Implementation

  • Background

    After selecting core and/or supplemental materials, educators need to implement those materials in the classroom to support student learning goals. Professional learning strategies are an essential component for successful implementation and this section identifies best practices and guidance for selecting supplemental materials and implementing core materials in a digital environment. Additionally, you can learn about student experiences in action.

  • Professional Learning Strategies

    When implementing digital instructional materials, it is also imperative to provide professional learning opportunities in navigating the digital content, programs and applications, as well as ongoing, sustained onsite support for teachers. With effective professional learning strategies, educators can choose the digital instructional materials and technology tools most appropriate for their instructional practices that best meet the needs of students. To ensure successful implementation of instructional materials, develop a strategy that includes:

    • Initial resource training for educators
    • Peer coaching
    • Sustained professional learning
    • Resources to help families support students with their learning

    Quality instructional materials are only one component of student success — highly-qualified teachers and personalized learning opportunities play an important role.

    Key Questions

    • How do you provide educator support/professional development to promote successful implementation?
    • What professional learning will be required to teach how to effectively locate, evaluate, and implement instructional materials, including open resources?
    • What technology training will be required to implement digital instructional materials?
    • Create a community of practice that shares implementation resources and best practices.
    • For OER, what supports are in place to provide clarity on licensing types, understanding levels of permission for remixing open resources, and providing proper attribution?
    • Consider the creation of OER User Groups to support teachers implementing a specific resource.
    • How does teacher instruction change as a result of implementing DIM?
    • How do students interact with the DIM?
    • How do teachers and students learn to be curators?
  • Beyond the Search Engine

    Teachers often use search engines to select supplemental instructional materials, such as videos and other interactive content, instead of relying on vetted, adopted or approved instructional materials. Education leaders should encourage teachers to access vetted instructional materials, whether they are reviewed by the state, district, school, or an external organization.

    State Repositories

    State digital learning repositories are one option for accessing curated instructional materials. States and districts that host a resource repository of approved instructional materials have a process for selecting and approving these materials. The process often involves reviews by various content experts to ensure alignment to standards and support of learning behaviors, such as deeper learning. Teachers can be confident that they are accessing quality instructional materials that impact student learning.

    Repositories may include both copyrighted and open licensing materials. Resources can be purchased, free, or open educational resources that can be modified and remixed. In some cases, states require state credentials for access even if the resources are free. Some states manage their own repositories, other states partner with other education stakeholders or contract out for these services. A few examples of how states host and/or manage digital learning repositories are listed below:

  • Student Learning Experiences

    See the impacts on student learning experiences with the use quality instructional materials, aligned to standards.


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