I have great respect for the past. If you don't know where you've come from, you don't know where you're going.
-Maya Angelou
How many times have you already looked at your phone today? You might’ve sent a few texts. Maybe you opened some emails. Perhaps you shared a document, or viewed a presentation. It's easy to forget that just over ten years ago, none of these actions were simple or ubiquitous -- the iPhone wasn’t launched until 2007, and most devices in the office (or classroom) were tethered to a desk, as the “cloud” had yet to take shape.
texts a day sent on average (Source: Text Request)
hours a day spent on smartphones (Source: Hackernoon)
To understand why the time is right for school systems to adopt their own “operating system,” let’s explore how technology has evolved over the past thirty years across six major waves.
1980-2000s
Wave 1: The Closed OS
When people hear “operating system” they might think back to the early days of educational technology, when the ecosystems were closed; back then, you were either a loyal Microsoft or Apple user, and those were pretty much your only options. As classrooms only had one option or the other, the computers subsequently ran Windows or MacOS. It was a binary landscape, to say the least. As a result, Apple and Microsoft dominated the education market for years. During this time, most schools used on-premise servers to store all of their data (many still do). But this created numerous issues, including but not limited to limited collaboration, restricted mobility, and increased security risks. This lasted from the 1980s through the early 2000s. However, something called “the cloud” was brewing in the sky.
2004-2007
Wave 2:The Early Days of the Cloud
In 2004, something outrageous happened: you no longer needed to store emails in a local server. This was thanks to the release of "Gmail" by Google, a relatively new company then. One year later, Google purchased a company called Writely, which would ultimately become what is now known as Google Docs. With the ability to create and share content, Google secured a place to store it all in 2007. Originally called Platypus, this would later be known globally as Google Drive. These three pieces were built on the belief that the future was about the cloud -- the ability to access anything, from anywhere, on any device -- and it had a tremendous effect on the way education systems operated, from the classroom to the district.
2007-2012
Wave 3: Enter Devices
The cloud was a disruptive force, but it wasn't easily accessible, as laptops and computers were still rather expensive. While the original 2007 iPhone changed the game for what one could do on a phone, it was challenging to be productive, no matter how “smart” the device was. It wasn't until 2012 that Google began to develop the first Chromebook, which caused the first major shakeup to the laptop ecosystem in years. Meanwhile, Apple stuck to their guns on a premium price point for Macs and iPads. During this time, Microsoft often stressed how much students needed to learn how to use Office, since that is what they would use in the “real world”. In the end, they were both impacted by an evolving market. Chromebooks delivered 90% of the functionality at a fraction of the cost, and by 2014, schools began to purchase them in bulk. Over the last four years, both Microsoft and Apple started to change their education model. Google’s lower price point for school devices significantly drove prices down and made them affordable to nearly everyone. This gave more and more school systems the opportunity to consider how technology might transform learning experiences with the goal of providing greater equity and accessibility. When any technology becomes a commodity, the end user wins.
2012-2014
Wave 4: Workflows
Years later the foundation Google has established paved the way for Google Apps for Education (now G-Suite). In the process, they effectively solved a major interoperability challenge: the offering was completely free, which challenged other players in the edtech space. While Microsoft and Apple ignored this paradigm shift for years, they were forced to evolve or be forgotten in the K-12 space. Office 365 was eventually launched, and although it was “free,” schools still needed to license Office, which was expensive. Apple's iCloud simply never gained the traction it needed and as a result, Google continued to flourish and eat up more of the K-12 market share.
The one major challenge still facing Google was that the combination of GAFE and Drive together offered a clunky experience. This is likely because they were developed and housed in different parts of Google. They didn’t “talk” to each other well -- a problem that often persists even with today's apps. Teachers needed to ask their students to create an assignment in Docs, download a copy of that to a local folder on their desktop, upload it to Drive, and finally, move it to the teacher’s folder. That's a lot of steps to take for every single assignment, not to mention, a lot of room for error.
While Microsoft and Apple were consumed with their device strategy, Google was solving this workflow problem. The answer soon arrived via Google Classroom: a way to enable Drive and GAFE to “talk” to each other directly. Classroom condensed those four steps into one seamless action and worked across all devices and operating systems. This simple solution simultaneously saved teachers time and helped us move towards classroom interoperability.
