Questions to Ask Before Choosing an Educational Resource
Educators who choose resources to use have a heavy task in front of them. Decisions about which program, edtech tool, or textbook to buy will influence teacher practice and student achievement. I do a lot of work helping schools and districts make educational resource work…after the purchase has been made. Here are the questions I wish schools and districts would ask before making a decision!
What need am I trying to fill with this resource?
This question speaks directly to the strengths and weaknesses of achievement in student learning or teacher practice. There should be concrete data that answers this question, as it will guide the rest of your decision making. Case in point: A district I worked with heard that their neighboring/rival district was using an edtech program. They brought me in to help them make it work for their students. I asked them why they had purchased it. They shrugged and said, “Well, we heard it worked for them, so we figured we’d try it.”
Is this resource designed to fill that need?
This question requires knowledge of the design and research base of the product. For whom or what purpose was it intended? And is that audience the same as the stakeholders in your context? Case in point: A school purchased a subscription they heard was a good value. A year in, they saw no improvement. In helping them do a root cause analysis, we found out that their student population had needs that the subscription wasn’t designed to address.
Is there third-party research that determines the effectiveness of this product in filling the need I have?
There are two important parts to this question: one, has it been externally evaluated for efficacy? And two, is it effective at solving the problem you are also trying to solve? Case in point: A trendy edtech program took root in many schools. A few years later, no measurable progress could be attributed to the program. Turns out, it had never been properly tested!
What conditions need to be enabled in order for the product to be effective?
The answer to this question can be found in the research you do into questions two and three. Design often dictates how a product should be used for optimal operation and outcome- can you provide those conditions? Case in point: I often help districts implement a program whose design has a multitude of enabling conditions, and which has been tested and proven effective. Districts who can’t make all the enabling conditions happen find teachers become frustrated with the disconnect and slower achievement rates for students.
How will I know if this resource satisfies my original need?
Assuming a purchase, what measures will you take to find out if the product works for your context? How will you know when or if it has satisfied the need? Case in point: after a year of program implementation that had both successes and opportunities, the curriculum director started shopping around. When asked why, they seemed surprised at the question. They had not considered evaluating local effectiveness- instead, the presence of some growing pains had them immediately searching for the next new product.
I’m fortunate to work around the country helping educators regain their sanity and make informed decisions by asking these questions, and yet, this isn’t an exhaustive list. Context matters. Demographics matter. Data matters.