Districts report recurring pain points in edtech evaluation, including no formal process, curriculum–technology team disconnects, uneven evaluation depth, and outdated tool inventories¶

Claim · All claims
Evidence · 1 study · qualitative r? · q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: baselines and conditions change

Subclaims¶

q1 i? Education leaders consistently identify four pain points in edtech evaluation: lack of formal process, disconnect between curriculum and technical teams, evaluation depth varying with investment size, and difficulty maintaining inventories. → painpoints-1

Evidence¶

painpoints-1¶

Noakes, Sierra. (2023, June). Select the Right Edtech: How to Leverage Certified Products During the Procurement Process. Digital Promise. https://doi.org/10.51388/20.500.12265/182

q1 · i? · qualitative · r?

Report's synthesis of district leaders' experiences, drawn from Digital Promise's listening tour and project history rather than a controlled study. It names the lack of a formal process as a leading pain point, "which may lead to divergent and siloed processes."

"Often, education leaders identify the following pain points in their edtech evaluation processes: • The lack of a formal process, which may lead to divergent and siloed processes"

Discussion¶

Related Claims¶

• Most district ed-tech needs assessments are informal; formal needs assessments are rare — related
• Students, teachers, and principals are perceived to have limited involvement in ed-tech procurement decisions, and providers are far less satisfied with end-user involvement than district stakeholders — related
• The current learning ecosystem serving frontline workers is siloed and does not support the flow of data between stakeholders or workers — related
• Teachers designing TEL face serious constraints of time, expertise and endorsement — related