Education Week - October 30, 2019 - 5

Q&A

5 Big Ed-Tech Problems and How to Solve Them
Kevin Schwartz
Lead technology officer for learning
and systems
Austin, Texas, school district

1
What is the biggest barrier to using
educational technology effectively?
Change is hard. Especially if there is belief that the
current methods are good or at least good enough.

How do you get beyond that barrier?
I think it's always a three-step process. First, people
need to clearly see that change is necessary-that the
"platform that they are standing on is burning," if you
will. Second, showing the vision of the good can come
from the change. And finally, then helping/supporting/
coaching them through the change process. Ed-tech
products have the potential to truly solve issues of equity
and to create much better outcomes for students. Good
tools, implemented properly, are like a rising tide that lifts
all boats.

2
What is the most common mistake
educators make when using a new learning
technology?
Finding a new tool that does the wrong thing more
efficiently.

How do you help them avoid such mistakes?
We have to constantly ask, "What actual problem are
we trying to solve?" We look for tools that help students
ideate, create, iterate, and present their work. We avoid
tools that simply automate obsolete practices.

3
Several studies show low usage levels
for ed-tech products. Why do you think
that is the case?
I think there are multiple reasons. If a tool just adds to
the workload without a tangible offset, it will fail. If too
little time and support is provided for the adoption, it will
fail. If a product overpromises and underdelivers, it will
fail. Maybe controversially, when systems are designed
by technologists who see only in terms of logical systems,
it will fail and fail badly. Too often, systems are designed
for an "average" student and not for the absolute range
of kids and their learning styles. Even worse, they can
perpetuate inequities.

Kevin Schwartz, a 20-year veteran of the ed-tech world, offers his thoughts on
hurdling the biggest barrier to effective technology use, helping educators avoid
common mistakes, pumping up usage levels for digital learning products and
services, and getting tech and curriculum folks to talk to each other. This email
interview was edited for brevity and clarity.

What should schools do to improve those
usage numbers?
When we use fewer, simpler, highly effective, and
more versatile tools, we get more traction quickly and
reach a tipping point of usage that provides even more
momentum. The best example of this is computers,
deployed one to one. Ultimately, when we let the kids
select the tools they need to produce results that show
their mastery, we know we are transforming in a good
way. If you are at a loss for what tools to look for, a good
place to start is to look at tools that work well with kids
who use special education services.

4
What is often missing in the professional
development teachers receive around
educational technology?
Most often, it's due to the lack of a commitment of time.
It can also be that a training approach can be punitive, but
a coaching approach can be much more successful.

How do you fill those gaps?
With teachers, we operate with the well-founded belief
that they want the best for their students. If a product
can improve things for their students, teachers will give
endlessly of themselves to realize it. If they don't see
that connection, or have other mandates that contradict,
resistance will be high. We use coaches in a nonevaluative
role, who work in alignment with a clear district belief
around blended and personalized learning, who connect
with teachers to approach the changes necessary to adopt
a new tool and teaching approach.

5
In many school districts, the technology and
curriculum teams still operate in silos.
Why has that dynamic not changed faster?
This is interesting in that it is still very much a challenge
in nearly every school district. I know that in almost all
cases, both technology and curriculum leaders dearly
want what is best for kids, but they come to their current
roles after 10, 20, or more years of seeing things from
just one side. A frequent debate is often a pitched battle
between the "educational value" and the "unintended
consequences" of any new initiative, and rarely is the
choice collaboratively reached. Implement too quickly,
and technical/security/sustainability issues will dog a
project. Wait too long, and opportunities are missed out of
fear and excessive caution.

Getty

Conversation with

What has your district done to break
down those silos?
I have a college professor who loved the word
"propinquity." It basically means "nearness." Curriculum
and technology leaders need to work together in
significant ways early in projects. I can think of three
important ways that work well in my district. The first
is that the technology leader reports directly to the
superintendent. The second is that curriculum and
technology leaders co-chair committees that allocate
funds for learning resources. The third is having
technology coaches who are former teachers embedded
in the technology department. That adds crucial balance
and insight.

-Interview by Assistant Managing Editor
Kevin Bushweller

ONLINE: Read more about these issues in
"Why Ed Tech Is Not Used and What to Do
About It," an online-only special report for
educators looking to improve the use of
technology in schools.
www.edweek.org/go/edtechuse

EDUCATION WEEK | October 30, 2019 | www.edweek.org | 5


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Education Week - October 30, 2019

Table of Contents for the Digital Edition of Education Week - October 30, 2019

Education Week - October 30, 2019
Deep in the Woods, a Test Of Leadership and Resolve
Minimum Wage Hikes Stress Districts
State Bans on Bilingual Ed. Nearly Extinct
Briefly Stated
Q&A: 5 Big Ed-Tech Problems And How to Solve Them
Later Starts: Do They Help?
What the Research Says
Elizabeth Warren’s K-12 Plan Spotlights Funding, Charters
Higher-Ed. Legislation Bubbling in Congress
Raising the Bar for Evidence In Education
An Educator’s Wisdom Is Evidence
Letters to the Editor
EdWeek Top School Jobs
Science Fact vs. Science Fiction
Education Week - October 30, 2019 - State Bans on Bilingual Ed. Nearly Extinct
Education Week - October 30, 2019 - 2
Education Week - October 30, 2019 - Briefly Stated
Education Week - October 30, 2019 - 4
Education Week - October 30, 2019 - Q&A: 5 Big Ed-Tech Problems And How to Solve Them
Education Week - October 30, 2019 - What the Research Says
Education Week - October 30, 2019 - 7
Education Week - October 30, 2019 - Elizabeth Warren’s K-12 Plan Spotlights Funding, Charters
Education Week - October 30, 2019 - Higher-Ed. Legislation Bubbling in Congress
Education Week - October 30, 2019 - 10
Education Week - October 30, 2019 - 11
Education Week - October 30, 2019 - 12
Education Week - October 30, 2019 - 13
Education Week - October 30, 2019 - 14
Education Week - October 30, 2019 - 15
Education Week - October 30, 2019 - An Educator’s Wisdom Is Evidence
Education Week - October 30, 2019 - 17
Education Week - October 30, 2019 - Letters to the Editor
Education Week - October 30, 2019 - EdWeek Top School Jobs
Education Week - October 30, 2019 - Science Fact vs. Science Fiction
Education Week - October 30, 2019 - CW1
Education Week - October 30, 2019 - CW2
Education Week - October 30, 2019 - CW3
Education Week - October 30, 2019 - CW4
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