Participants reported professional growth through networking and collaboration within the RPIP¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Board members reported growth through networking with educators from different areas and opportunities such as speaking on an AI panel. → networking-1

Evidence¶

networking-1¶

Pautz Stephenson, S., Banks, R., & Coenraad, M. (2022, June). Outcomes of increased practitioner engagement in edtech development: How strong, sustainable research-practice-industry partnerships will build a better edtech future. Digital Promise. https://doi.org/10.51388/20.500.12265/158

q2 · i? · design · r2

Interview data from the Impact section. Board members cited a mix of stakeholders, learning from a district technology leader, conference panel participation, and collaboration on pre-publication drafts of short AI papers. No effect sizes printed.

"In our interviews, Board members shared how the experience helped them grow professionally. One Board member stated, "There was a good mix of different folks and stakeholders, educators from different areas in the country."

Discussion¶

Related Claims¶

• Practitioner Advisory Board members reported learning more about AI and related edtech through their engagement — related
• Limited device access and a six-month engagement constrained some Board members' contributions, with one member reporting expectations were not met — related
• Students perceive that applying knowledge gained through new meaningful experiences creates lasting personal growth (gain) — related
• Role rotation created opportunities for perspective-taking and collaborative accountability, but also produced difficulty adapting to unfamiliar roles and uneven participation — related
• All six Practitioner Advisory Board members reported that engaging with Merlyn Mind was a valuable use of their time and that their feedback was taken seriously — related