Saved in:
| Main Authors: | , , , , , , |
|---|---|
| Format: | Preprint |
| Published: |
2024
|
| Subjects: | |
| Online Access: | https://arxiv.org/abs/2409.12039 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1866917779367526400 |
|---|---|
| author | Allen, Scott Bardach, Lisa Jirout, Jamie Mackey, Allyson McCoy, Dana Pesando, Luca Maria Kizilcec, René |
| author_facet | Allen, Scott Bardach, Lisa Jirout, Jamie Mackey, Allyson McCoy, Dana Pesando, Luca Maria Kizilcec, René |
| contents | Educators are more than workers within educational systems; they are stewards of educational systems. They must analyze student performance data, identify patterns that inform targeted interventions and personalized learning plans, continuously develop the curriculum, set ambitious learning goals and use up-to-date pedagogical theory to adapt instructional strategies, act as advocates for educational policies that promote inclusivity and equity, and much more. Most educators deeply care about the learning and wellbeing of their students and colleagues. Given the chance, they will do whatever they can to make improvements to these ends. In this role as architects of change, educators deal with conflicting definitions of success, multiple stakeholders, complex causal relationships, ambiguous data, and intricate human factors. Amid all this, most educators and the educational systems around them are strained to the capacity of what their time, training, and budgets allow. The problem is not merely that they must perform demanding tasks, but more so that they must constantly implement improvements and interventions amid the complex challenges of the organizations in which they work. These challenges can be especially difficult in implementation of related education technology, which is continuously developing at sometimes rapid pace. Whether the context is an individual classroom, a school district, or a postsecondary institution, implementing beneficial human-technology partnerships requires attending to the needs and constraints of these classrooms, districts, institutions, and so forth as organizations and engaging in this work as a partnership with educators. This chapter lays out the principles and processes of developing successful educator-technology partnerships including key considerations for each step and an example protocol for engaging in this endeavor. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2409_12039 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Implementing New Technology in Educational Systems Allen, Scott Bardach, Lisa Jirout, Jamie Mackey, Allyson McCoy, Dana Pesando, Luca Maria Kizilcec, René Physics Education Educators are more than workers within educational systems; they are stewards of educational systems. They must analyze student performance data, identify patterns that inform targeted interventions and personalized learning plans, continuously develop the curriculum, set ambitious learning goals and use up-to-date pedagogical theory to adapt instructional strategies, act as advocates for educational policies that promote inclusivity and equity, and much more. Most educators deeply care about the learning and wellbeing of their students and colleagues. Given the chance, they will do whatever they can to make improvements to these ends. In this role as architects of change, educators deal with conflicting definitions of success, multiple stakeholders, complex causal relationships, ambiguous data, and intricate human factors. Amid all this, most educators and the educational systems around them are strained to the capacity of what their time, training, and budgets allow. The problem is not merely that they must perform demanding tasks, but more so that they must constantly implement improvements and interventions amid the complex challenges of the organizations in which they work. These challenges can be especially difficult in implementation of related education technology, which is continuously developing at sometimes rapid pace. Whether the context is an individual classroom, a school district, or a postsecondary institution, implementing beneficial human-technology partnerships requires attending to the needs and constraints of these classrooms, districts, institutions, and so forth as organizations and engaging in this work as a partnership with educators. This chapter lays out the principles and processes of developing successful educator-technology partnerships including key considerations for each step and an example protocol for engaging in this endeavor. |
| title | Implementing New Technology in Educational Systems |
| topic | Physics Education |
| url | https://arxiv.org/abs/2409.12039 |