Provide targeted professional development to encourage teacher understanding and use of learner-variability features¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because survey data showed many teachers believed features could support learning but far fewer knew about or used them, and student data showed a student's teacher strongly predicts feature use, the report recommends professional development that specifically encourages understanding and use of these features, perhaps through coaching or examples from other teachers. A teacher quoted in the report asked for "more tutorials on the different features…if you could model how some of these features are used," reflecting time constraints teachers face.

Design Implications¶

Context¶

Requirements¶

• Requires deliberate outreach beyond platform availability, since awareness and use lag behind perceived value.

Constraints¶

• Teachers report limited time to explore platform features on their own.

Target Learners¶

• K-12 classroom teachers and school-based specialists using edtech platforms

Target Learning Goals¶

• Effective adoption of learner-variability supports in edtech

Related Strategies¶

• Pitch Forms to cautious adopters as a time-savings and instant-feedback tool, and let them experience it firsthand
• Raise teacher awareness of new features through professional development and outreach

Examples¶

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Key Sources¶

• Tare, M. & Shell, A. R. (2019). Designing for learner variability: Examining the impact of research-based edtech in the classroom. Washington, DC: Digital Promise Global. https://digitalpromise.dspacedirect.org/items/82839c44-adb1-400c-b422-9bfbbca65985. doi:10.51388/20.500.12265/81