein
Educators are using digital tools to
boost student learning more than ever.
But few believe there's good information available about which resources are
going to be effective in the classroom.
That's the takeaway from a survey
released last week by the NewSchools
Venture Fund, a nonprofit venturephilanthropy firm that works with K-12
schools, and by Gallup, a polling organization.
The survey found that about twothirds of teachers-65 percent-use
digital tools every day and about 53 percent say they would like to use technology more often. (Those findings present
something of a contrast with an Education Week survey conducted earlier this
year, which found that only 29 percent
of teachers felt strongly that ed tech
supports innovation in their own classrooms.)
Despite the enthusiasm for technology found in the NewSchools-Gallup
survey, teachers and administrators
also reported that they don't have as
much information as they'd like about
which digital tools actually help students master content.
In fact, only about a quarter of teachers-27 percent-said they had a lot of
information about the effectiveness of
the digital tools they used. And only
about 25 percent of principals and 18
percent of administrators say there's a
lot of evidence-based information available about the effectiveness of digitallearning tools used in their districts.

'A Healthy Dynamic'
More than a third of teachers cited
a tool's ability to provide "actionable
data on students' progress" at the top of
their list of criteria in selecting digital
resources for the classroom.
And nearly two-thirds of the educators who took the survey-65 percent-
said they've jettisoned a digital tool that
they had initially piloted or adopted.
Forty-one percent cited lack of improvement in student learning outcomes as a
primary reason for ditching a digital resource. And 27 percent mentioned cost.
That's not necessarily all bad, said
Stacey Childress, the chief executive
officer of the NewSchools Venture Fund
"You could be of two minds about
this," Childress said. "In many ways,
[it's] a good sign that folks aren't locked
in to things that aren't working well.
That's a healthy dynamic."
On the flip side, though, 65 percent
is "pretty high," she added. "We need
to ensure that by the time the tool gets
to the classroom, the product-development process and small-scale evaluation process have made sure the product works for the situation in which it's
being implemented-so that more of
these are likely to work by the time they
get to classrooms."
And she said teachers and administrators need more specifics about
what context a digital tool might be
suited for.

"There are big gaps between teachers' optimism about what technology
can bring to the classroom and their
desire to use it even more-and the
information that is available to them,"
Childress said.
In the absence of clear evidence,
though, educators say they are testing
out digital tools largely through trial
and error.
"We end up just kind of trying them
out to see if they are going to be a great
tool," said Jamie Richardson, the
principal of LaCreole Middle School
in Dallas, Ore. "You have to get in
there and try it out and see how easy
or functional it is."
He asks his teachers to regularly
share resources that have worked for
them. And he speaks often to other administrators to get their advice on the
best tools available.

Lack of Training Is a Problem
In fact, 94 percent of teachers say
they are most likely to get information
on digital-learning tools from other
teachers. Eighty-five percent get the information from their school or district.
Nearly half choose from a list provided
by their district. And 58 percent say they
get input on new tools by looking at social media.
"I fall down that rabbit hole of
Twitter way too often," said Kristina
MacBury, the principal of Sarah Pyle
Academy, a public school in Wilmington, Del., that offers a nontraditional
dropout-prevention program and is
part of the Christina school district.
Seeing how other schools are using
new technology "build[s] a snowball
of excitement."
Substantial barriers to using technology in the classroom still exist, the
survey found. More than half of teachers-56 percent-cited lack of training
as a "significant" or "extremely significant" problem. Nearly half say that
some teachers believe nondigital tools
are more effective. And 46 percent said
the problem was that they weren't sure
which tools to use.
"We do believe the survey results
show, overall, a very positive view
among educators about the current
use of technology and optimism about
using it in the future. It's higher than
what was expected," Childress said.
"The real story in the survey is a little
deeper, in the way that teachers are
using it in classrooms. There are things
they wish digital tools were better supporting them on."
Still, educators are optimistic about
the potential impact of education
technology. Ninety percent of teachers say that it's helpful in doing research or searches for information.
And 71 percent of teachers, and 78
percent of principals, view it as a good
tool to get students to work on projects
with others.
"Technology helps kids collaborate
and think more creatively," said Darren Ellwein, the principal of South
Middle School in Harrisburg, S.D. "It