Microsoft has tried to launch their own version of Classroom, as has Apple, but both are inferior (and quite frankly, late-to-the-game) offerings. This is where the evolution and innovation of the LMS really hit a wall. The key advantage Canvas had, as it began to steal market share from the incumbent, Blackboard, was simply that they built a pure-SaaS product first and foremost. Blackboard got too comfortable and believed their loyal customer base would never leave.
Keep in mind as well that Classroom was never meant to be an LMS, or provide visibility for admins into the classroom.It was created to enable teachers to operate their classrooms more effectively. While this workflow was a huge value-add over the last four years, not much has happened since for K12, leaving the door open for new players.
2014-2018
Wave 5: Cross-Platform Applications
The next interoperability challenge was how to enable the various apps to run on any device in order to reduce the friction in schools who just wanted to teach and learn, and not worry about which device enabled it. For those who remember what happened with LAUSD in 2014, when content and curriculum cannot be accessed and used easily, technology fails. In the past few years, we can now operate Windows apps, like Powerpoint, Notes, et cetera, on a Chromebook or Android device. We can operate Android apps on Chromebooks, and we can even use Dropbox with Google or Microsoft as people seek their own custom, best-in-breed solution. We have now seen this convergence of enabling all types of applications to run across any device and OS. The focus on applications reduced the amount of friction for the end user, who just wants to access the content and does not care which OS or device they are using. It should just work.
2018+
Wave 6: Data Unification
The most important question for us today is, how does the data living across different applications speak to one another? Andhow do we make that data useful and meaningful for end-users of education technology? Schools can continue to work towards “personalization,” but the reality is that developing a holistic profile for every student across applications will be an absolute necessity to support individualized instruction. If classrooms are utilizing a learning management system, most of the achievement data will probably be with Google, Microsoft, or Schoology, to name a few. But regardless of any LMS’s collaboration features, their tools do not offer the ability to aggregate achievement data across applications for schools to make informed decisions about curriculum and instruction or resource allocation. As a result, the data necessary to make timely decisions and improve student outcomes currently lives scattered among a plethora of learning apps that don't “speak” to one another. And this is where Kiddom comes in. We approached the challenge by building for interoperability from the start. We considered all of the major stakeholders in the K-12 environment when we designed our analytics. Because Kiddom connects the dots between curriculum, instruction, and assessment, we effectively streamline the workflow necessary for educators and administrators to build student-centered instructional models.
Kiddom picks up where the LMS leaves off, offering an operating system for K-12 schools and districts to measure and act on classroom intelligence. We define a K-12 operating system as a set of interconnected tools to enable schools to operate more productively, increase student outcomes, and improve upon their respective instructional models. If you're ready to see what the next wave of education technology can do for your school or district, let's talk. As a former “Googler” who led the Chromebook initiative into schools and districts, I’d be happy to connect with you and your colleagues to address any challenges, fears, or questions you have about our incredibly useful tool for K12 education.
“Kiddom is great for assessing data and then assigning appropriate work based on individual student performance. I love that it's very easy to attach standards and rubric to every assignment.”
Jackie Curts, Middle School Teacher
“Using Kiddom has made me stop and ask ‘Am I just letting this student repeat what they already know or am I really challenging them?’”
Ann Leghorn, High School Literacy Specialist
“I can see where my class and any student is at any moment in their educational journey. This way I can take action to assist them to work towards mastery.”
Listen to Classroom Teachers to Solve Interoperability Problems According to a recent EdWeek Market Brief, K-12 district leaders rarely adopt solutions for use based on teachers’ suggestions. While this won’t be surprising to educators teaching in large districts, it...
Nearly ten years ago, I started my career in education as a math teacher at a new alternative high school serving over-age, under-credited youth in New York City. My students were labeled “at-risk” of dropping out because they were 16–21 years old and previously...
Building relationships with administrators and teachers demands thoughtful inquiry, care, and reflection Education is awash with efforts to personalize learning. But what does it mean for a company to personalize its support for the teachers who use its product?...
Listen to Classroom Teachers to Solve Interoperability Problems
According to a recent EdWeek Market Brief, K-12 district leaders rarely adopt solutions for use based on teachers’ suggestions. While this won’t be surprising to educators teaching in large districts, it illuminates one of the reasons for major implementation hurdles as large district leaders roll out major initiatives with good intentions but poor grounding.
