Quality over quantity: Rethinking edtech time in the classroom

Key points:

When it comes to edtech, time and outcomes aren’t always correlated
Break out the VR and the 3D printers for real-world relevance
6 critical insights into teachers’ technology use
For more news on classroom edtech, visit eSN’s Innovative Teaching hub

Districts nationwide are staring down budget deficits and dwindling reserves now that stimulus funds have wound down, forcing superintendents to make difficult decisions about what to cut, what to consolidate, and how to reduce costs.

I’ve been there.

As district superintendent for three separate Virginia counties before being appointed as superintendent of public instruction for the state, I was often forced to cut costs in tight budget years. With good reason, one of the key questions education leaders ask is how “much” something is being used. After all, we’re responsible for being good stewards of taxpayer dollars, and usage is an often intuitive way to determine what winds up on the fiscal chopping block.

But when it comes to evaluating the return on edtech investments, that line of thinking can be disastrously misleading.

Great teachers are masterful when it comes to weaving digital resources into the classroom experiences to preview topics or provide bursts of critical reinforcement. They might captivate an earth science class with a 5-minute video on volcanic formations. Or inject an animation into class to incorporate an entertaining or relatable explanation of a physics concept before teenage eyes start to glaze over. When it comes to supplemental content, short bursts of usage don’t mean that material lacks value. In fact, it’s often just the opposite.

Relatively small “doses” of digital content supplement lessons and cement student learning by, among other things, engaging and motivating students, filling gaps in core instructional material, providing targeted support or reinforcement of concepts, or connecting lessons to real-world scenarios. It’s the educational equivalent of adding protein powder to your morning smoothie.

Over time, the educational impact of these often overlooked resources can add up. Consider the concept of “aggregate marginal gains”–the idea that if you improve consistently but minimally, even by as little as 1 percent, those small gains eventually become remarkable improvements. We see this everywhere in our lives, from saving small amounts of money over time to beginning a regular physical exercise routine. Small amounts, little improvements, and incremental progress can result in huge increases.

But don’t take my word for it. Research has long backed the value of supplemental lessons, showing time and again that high-quality content has a positive impact on student scores.

Data collected across five states showed statistically significant increases (“Moderate” evidence, in ESSA terms) in Math, English Language Arts, and Science scores among students who had access to supplemental resources in the classroom. A separate analysis, validated by LearnPlatform (ESSA Tier III), showed a 28 percent increase in literacy skill proficiency for what some administrators might think of as a “light touch” intervention.

Of course, when confronted by a market flooded with edtech companies hawking seemingly endless supplemental programs and promising to change the trajectory of student performance, it can be challenging to gauge what works.

But there are best practices. The Minnesota Educational Computing Consortium recommendations include ensuring that lessons include information based on real events that are historically accurate; that learning is woven throughout the games or videos, from start to finish; and that the games, videos, or other material come with support for teachers about how to use them effectively in a classroom. Perhaps most importantly: they urge the adoption of supplemental material that’s actually fun.

Of course, none of this is new to great teachers, who understand how to thoughtfully integrate and fuse digital resources into their pedagogical practices in ways that motivate students and explain concepts that are more relevant to contemporary learners. They understand that even tiny moments in the classroom can spark learning opportunities.

I don’t envy those grappling with these decisions, trying to weigh the value of one line in a budget against another. While staring bleary-eyed at a financial spreadsheet, some might be tempted to forgo anything that isn’t a core instructional activity. As budget season fast approaches and district leaders begin charting their financial path without pandemic aid, they should remain mindful that when it comes to edtech, time and outcomes aren’t always correlated.