Securing evidence-based digital resources for the classroom: Findings and lessons learned from a pilot study conducted at Fulton County Schools (FCS) in partnership with Digital Promise and Sagefox Consulting Mahnaz R. Charania, Ph.D.; Beryl A. Otumfuor, Ph.D.; Phil Martin, Valerie Bass-Adams, Ph.D.; Sarah Boyd, Ph.D.; Melinda Mollette, Ph.D.; and Tom McKlin, Ph.D. Fulton County Schools; Digital Promise; Sagefox Consulting Group RESULTS INTRODUCTION RESULTS AIM 1: Determine the most efficient and effective process by which schools can adopt digital resources. AIM 2: Develop a process/rubric that teachers and others can use to make sound adoption decisions. The purpose of this study is to: Determine the most efficient and effective process by which schools can adopt digital resources. Develop a process/rubric that teachers and others can use to make sound adoption decisions. Contribute findings to the design of an interactive marketplace for digital resources. The importance of this work lies in the concept that there’s limited information available about ed. tech pilots. The information obtained can help shed light on evidence-based practices that school districts can use to pilot education technology products aimed at improving student learning. Research Question: What is the process school districts employ when piloting an education technology-learning program? The Process of Adopting New Digital Resources Key Findings: Common Paths to Discovering New Digital Resources Websites Informal discussions with “tech savvy” teachers Formalized grade-level and faculty meetings Educational Technology conferences Media Specialists Curriculum Support Teachers (CSTs) Parents and students District-wide emails Key Findings: Desired Characteristics of New Digital Resources Promotes engagement through an easy login process, independent use, and fun, game-like activities that can also be completed at home Differentiated instruction to simultaneously serve students who are performing below, at, and above grade level Built-in assessments that save time and provide data to help teachers tailor upcoming lesson plans Standards-based tools can be easily justified for adoption and purchase METHODS DATA SOURCES Interviews Focus Groups Surveys of District and school administrators, teachers, and students Key Findings: Sources of Funding for New Digital Resources School budgets - may require one week to one year advanced notice Administrators look for increased student performance, ability to use across grade levels, and fidelity of implementation Media Specialists receive earmarked funds that can be used to purchase new digital resources Annual classroom allocations can range from $100 - $1,000 Parent organizations/donations Teacher self-pay Crowdsourcing Illegal pirating One teacher did not know the process by which she could request funds for new digital resources DATA ANALYSIS Qualitative Data – Interview transcripts were coded and analyzed for common themes. LESSONS LEARNED CONCLUSIONS Barriers to Successful Implementation of New Digital Resources Veteran teachers are especially hesitant to learn and adopt new technologies Schools do not have enough hardware to support student learning Teachers spend considerable time helping students navigate complicated logins Seven of the eight schools do not have a dedicated computer lab teacher to help students learn the computer basics of typing and using a mouse. Student home access to the Internet and computers limits the application of new digital resources. Suggestions for an Online Marketplace for Digital Resources Must be user-friendly Search filters should include: subject-grade level- standard; type of activity; free or paid Provide brief video demonstrations Should include teachers’ comments and product star ratings Ideally would report achieve student outcomes At-a-Glance: Fulton County Schools Fifty-Five Teacher Participants from eight elementary schools FCS is stratified into Four Learning Communities: Northeast; Northwest; Central and South. Participants from Northeast and Northwest were predominantly white while Central and South were mainly black South and Central teachers mostly had EdS or EdD/PhD degrees.