{"id":21200,"date":"2024-03-19T04:00:00","date_gmt":"2024-03-19T04:00:00","guid":{"rendered":"https:\/\/www.lightspeedsystems.com\/blog\/3-things-it-needs-to-know-about-edtech-collaboration-with-teachers\/"},"modified":"2025-03-20T15:48:20","modified_gmt":"2025-03-20T19:48:20","slug":"3-things-it-needs-to-know-about-edtech-collaboration-with-teachers","status":"publish","type":"post","link":"https:\/\/www.lightspeedsystems.com\/fi\/blog\/3-things-it-needs-to-know-about-edtech-collaboration-with-teachers\/","title":{"rendered":"3 asiaa, jotka IT:n tulee tiet\u00e4\u00e4 EdTech-yhteisty\u00f6st\u00e4 opettajien kanssa"},"content":{"rendered":"
\n

Today\u2019s digital classrooms\u00a0require an unprecedented degree of edtech collaboration between teachers and the district\u2019s supportive IT function<\/a>. And, as such, it\u2019s important for IT to understand what teachers need\u2014and don\u2019t need\u2014from edtech and the IT department. \u00a0<\/p>\n

Prior to the recent explosion of digital learning, collaboration opportunities between IT and teachers centered most often on professional development, where IT instructed teachers on new hardware and software applications. Coming out of the COVID-19 pandemic, however, the collaboration is much more of a mutual give-and-take. \u00a0<\/p>\n

Still, navigating the digital ecosystem of online learning is the primary domain of the IT department, and it\u2019s something that all IT professionals come to somewhat naturally. On the other hand, teachers use technology as a means to an end, and that is to drive expected student learning outcomes. Teachers tend not to be IT experts, and they\u2019re very much okay with that.\u00a0<\/p>\n

As a result, collaboration between IT and teachers falls toward a middle ground\u2014a middle ground where IT feels comfortable, yet teachers might feel a bit apprehensive. And it\u2019s precisely there where school district IT professionals need to know what teachers need most from edtech. \u00a0<\/p>\n

\n\n\"Teacher\n<\/picture>\n<\/figure>\n

\n
\n
\nTeachers Need Their Classroom Concerns Heard
\n<\/span>
\n<\/span>
\n<\/h3>\n

Gone are the days of IT telling teachers what technology they will be using and how they will be using it. Teachers now have plenty of experience in using technology tools to better learning outcomes. They\u2019ve seen the advantages and limitations of edtech, both hardware and software.\u00a0<\/p>\n

Additionally, budgets are too tight to invest in technology for technology\u2019s sake. In fact, with the average school district having more than 2,000 applications used by students and faculty over the school year, there\u2019s already plenty of tech, both good and bad.\u00a0<\/p>\n

Teachers need their classroom concerns both heard and understood by IT teams. Teachers need to accurately convey the challenges they and their students face. What are teachers\u2019 biggest challenges in creating lesson plans and completing administrative tasks, and how can technology help? For student learning, what challenges are teachers and students facing and how can technology solutions facilitate learning?\u00a0<\/p>\n

To be effective, IT needs to create continuous feedback loops<\/a> with teachers. Then, IT needs to actively listen to understand. Only then can IT get to work on solving problems.\u00a0<\/p>\n

\n\n\"Female\n<\/picture>\n<\/figure>\n

\n
\n
\nTeachers Need Classroom Problems Solved
\n<\/span>
\n<\/span>
\n<\/h3>\n

The old paradigm for IT was to implement tech tools, brush their hands clean, bask in a job well done, and then set off to find other technology solutions. The new paradigm is for IT to serve as technology consultants, and after creating methodologies to understand teachers\u2019 primary needs, they need to solve problems.\u00a0<\/p>\n

Whereas once school district IT were technology providers, now they are consultative problem-solvers, whose solutions often are rooted in technology. Today, the IT department\u2019s primary purpose is to facilitate student learning outcomes while providing a safe, secure digital environment. \u00a0<\/p>\n

Teachers need problems solved. They don\u2019t necessarily need more technology, and that leads up to the final takeaway that IT needs to know. \u00a0<\/p>\n

\n
\n
\nTeachers Suffer from Tech Overload
\n<\/span>
\n<\/span>
\n<\/h3>\n

Teachers, as well as everyone else in the district, don\u2019t need or want more technology tools. Rather, they want the right tech tool to solve a problem, remove an obstacle, or alleviate their challenge. \u00a0<\/p>\n

When it comes to technology, IT\u2019s role is to source and deliver solutions that better the classroom environment and overall learning experience. Then, IT must make the right technology available at the right time, with the right training on how to use the tech correctly. \u00a0<\/p>\n

Unused or underused edtech is too expensive to carry on ever tightening budgets. IT can maximize its edtech investments by focusing first on the problems solved, not interesting tech looking for a problem to potentially solve. Problem-solving first, with tech following; not the other way around.\u00a0<\/p>\n

\n
\n
\nSummary
\n<\/span>
\n<\/span>
\n<\/h3>\n

The best edtech tools facilitate<\/span> student learning outcomes. But<\/span> there\u2019s<\/span> always concern for tech overload and too many tools, leading to low engagement and poor return on investment. Redefining IT\u2019s relationships with internal customers allows for better edtech collaboration with teachers and a sound<\/span>\u00a0partnership to improve the adoption and engagement of the right edtech to <\/span>facilitate<\/span> learning outcomes. <\/span><\/span>\u00a0<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Nykyp\u00e4iv\u00e4n digitaaliset luokkahuoneet vaativat ennenn\u00e4kem\u00e4tt\u00f6m\u00e4n paljon edtech-yhteisty\u00f6t\u00e4 opettajien ja piirin IT-toimintojen v\u00e4lill\u00e4.<\/p>","protected":false},"author":14,"featured_media":32214,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_yoast_wpseo_focuskw":"EdTech collaboration with Teachers","_yoast_wpseo_title":"3 Things IT Needs to Know About EdTech Collaboration with Teachers","_yoast_wpseo_metadesc":"Driving edtech collaboration with teachers requires IT departments to take a consultative approach and focus on student learning outcomes.","footnotes":""},"categories":[1],"tags":[29],"class_list":["post-21200","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-k-12-education-trends"],"acf":{"authors":[85]},"yoast_head":"\n3 Things IT Needs to Know About EdTech Collaboration with 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