When I taught math at an alternative high school in New York City, I had a set of mandated tools which I had to use, but some of them didn’t meet my classroom needs. To better serve my students, I patched together a bunch of disparate edtech tools to ensure the materials were appropriately differentiated and accessible anywhere at any time. This meant devoting an inordinate amount of time copy-pasting achievement data from one system to another to ensure compliance with our set of mandated tools. Maybe my use case might have better informed other learning communities serving a similar student demographic. Maybe this information would have created an opportunity for school and district decision makers to more effectively evaluate the technologies they had purchased.
Why aren’t teachers considered a source of truth for large districts seeking product solutions? Teachers are on the front lines for our children, playing coach, mentor, counselor, and mediator before, during, and after the school day. They pour their blood, sweat, and tears into writing curriculum that guides students in making meaningful connections across concepts. They explore and incorporate new tools and instructional models in the name of student achievement, even when that means working late into the night and on the weekends.
There is some good news. According to that same EdWeek Market Brief, about three out of five small district leaders proactively seek teacher recommendations before procuring education products. Of course, smaller districts are inherently set up to be more responsive because they can have less bureaucracy. At Kiddom, we see this very clearly, as our K-12 operating system is gaining the most traction in small-to-medium sized districts, where leaders have their ears to the ground (and their eyes in the classroom). They recognize that any major new instructional initiative requires staff buy-in first, and to do that, you need to understand the tools your teachers have already chosen for their classrooms.
According to a report by SETDA entitled, State Education Leadership for Interoperability: Leveraging Data for Academic Excellence states continue to face massive challenges in making data readily available for use by decision makers, teachers, parents, and students. The report illustrates how interoperability can help states and districts better achieve student learning goals, in that “interoperability can allow for a balance between high quality information and local use of that information to support teaching and learning.” If half of K-12’s large district leaders continue to ignore teacher recommendations, and we assume that those teachers will continue to use tools that work best for their classrooms, how can we solve the interoperability issue in education?
To institute change and ensure decisions are made using high quality information, large district leaders should take a page out of their smaller peers’ playbook and create meaningful opportunities for pilot programs to report results directly to district leaders. If they don’t, they will only perpetuate the interoperability problem plaguing all of us in education, from students and teachers to district administrators to education technology companies.
If you’re the leader of a large district, you might remember LAUSD’s infamous $1.3 billion 700,000 iPads-for-all initiative. This blunder could have easily been avoided by engaging classroom teachers in decision-making processes, making critical improvements to the plan, and then building authentic buy-in. When we started Kiddom more than three years ago, we first focused on building tools needed to enhance the experience for individual teachers and students. By focusing on classrooms first, we discovered a disconnect between teachers and their administration bodies. So we listened and worked closely with public school administrators to understand how to connect school systems from the top-down and bottom-up.
At Kiddom, we recognize the need for change management when implementing new initiatives such as personalized learning, blended learning, and/or instructional models that are more student-centered. Our team of success managers are former educators focused on acting as thought partners for administrators, and connectors between school communities tackling similar challenges. We work alongside you to provide contextualized, targeted resources to guide teachers through long-term changes. If you’re interested in learning more about how we’re helping schools and districts measure and act on classroom intelligence, we’d love to chat.
P.S. We’re obsessed with designing and implementing technology that enables all students to learn via pedagogy and pacing optimized for them. Are you an administrator seeking to build buy-in to a new initiative to support your teachers? We’d love to learn more about your goals.
Nearly ten years ago, I started my career in education as a math teacher at a new alternative high school serving over-age, under-credited youth in New York City. My students were labeled “at-risk” of dropping out because they were 16–21 years old and previously unsuccessful in high school. Many suffered from chronic absenteeism, caused by factors such as homelessness, family responsibilities, and/or incarceration. If we, the educators, were going to serve our students well, we were going to have to get pedagogically creative.
One of the first curricular tools I built to share — on the first day of school — was a public, student-friendly gradebook on Google Sheets. (Yes, this was before Google Classroom existed!) Students could track their progress and identify which skills needed extra work at any time. Little did I know this experience would eventually propel me to help develop a school operating system that tackles technology issues plaguing educators and supports them with more opportunities to offer individualized instruction.
