Districts are not yet systematically using TPE-generated information, with technology serving mainly as a repository¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change

Subclaims¶

q2 i? Districts generally lack systematic use of TPE information; technology systems function primarily as information repositories rather than management systems. → Slotnik 2015

Evidence¶

Slotnik 2015¶

Slotnik, W. J., Bugler, D., & Liang, G. (2015). Change in Practice in Maryland: Student Learning Objectives and Teacher and Principal Evaluation. Mid-Atlantic Comprehensive Center (WestEd and Community Training and Assistance Center). https://eric.ed.gov/?id=ED568386

q2 · i? · qualitative · r2

Key leader interviews and four-district case study findings on technology and data use. The report recommends districts examine their technology tools to understand how and to what extent principals and teachers make use of them.

"Districts are generally not yet making systematic use of the information generated through TPE. Interviewees describe technology systems that serve primarily as a repository of information, rather than as a management system."

Discussion¶

Related Claims¶

• Consolidating edtech tools enabled DPS to pursue vendor partnerships that systematically compare app usage with student data to evaluate tool effectiveness — related
• Principals are generally more positive about TPE than teachers, but perception gaps are narrowing — related