To support ed tech, schools need to rethink budgets, infrastructure

For districts implementing new learning models, communication is key, said Simone.

He said he often hears of “pockets of a few departments having great ideas [who] then say, ‘We’re still trying to get it done, but we can’t do it because we need XYZ on board.”

Districts need “a really good plan for everyone to rally around” and should involve strong leadership spanning from curriculum to IT, the superintendent, principal, students, and faculty, Simone said.

Schools must ensure that they have coherent internal communication across their departments and campuses: Vendors and schools work together best when the school has a clear vision of what it is trying to achieve, said Andy Lausch, vice president of higher education for CDW-G.

Once the changes to the learning model are underway, the district must continue to provide support: “This goes nowhere without good [professional development],” Washington said.

Sixty-one percent of surveyed high school faculty expressed need for “more training on specific technologies.”

One respondent asked for “technology coaches,” and another suggested that schools “fund attendance to professional meetings that focus on the use of classroom technology.”

The “Learn Now, Lecture Later” report allows school staff transitioning to the new learning model to look at schools across the country and see that they are “not that different,” Washington said.

Said Washington: “We all have the same issues; we all have the same concerns. At the end, we all just want to do what’s best for our kids.”

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