Four implementation insights for design-centered learning programs: time with technology, extended professional development, intentional instruction, and starting small¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report distills its exploratory findings into four recommendations for future Learning Studio implementations. It urges "making sure teachers have ample opportunity to familiarize themselves with the technology" and ensuring infrastructure and district buy-in; extended professional development before and during implementation, including a professional learning community of advanced and novice teachers; intentional instruction targeting persistence and collaboration; and starting implementation at a smaller grain-size so teachers can grow confidence first.

Design Implications¶

Context¶

Requirements¶

• Teacher familiarity with technology and adequate infrastructure and school/district-level buy-in for software and hardware supports

Constraints¶

• Most impressive gains came from teachers with pedagogical practices specifically targeting persistence, collaboration, and related skills; design-thinking facility among teachers was limited in the pilot

Target Learners¶

• K-12 students in design-centered and maker learning programs
• Teachers implementing maker technologies

Target Learning Goals¶

• 21st century competencies including engagement, agency, collaboration, persistence, and design thinking

Related Strategies¶

• Maintain professional development and educator collaboration throughout an edtech pilot

Examples¶

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Key Sources¶

• Student Growth through Design-Centered Learning: Report from the Learning Studios Pilot. (2017). Digital Promise Global. https://global.digitalpromise.org/learning-studios