Creating a Toolbox — and Filling It
After creating the gradebook, my colleague and I developed a curriculum aligned to New York state math standards. We scoped and sequenced the curriculum according to a set of power standards representing scaffolded skills. If students mastered a power standard, they could move on and didn’t need to wait for others. This competency-based system made sense; if students were chronically absent, holding them accountable to a pacing calendar would prove futile.
To supplement in-person support offered during class and lunch periods, I published a simple Google site to house my lessons, assessments, and other resources. If students missed class or needed additional help, they could go to my website and access the day’s lesson as well as videos and digital exercises from YouTube and Khan Academy.
As my students submitted work, I tracked everything in my gradebook. My goal was to minimize the information asymmetry that tends to exist between what teachers know about their students and what students know about their performance. At the time, I had no idea this system was called “standards-based grading.” I was so green at this point in my career that I probably assumed every classroom in the 21st century operated this way. I didn’t realize what we were trying to build was innovative.
The following year, I wanted to ensure that when students did come to class, they could participate and engage — or at the very minimum — access the content via a class set of iPads. I stepped up my game by adding even more videos and assessment exercises to my class website, mining resources from IXL and CK-12. I generated logins for my students and started “blending” instruction using the free content from these publishers. This worked nicely for my students, who felt like I was carefully attending to their learning pace and providing them with targeted learning materials.
By the end of year, more than half of my students passed the Algebra 1 state exam. For context: in years prior, every one of these students had failed this exam at least once. Of those who failed again this time around, many had never come so close to passing and looked forward to retaking it in the summer.
Enter the LMS
I was proud, but also exhausted. The time required to maintain the number of tools I was juggling was eerily close to the time I used to spend working as an investment banker. I dedicated hours every week copy-pasting student achievement data from multiple systems into one gradebook, analyzing each student’s progress and assigning work based on need. The last thing I needed was another system to maintain, but that’s exactly how my third teaching year started: my school administration decided a centralized system for grades was necessary to assess how all classrooms were doing. They bought a learning management system (LMS) and asked us to start using it.
Procuring the LMS was purely an administrative decision, fueled by a desire to monitor school-wide trends to make resource allocation decisions. I couldn’t fault school leadership for this, but I still hated using it. I didn’t want to change the way I’d set up my class because my model working for my students. Now, in addition to importing data from IXL, Khan Academy, and an adaptive learning program called Carnegie Learning, I had to transfer the achievement data from my gradebook into another system. It felt like every tool I used in the classroom was inherently designed to work in isolation.
By the end of that year, my patience had grown thin. I stopped updating the LMS on a regular basis and wondered how long it would take before somebody noticed. My colleagues had mixed feelings about it too. Because the LMS was designed to contain a lot of tools for teachers in a single view, it was clunky and cumbersome to use. For example, it didn’t integrate with Google Apps, which we had spent the last three years using. Nor could I customize features to align with my class set-up, or remove certain features altogether.
Building and Brainstorming
After three more years teaching in alternative high schools, I left the classroom to join Kiddom and address this interoperability problem. In an ideal world, teachers would be able to access a set of tools driven by their classroom needs and aligned to an instructional model of their choice. Administrators would be able to measure and take action from macro-level trends, manage and review curriculum, and enable educators to incorporate the instructional models and technologies that serve their classrooms best.
Unfortunately, teachers are constrained by tools that are ineffective or redundant. Many education technologies are not interoperable. School and district leaders continue to spend an inordinate amount of time piecing together data to understand what’s really happening. When that takes too long or doesn’t work, they resort to classroom observations — because they’re easy to do.
During my time at Kiddom, I’ve had the opportunity to apply my teaching experience and work with a team of designers and developers to tackle these problems head-on. At first, we focused on teachers and learners and the tools needed to enhance a singular classroom experience; this led to a simple, visual standards-aligned gradebook. Next, we connected this gradebook directly to digital content publishers like CK-12 and Khan Academy so that teachers could access teaching resources in order to differentiate instruction efficiently and save time.
Because every classroom experience plays a role in the larger ecosystem within a school, we designed a set of collaboration tools to help teachers work together, share, and learn from each other more effectively. We then focused on the information asymmetry that exists between classrooms and their respective administrative bodies. Working with and listening closely to public school administrators, we brainstormed various ways we could support school systems from the top-down and bottom-up.