really helps facilitate creativity and
innovation."
Educators are ponying up their own
money for digital resources, too. In fact,
more than 4 in 10 teachers reported that
they had used money out of their own
pockets to cover the cost of classroom
technology, according to the survey.
That's happened at Sarah Pyle Academy.
"I always say no, let me reimburse
you," MacBury said. But sometimes
teachers will "get excited [about something] and say, 'I want to try this out,' or
they want to bring it to me with some
solid evidence that it's working or why
it's working."
The NewSchools-Gallup survey was
generated from a sample of 3,210 P-12
teachers, 1,163 principals, 1,219 district-level administrators, and 2,696
public school students. The surveys
were conducted from Jan. 29 to March
25 of this year. The survey has a margin
of error of 2.1 for teachers, 3.5 for principals, 3.2 for district administrators,
and 2.3 for students.
EdWeek Market Brief Managing Editor Sean Cavanagh contributed to this
report.

Wanted: Proof of
Effectiveness
A new survey shows the percentages of teachers
in specific subject areas who report having a lot of
information about the effectiveness of the digital
learning tools they use.

35 %

Reading

31

English-language learning

28

History/Social studies
Math

27

Special education

27
25

English/Language arts
Science

21

SOURCE: The Education Technology Use in Schools report, NewSchools
Venture Fund/Gallup

Out of the Trenches.
Into the Future.
Author Gary Marx explores the 21 Trends impacting
education and our future.

To order this book: www.edweek.org/go/21Trends
EDUCATION WEEK | September 18, 2019 | www.edweek.org | 5


http://www.edweek.org/go/21Trends http://www.edweek.org

Education Week - September 18, 2019

Table of Contents for the Digital Edition of Education Week - September 18, 2019

Education Week - September 18, 2019
How Caring for Students Can Take a Steep Toll
Teachers on Front Lines of Making Schools Safe for Transgender Kids
Could Testing Wreck Civics Education?
Wanted: Teachers as Diverse As Their Students
Briefly Stated
Digital Tools Are Everywhere, But Evidence of Impact Is Not
What the Research Says
Talking Politics at School ‘When the World Is on Fire’
Presidential Candidates Argue Charters, Equity
The Perils of Equity-Focused Leadership
Special and General Education Should Be One Nimble System
Letters to the Editor
EdWeek Top School Jobs
Education Week - September 18, 2019 - Wanted: Teachers as Diverse As Their Students
Education Week - September 18, 2019 - 2
Education Week - September 18, 2019 - Briefly Stated
Education Week - September 18, 2019 - 4
Education Week - September 18, 2019 - Digital Tools Are Everywhere, But Evidence of Impact Is Not
Education Week - September 18, 2019 - Talking Politics at School ‘When the World Is on Fire’
Education Week - September 18, 2019 - Presidential Candidates Argue Charters, Equity
Education Week - September 18, 2019 - 8
Education Week - September 18, 2019 - 9
Education Week - September 18, 2019 - 10
Education Week - September 18, 2019 - 11
Education Week - September 18, 2019 - 12
Education Week - September 18, 2019 - 13
Education Week - September 18, 2019 - 14
Education Week - September 18, 2019 - 15
Education Week - September 18, 2019 - The Perils of Equity-Focused Leadership
Education Week - September 18, 2019 - Special and General Education Should Be One Nimble System
Education Week - September 18, 2019 - Letters to the Editor
Education Week - September 18, 2019 - EdWeek Top School Jobs
Education Week - September 18, 2019 - 20
Education Week - September 18, 2019 - CW1
Education Week - September 18, 2019 - CW2
Education Week - September 18, 2019 - CW3
Education Week - September 18, 2019 - CW4
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