Integrate technology across the entire instructional triangle of teachers, students, and instructional resources¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Drawing on Cohen et al. (2003), the report states that "education only improves when changes occur to integrate technology across the entire instructional triangle—a triangle of connections among teachers, students, and instructional resources." This means technology should support students working alone or in groups, teachers' work with students, and teachers' access to useful information—not serve merely as a substitution for one narrow activity such as practice problems.

Design Implications¶

Context¶

Requirements¶

• Meaningful use must address the full range of curricular goals and standards, including conceptual understanding and long-term skills

Constraints¶

• The report cautions against accepting vendor claims of personalization at face value and notes machine learning algorithms can exacerbate inequities if trained on biased datasets

Target Learners¶

• K-12 students and their teachers in virtual or blended settings

Target Learning Goals¶

• deep engagement with curricular standards and skills through meaningful technology use

Related Strategies¶

• Districts should map virtual-learning and equity actions onto the seven domains of a comprehensive, aligned principal pipeline

Examples¶

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Key Sources¶

• Stephenson, S. P., Hardy, A., Seylar, J., Wayman, J., Peters, V., Bellin, M., & Roschelle, J. (2021). Equity-Centered Leadership in a Virtual Environment. The Wallace Foundation. https://www.wallacefoundation.org