What purpose will Variable Working Groups serve in making positive change in the field?
Variable Working Groups will provide essential contributions to the development of the EdTech Implementation Framework Version 1.0, which will be published in December 2020. The Framework will ultimately consist of 10 contextual variables that are likely associated with edtech implementation success or failure, based on previous evidence and stakeholder expertise. Each variable will have a definition and measurement instrument.
In a broad sense, the Framework will help districts and schools use data (per the 10 measurement instruments) to understand their own implementation contexts, leading to better decision-making. Within the EdTech Genome Project, the Framework will be the backbone of a virtual matching system in which educators will be able to access edtech implementation insights from peers working in similar contexts, as defined by the 10 variables. As a result, educators will be better-informed about selecting and implementing edtech tools for their contexts, leading to less waste and better instruction.
Learn more about The EdTech Genome Project here
What is each Variable Working Group’s final deliverable?
Consensus definition for the Working Group’s selected variable consensus measurement instrument for the Working Group’s selected variableApproval from EdTech Genome Steering Committee on both of the above.
Who will be on Variable Working Groups?
Each Variable Working Group, with an average size of 6 members, will be a heterogeneous mix of practitioners, researchers, and measurement experts. We expect at least one member of the EdTech Genome Steering Committee to participate in each Variable Working Group.
How many Variable Working Groups will there be?
We are currently recruiting to fill 13 Variable Working Groups, based on the 13 “candidate variables” selected by the EdTech Genome Steering Committee. In late January 2020, the Steering Committee will narrow this list of variables from 13 to 10. The Working Groups for the 10 selected variables will immediately begin their work. The Working Groups for the 3 variables that are not selected will be disbanded.
How will Variable Working Groups complete their work?
Variable Working Groups will engage virtually and with ongoing project facilitation and support from the Jefferson Education Exchange and the University of Virginia Curry School of Education and Human Development teams coordinating the project. We expect Working Groups will engage as needed with select participants in the EdTech Genome Project, including members of the Advisory Board, Industry Council, and Steering Committee.
Working Group members must be able to use tech tools, including Google Drive, Zoom, Slack, and email.
What is the expected timeline and time commitment for the project?
Variable Working Groups members should expect to provide an average time commitment of 4-8 hours per month, beginning February 1, 2020 and concluding January 31, 2021.
What compensation will be provided for Variable Working Group Members?
Each participant will receive a $1,500 academic stipend.
Can I apply to be on more than one Variable Working Group?
You may apply to join up to 2 Variable Working Groups.
What are the 13 Variable Working Groups currently being recruited?
...is the presence and quality of systematic and inclusive processes and associated resources a school/district/state uses to vet and select technology prior to purchasing and full-scale implementation. This includes understanding and use of efficacy research, as well as the use of pilot trials.
Alignment of Technologies to Instructional Purposes
...is the extent to which educators are able to articulate a clear and appropriate purpose for technology use, grounded in instructional needs and pedagogical preferences/teaching philosophy, prior to selecting technologies.
...is the access to and quality of dedicated instructional technology staff to provide personalized, ongoing instructional support for educators implementing an edtech tool. These staff members are knowledgeable about the integration of pedagogy, subject-area content, and technology.
...is the extent to which a school/district has other prioritized initiatives such that an edtech implementation "moves up or down on the list" for educators. This includes the presence of too many technology initiatives, as well as the competition between tech and non-tech initiatives.
…are the essential structural resources needed for edtech implementation, including technology resources (i.e. hardware, software, Internet), operational technology support, and financial resources.
...is the presence and quality of systematic and inclusive processes a school/district uses to implement edtech tools after procurement and over multiple years. This includes setting and monitoring usage and engagement goals, as well as evaluating effectiveness.
Professional Learning (Development) / Support
...is the presence, frequency, and quality of independent/informal and formal professional learning and collaboration opportunities for teachers implementing edtech tools.
School (Staff) Culture
... is the way teachers and other staff members work together and the set of beliefs, values, and assumptions they share.*Root definition from ASCD
Support from School and District Administration
...is the encouragement, opportunities, and tactical support provided by school/district administrators to teachers and support staff implementing edtech tools.
...is teachers’ active contribution to shaping their work, tools, and conditions. In particular, this is the extent to which a school/district includes teachers in edtech decision-making for adoption and implementation.
Teacher Beliefs about Technology/Technological Pedagogical Content Knowledge/Self-Efficacy
...is educators’ beliefs about the value of edtech, their understanding of pedagogical best practices for integrating technology, and their beliefs that their implementation of edtech will effectively support instruction and student outcomes.
Time and Scheduling
...is instructional time and professional time (including time for learning, time for decision-making, and time for collaboration) allotted for implementing an edtech tool. This is also the extent to which schedules are responsive to edtech implementation needs.
Vision for Teaching and Learning with Technology
...is the presence, quality, and communication of a school/district vision for edtech implementation. Specifically, this considers the extent to which that vision articulates the way in which technologies are leveraged as tools for supporting instruction and student outcomes.