A K-12 School Operating System
The result of this work is Kiddom Academy, a K-12 school operating system supporting collaboration and individualized instruction. Using Academy, administrators can identify and act on aggregate achievement trends, manage curriculum and assessment, and efficiently integrate other tools they’ve come to rely on. They can set up frameworks for a range of pedagogies in line with their organizational goals. Classrooms gain access to a comprehensive library of standards-aligned resources and curriculum development tools. Beautiful, actionable reports help students, teachers, parents, and administrators monitor progress and take action.
Kiddom Academy, our K-12 school operating system for schools and districts
A K-12 school operating system is the next step in the evolution of education technology. Interoperability matters in schools and districts now more than it has ever before, because we’ve come expect it everywhere else. For example, I can purchase a pair of concert tickets using my EventBrite app, and then export the information directly into my iPhone calendar. So too should teachers be able to use a variety of learning apps in their classroom and expect them to work together seamlessly. As we see more content and pedagogy-specific tools in the market, we can expect increasing numbers of teachers to find and patch together the tools that work best for them; administrators will be no different.
My teaching experience helped me understand that I didn’t need to buy a blended learning or personalized learning product. I had a process and practice in place, and needed a set of interoperable tools. I can’t imagine how much more passion and creative energy I might have offered my students and colleagues if I wasn’t staying up late every night copying and pasting data to differentiate instruction. “Personalized learning” might be trendy, but it isn’t new. Teachers have been trying to enhance and individualize learning using the tools at their disposal for a long time.
That’s why at Kiddom, we’re hell bent on designing and implementing technology that enables all students to learn via pedagogy and pacing optimized for them. We’re betting big on the idea of building a system for other learning apps to run on — rather than in — to help schools plug and play the tools they find most effective. We can’t wait to see how schools will use Kiddom Academy to execute their vision for teaching and learning.
One of the toughest things about working with high school students, especially those on the autism spectrum (as parents and teachers who work with these students will tell you), can be teaching them about accountability. Not just teaching students to take accountability for their own actions, but also helping the adults that work with them model it to support their students. Finding a tool that requires teachers, students, and even parents to accept responsibility can be tricky. This is why I use Kiddom, so I can make everyone accountable without adding any extra work for myself.
Holding Students Accountable
One of the primary goals of my school is to prepare students for independent life. This doesn’t just mean teach them enough to pass tests and get into college. We also work on their social skills, executive functioning skills, strategies to cope when they are struggling emotionally, and much more. In order to grow in any of these areas, students must take accountability for themselves. If they don’t see a problem, how can we expect them to fix it?
Kiddom allows students to be in the driver’s seat with their schoolwork. Not only do they have access to all assignments electronically (no more “my dog ate my homework excuses” accepted in my tech-friendly classroom) but they have the opportunity to take the initiative and ask for help, even when I am not standing in front of them. From day one, the expectation for my students has been that if they are struggling with a homework assignment, they are to try their hardest and let me know ahead of time if they were unable to complete it, otherwise they were not going to get credit. Kiddom allows them to stick to that expectation and take accountability over their learning.
Keeping Teachers Accountable
Practice what you preach — we’ve all heard the saying, but it’s not so easy to do. If our goal is to get our students to take accountability for their work, teachers must do the same. In the same way you add students to Kiddom, your class codes can be shared with other adults at the school too. In this way, teachers are responsible for responding to and have easy access to student data and work.
Each teacher at my school has a learning specialist that partners with us to make sure that what we choose to teach and how we choose to teach it is the best fit for our population of students with ASD. I have seen teachers who don’t quite “get” some of our students and therefore have trouble meeting their needs. Again, this is where Kiddom holds adults accountable andsupports their professional development. I can share my class codes for Kiddom with my learning specialist, and they can see exactly what assignments I am giving to my students. I am held accountable for assigning appropriate work for my students, as well as differentiating assignments for students who need it. This way, when we meet as a group of teachers each Monday, my learning specialist already knows what is going on and can give me feedback along the way before it’s too late and a student falls through the cracks. Teachers can also share classes to really make sure we know what every student is working on in each class. This way, I can help them with their math homework at night, even though I am not their math teacher, because I can see exactly what work they have been assigned. I also see when they get assigned extra work in their humanities class, so I may assign them less work in science so as not to overwhelm them in one day. Kiddom allows us to truly share our work with our supervisors and fellow teachers on an ongoing basis so hopefully no more students fall through the cracks.
