Katrina Stevens

Close to $2 billion dollars in private company resources will flow into US schools through the ConnectED Initiative over the next three to four years.

Ten companies shared the specifics around what they were offering (see list below) at the showcase event on June 28, 2014, organized by the State Educational Technology Directors Association (SETDA). Strategically placed during the overlap between the SETDA Emerging Technologies Forum, and the International Society for Technology Education (ISTE) annual conference, participants from both conferences could attend to discover what company resources were available to them and how they could be accessed.

[Commentary] What are educators’ priorities when it comes to education technology? And what should be included in an “Edtech Bill of Rights”?

• The best interests of students must always be first and foremost.
• Tools should fill a REAL need for teaching/learning (not solutions in search of a problem).
• Ask teachers and talk to administrators at every stage of the design process.
• Have open, balanced conversations among all stakeholders.
• The introduction of edtech should include ongoing targeted meaningful staff development that is preferably teacher led.
• Student data must be secure: edtech companies should be open and clear about their use of data and information.
• Education technology should continually be tested in classrooms.
• The larger community should be included in the selection and implementation of edtech.
• If solutions claim to be research-based, they need to be truly research based.
• We need to know more about what works based on real data.
• Access should be reasonable and appropriate for all stakeholders.
• Compensate teachers who are product developers for their works.
• Similarly, compensate educators for providing extensive feedback and help with product development.
• Structure the ways teachers can provide feedback and interact with new tools as forms for professional development.
• Research should include recommendations that address the socio-emotional implications of using technology products.
• Districts should provide thought leadership on their theory of learning to help drive appropriate product development that aligns with district priorities.
• Everything should revolve around the learner.