Connecting Ed & Tech: Partnering to Drive Student Outcomes

Autor/in	Arnett, Thomas
Institution	Clayton Christensen Institute for Disruptive Innovation
Titel	Connecting Ed & Tech: Partnering to Drive Student Outcomes
Quelle	(2016), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Technology Uses in Education; Alignment (Education); Case Studies; Charter Schools; Partnerships in Education; High Schools; Nonprofit Organizations; Individualized Instruction; Models; Outcomes of Education; Teacher Developed Materials; Adoption (Ideas); Instructional Design; Educational Practices; Teamwork; Scaling; Technology Integration; Transformative Learning; Teaching Methods; California (San Francisco) + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Charter school; Charter-Schule; Hochschulpartnerschaft; High school; Oberschule; Nonprofit-Organisation; Individualisierender Unterricht; Analogiemodell; Lernleistung; Schulerfolg; Ideas; Ideenfindung; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungspraxis; Scale construction; Skalenkonstruktion; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	All too often, the connection between teachers and technology falls flat. Pioneering schools and educators search for technology to support new instructional models, only to find that existing options do not align with their evolving classroom practices. This case study describes how Leadership Public Schools (LPS), a charter school management organization that operates high schools in the San Francisco Bay Area, and Gooru, a nonprofit edtech company, co-developed a technology to support LPS's personalized learning model and improve student outcomes. Prior to the partnership, both organizations were trying to find better ways to expand the impact of their personalized learning efforts. LPS had developed a successful personalized learning model, but had found it difficult to scale the teacher-developed technology that supported the model beyond its original pilot classrooms. Meanwhile, Gooru had experienced slower-than-expected adoption of its platform because it was not adequately addressing teachers' use cases. Over the course of a year, the two organizations worked together to redesign Gooru's technology to align with LPS's instructional model. Four critical elements enabled their successful partnership: (1) Teaching practices guided the technology; (2) Teams fostered intensive collaboration and a shared language; (3) LPS tested design assumptions in its classrooms; and (4) Both organizations had business models that prioritized the partnership. The following are appended: (1) Technology Comparisons; and (2) Updates to Gooru. (ERIC).
Anmerkungen	Clayton Christensen Institute for Disruptive Innovation. 425 Broadway Street, Redwood City, CA 94063. Tel: 650-887-0788; e-mail: info@christenseninstitute.org; Web site: http://www.christenseninstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01