Teachers tended to adopt district-provided tools, and single-application step-by-step training supported uptake of Forms¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most teachers relied on tools provided by their district rather than seeking out new tools, especially in Scotland where Glow provides Office 365. → Digital Promise 2018 q2 i? A technology coach found trainings targeting one tool with step-by-step walkthrough produced uptake where multi-tool trainings did not. → Digital Promise 2018 (2)

Evidence¶

Digital Promise 2018¶

Digital Promise. (2018). Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. https://digitalpromise.dspacedirect.org/items/8a12967d-b67d-404f-875f-3dc61d0cc32e doi:10.51388/20.500.12265/52

q2 · i? · qualitative · r2

Interview finding across all four countries; the tendency was strongest in Scotland, where every teacher and student has access to the Glow platform including Office 365 and Forms.

"most teachers explained that they tended to use the tools provided by their district rather than seek out new tools on their own."

Digital Promise 2018 (2)¶

Digital Promise. (2018). Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. https://digitalpromise.dspacedirect.org/items/8a12967d-b67d-404f-875f-3dc61d0cc32e

q2 · i? · qualitative · r2

Interview evidence from a technology coach whose district enabled Office 365 without training; she trained nearly the entire teaching staff on single tools over several months.

"When we were showing them all the tools we weren’t finding any uptake,” she explained, “because that’s what we did at the beginning. Now when teachers attend a training we start with one tool and actually walk them step-by-step on how to use it."

Discussion¶

Related Claims¶

• Teachers receiving 11 or more hours of training on integrating digital content report almost double the reliance on software and the Internet compared with untrained teachers — the general claim this finding bears on, with the studies behind it
• An innovation foreign to the rest of its system tends to be rejected; lasting change needs a coordinated bundle of innovations. — a broader claim this one bears on
• Most partner professional development relied on traditional short-term workshops with little classroom-level intensive assistance — related
• No readily accessible sources of rigorous evidence exist for most ed-tech products — related
• Preservice teachers tend to rely more on informal help sources than formal ones during training — related