Keeping Parents Accountable
I work at a boarding school, so I have the additional responsibility of acting as proxy parent, seeing my students at night, and checking in to ask them if they have done their homework. This year, I have a day student as well, so I have to rely on the parents to push their daughter to complete her work. Kiddom really helps me with this as well.
At the start of this school year, my day student got very behind quickly, and her father said that he had no idea what homework she was supposed to be doing, and that she had just told him she had finished it already. We quickly learned that we had to work especially hard on getting this student to take accountability for herself. We were able to explain to him how Kiddom works, that he could easily see assignments that she had, ones that were late and if they had been handed in or not. He was able to take some steps to support her and ensure that she really was doing her work and staying up to date.
For students who are still struggling to be self-advocates, their parents can double check the work that needs to be done via their student’s account, as well as call their child out when they say they’re done. This also puts an extra piece of accountability onto the student, with one more adult pushing them to do what they need to do on their own.
Accountability is a huge piece of the very complicated student puzzle. It can be the turning point for a student who is struggling in all aspects of school to start to see growth in herself and therefore keep working and pushing. If our students can see the adults in their lives being held accountable and accepting that, we will see so much more in our students than we may have thought.
P.S. Want to dive right in? Click here to access a demo class!
There is no shortage of news about schools adopting and then quickly abandoning new technology, curriculum, or assessment frameworks. Change is constant in education policy.
As federal and state administrations shift and new research comes out, school leaders race to keep up with trends and purchase or adopt the next best thing. But this ever-swinging pendulum moves at the expense of teacher buy-in and professional training, and the ‘guinea pigs’ of these experiments, our students, can only stand to lose. Often, the failure of an initiative isn’t a reflection of the tool or strategy itself, but the plan for implementing it.
Change fatigue is defined as “a general sense of apathy or passive resignation towards organizational changes by individuals or teams.” Every time a school or district decides to change a curriculum providers, an assessment system, update a gradebook, or adopt new software (and hardware), teachers are going to get increasingly tired, checked-out, or resistant. This is bad for professional development and damaging to kids.
With so many stakeholders involved, and with such high stakes, new initiatives led by school and district leaders must be planned with four key things: vision, time, communication, and reflection.
Have a Clear Vision
What is your goal for using a new tool or strategy? You’d be surprised how many school administrators choose curriculum or other education technology based on brilliant sales pitches instead of first developing objectives and goals for seeking new tools.
Just as teachers are asked to set objectives for learning, administrators should know exactly their intended outcomes before moving their whole school community in a new direction.
Be Mindful of Time
Be more intentional in launching organizational change. Do not select a new system or tool in August, roll it out to your whole staff in September, and expect immediate buy-in and impact.
Build a planning committee made up of a diverse range of stakeholders — parents, students, teachers, and administrators will all bring unique perspectives and needs to the process. This will help you develop a clear action plan for which resources and supports your community will need.
In all likelihood, seeing the results you’re hoping for will take longer than a single school year. Do your research and plan backwards. For example, if you expect all classrooms to effectively adopt 1:1 technology in three school years, you might use year 1 to pilot with a small team of teachers and cull best practices, use year 2 to have successful pilot users train the larger community, and by year 3, your whole community will have had time to train, internalize, and integrate new practices seamlessly into their workflow.
We can’t emphasize enough the importance of setting aside time for staff training and collaboration when adopting new school-wide practices. Without space to safely take risks, refine their practice, and learn from each other, teachers will only implement new tools at the surface level or not at all.
Communicate Effectively
No matter how strong your plan is, if you’re the only one who understands it, it will fail. Ensure that all stakeholders are able to participate through clear and frequent communication.
Build buy-in and encourage feedback with surveys and town halls. Invite your community to participate in the decision making process, test possible tools, and discuss obstacles to implementation.
Develop shared language and help everyone get on the same page — keep an ongoing glossary public for all in your community to be able to communicate effectively and ask questions.
Reflect, Reflect, Reflect
In some cases, as soon as any data, whether reliable or not, indicates a new plan “isn’t working,” schools tend to abandon ship.
Make space for reflection and fine-tuning to adjust course. Collect diverse sets of data to allow for deep root-cause analysis. Anecdotal information from teachers, student achievement data, and community surveys will all highlight different barriers to success.
How do I start?
