The goal of Teachers Know Best is to bring the perspectives of teachers to developers who are creating digital tools for the classroom. Moving from anecdotes of what digital instructional tools teachers want and need to actual, solid data, will help us to better understand how teachers use digital technology in the classroom, and how these tools can be improved.
Technology can be an accelerator of gains in education as long as it’s understood that technology must not be elevated above its purpose—which is to support the teacher and improve instruction. So how do we make sure technology supports teaching? Ask the teachers.
Recently, we released the findings from Making Data Work, the latest report in our Teachers Know Best series.
We spoke with dozens of educators across a range of schools—from mainstream to technology-forward—and we conducted an online survey with a nationally representative sample of 4,600 public school teachers.
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This study explores four questions:
• What do teachers believe about data-driven instruction and the tools that support it?
• How do teachers use data to tailor instruction?
• What are key challenges with the tools that support data-driven instruction?
• What do teachers need to make data work to inform instruction in the classroom?
Quality professional development is an essential component of teaching, yet few teachers are satisfied with current offerings. To help identify needs and opportunities for improvement, we conducted a study with more than 1,300 stakeholders.
No one knows teaching like teachers, so we asked more than 3,100 educators and 1,250 students what kinds of digital instructional tools are essential to help their students be prepared for college and careers in the 21st century.