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Only 59% of teachers perceive the digital products their students use frequently to be effective.
Teachers want more and better resources for every grade level and across every subject area. In fact, only 59% of teachers believe that even the products they use most frequently in classrooms make the grade-really serving students’ learning needs.
Teachers are looking to edtech for help.
The research also uncovered openness to digital resources. The vast majority of teachers believe edtech resources have the potential to be effective at supporting instructional strategies to meet students’ learning needs.
Investors are hungrier than ever.
Teachers’ hunger for new resources isn’t surprising-but the unprecedented appetite from investors might be. Venture funding to edtech companies in 2015 is setting new quarterly records.
With so many needs, and so much financial attention, now is the time to make your idea or product a reality. There’s never been a better time to make a positive impact in our nation’s schools.
Don’t just mind the gap…address it.
We prioritized the most important digital product efficacy gaps in the current product offerings: K-12 English language arts (ELA), high school social studies, high school math, and K-5 science. Could your product focus on one of them?
Teachers rank ease of use a primary factor when considering digital resources. Is your idea or product designed to address the unique challenges of teachers and students?
Prioritize alignment to college and career-ready standards.
Standards matter to educators. 60% of K-8 teachers cite Common Core standards alignment as a necessary feature in any resource. Does your idea or product help students meet the standards?
Turn educators into advocates
More than two-thirds of teachers rely on the recommendations of other teachers or administrators when deciding which products can be most helpful in the classroom.
Teachers buy only 4% of the resources they use with their own money.
While middle school social studies teachers are more likely to report that digital and non-digital resources are not available and sufficient to meet the standards, high school social studies teachers are more likely to rate the digital tools they use frequently as less effective.
Math teachers in high school are more likely to report that digital and non-digital resources to meet the standards are not available and sufficient. They also are more likely to perceive the digital tools they use frequenctly to be less effective.
K-5 science teachers are more likely to find the digital tools they use frequently to be less effective, while those in grades 3-5 and 9-12 are more likely to say that digital and non-digital resources are not available and sufficient to meet the standards.