Despite the possible pitfalls of too much change, at Kiddom, wedon’t believe school leaders should shy away from evidence-based, carefully planned initiatives. In fact, we’ve developed specific resources to support this work with educators around the United States. In this excerpt from Blended Learning 101, we offer some considerations for administrators and teachers transitioning to a new teaching and learning model:
For Administrators:
1. Prepare for internet issues (infrastructure and technology). A reliable Internet connection and sufficient bandwidth are vital.
2. On-site IT support and backup plans are critical to buffer schools from the inevitable technology issues.
3. Blended learning coordinators played an important role in supporting schools’ adoption of blended learning.
4. Establishing productive, self-directed learning cultures is important for students to fully benefit from online learning.
5. Single sign-on portals can allow even very young children to quickly access online programs.
6. Teachers’ satisfaction with training associated with the adoption of the blended learning model varied by site.
For teachers:
1. Determine your technological requirements and constraints. How are you planning to use technology? How prepared are you to take advantage of the technology addition? Do you have enough devices or know how to get more?
2. Explore how other educators are implementing blended learning in their classroom and decide what works best for you. There is a video directory of blended learning in action that features different blended learning methods.
3. Get excited about enhancing your curriculum! This is an opportunity to hone your craft: you can revive the joy of teaching that can sometimes get lost in the day-to-day. Finding the right tools to support the procedural skill development to allow you to plan engaging projects is an important part of this process. Try not to feel like you need to reinvent the wheel or record countless videos of yourself (unless you absolutely love it).
Were you thinking about adopting blended learning initiatives at your school or district? A successful blended learning program is the intentional integration of educational technology within classrooms to enhance the learning process. Implementation can take many forms.
Blended Learning 102 (above) provides a comprehensive look at the most effective models.
Interested in learning more about how Kiddom’s tools are supporting teachers? Book a short 1:1 walkthrough. The tools are free, so we’ll leave out the sales pitch.
Another exciting year of teaching and learning is underway. And while a new school year can elicit mixed feelings, it also inspires educators and school leaders with a desire to try and experiment with new tools, systems, and pedagogies to make strides and improve upon last year.
Introducing the Kiddom Pilot Program for Schools and Districts
This year, Kiddom is also offering something new: a pilot program to help schools and districts meet their goals with custom intelligence reports, administrative controls, a tailored onboarding experience, and ongoing pedagogical support.
Last year, Kiddom helped tens of thousands of teachers across the United States improve their classroom experience with a set of interconnected, user-friendly tools. Today, teachers rely on Kiddom’s reports because they’re visual and actionable, offering beautiful analytics to fine-tune instruction. Teachers love Kiddom’s library because it saves them time by giving them easy access to free resources (e.g. videos, quizzes, and readings) from top-notch curriculum providers. Our Google Drive integration removes the need for teachers to use Google Classroom. And of course, students use Kiddom to access all of their assignments, feedback, and progress from one place, on their own terms.
We’ve been laser focused on the classroom experience and it’s paid off. However, we believe it takes a village to raise a child. If we don’t connect the various stakeholders involved in a child’s education, then we’re not meeting our full potential.
Kiddom’s pilot program helps schools and districts plan, assess, and analyze learning more effectively as learning communities.
Our pilot program offers school and district leaders the opportunity to measure the pulse of teaching and learning in their community, beyond a single classroom. Participants receive custom intelligence reports to identify strengths and areas to improve across school(s), as well as a toolset to make timely interventions. School and district-level controls allow administrators to set up community-level preferences, rubrics, standards, and more. Schools and districts also received a tailored onboarding experience and a dedicated support specialist. We also work with the pilot school/district to design custom professional development resources and experiences. Pilot program teachers, principals, and district administrators also get to shape Kiddom: they take part in product feedback sessions where their input informs future Kiddom features and services. These benefits and services are free for pilots — it’s the least we can do.
Unfortunately, there are a limited number of spots available. We’ve already accepted a range of schools, districts, and non-profit organizations. If reading this got you excited, the best way to get started is to complete this pilot program interest form as soon as possible. If your organization meets our requirements and you’d rather get something on your calendar soon, schedule a call with us so we can learn more about your community’s goals and initiatives.
Features and services for pilot schools and districts:
Teamwork makes the dream work!
Custom class, school, and district-level intelligence reports
