Key points:

• School-home communication is critical in boosting attendance and decreasing absenteeism
• A thoughtful school communication plan is as important to good schooling as a great teacher
• See related article: 5 ways video improves school-home communication

When you think about Elementary and Secondary School Emergency Relief (ESSER) funds, do you think “HVAC?”

While ESSER funds were vital for making schools safer during the pandemic, they cover more than infrastructure. The true goal of ESSER funding is learning recovery, and the heart of learning recovery is attendance.

Attendance is an important predictor of student success.

School communication is an essential piece in supporting attendance and reducing absenteeism. Parents can’t help if they don’t know what’s going on. Consistent school-home communication helps home adults understand the benefits of coming to school. If school communication is the bridge between home and school, let’s leverage ESSER funds to ramp up the percentage of students crossing that bridge.

Here are three core areas for ESSER funding and their connection to school-home communication:

1. Technologies for educational interaction

The more teachers communicate with parents and caregivers, the more successful students are. The reason is that it builds trust. When teachers share what’s happening in the classroom, parents feel better able to support their learners.

Key points:

• Sustainability initiatives are increasingly important to school districts, students, and their communities
• One school district is combining sustainability initiatives with STEM learning to empower students in their learning
• See related article: How outdoor learning spaces lead to STEM engagement

Modesto City Schools is located in Northern California, and we receive more than 260 days of sunlight annually. While the sunshine typically provides ideal climate conditions, it can also be a double-edged sword. For several years, California residents have been affected by drought and have gained a thorough understanding of the need for water frugality and sustainable lifestyles.

Modesto City Schools has prioritized sustainability initiatives designed to address climate change, reduce our carbon footprint, combat air pollution, and educate the next generation of students about a sustainable lifestyle—and that includes renewable energy.

Our district has invested in several infrastructure upgrades including: the electrification of our school bus fleet, the construction of vehicle charging stations, solar PV parking structures, and the transition to battery powered maintenance equipment.

While these projects are critical to our sustainability journey, Modesto City Schools has taken the initiative a step further by investing in the construction of six new Sustainable Outdoor Learning Environments (SOLES) to help inspire the next generation of sustainability leaders.

Key points:

• A data-driven approach enables school districts to truly assess whether their SEL investments are working
• There are many options for measuring SEL–a behavior rating scale is one popular approach
• See related article: 5 essential SEL reads

Social-emotional learning (SEL) programs in schools have skyrocketed in the past few years, with spending exceeding $1.7 billion in the 2021-2022 school year alone. Experts anticipate this to grow by another 23 percent this coming school year, but are these investments making an impact? 

Studies show that SEL benefits students in the classroom and long after graduation. But proving that a school’s particular program is impactful is another story. Why are so many schools content to determine SEL effectiveness without hard facts?

Schools assess the effectiveness of their reading and math curricula based on assessment data, and in doing so, better understand each child’s progress and challenges so that teaching can fit the student. It’s time to apply the same logic when it comes to assessing a child’s social-emotional learning. 

ROI of SEL

There is no shortage of studies showing the value of SEL. One Columbia University analysis revealed positive SEL impacts extending even beyond the classroom, attributing improved mental and physical health, reduced juvenile crime and higher lifetime earnings. The report noted that SEL benefits outweighed the costs by a ratio of 11:1. In real world terms, that means that for every $1 spent on effective programming, the return on investment is $11 in long-term benefits to students, schools and communities. 

Key points:

• The jump in racial gaps caused by top referrers is largely driven by referrals issued for more subjective reasons
• Repeated disciplinary actions can hurt student engagement, achievement, and long-run success
• See related article: Addressing the digital divide’s effects on education and the workforce

The top 5 percent of teachers most likely to refer students to the principal’s office for disciplinary action do so at such an outsized rate that they effectively double the racial gaps in such referrals, according to new research from the American Educational Research Association (AERA).

These gaps are mainly driven by higher numbers of office discipline referrals (ODRs) issued for Black and Hispanic students, compared to White students. The study, published in Educational Researcher, a peer-reviewed journal of AERA, was conducted by Jing Liu at the University of Maryland, College Park, Emily K. Penner at the University of California, Irvine, and Wenjing Gao at the University of Maryland, College Park.

Based on highly detailed school data, this first-of-its-kind study documents teachers’ use of ODRs and examines the role referrals play in racial disparities in exclusionary school discipline. Office referrals are typically the first formal step in the discipline process and precede the potential use of further formal consequences, including suspension. The authors drew on data from the 2016–2017 to 2019–2020 school years involving more than 2,900 teachers and 79,000 students in grades K–12 in 101 schools in a large, diverse urban district in California.

“We were really surprised to find this small group of teachers engaged in extensive referring and how big an impact they had on expanding racial disparities,” said Jing Liu, an assistant professor in education policy at the University of Maryland, College Park. “The positive takeaway was that the group of top referrers in our study represented a relatively manageable number of educators, who could be targeted with interventions and other supports.”

Key points:

• A culture of continuous learning helps leaders, teachers, and staff grow and develop throughout their careers
• Mentorship programs and intensive training are two components of a well-rounded system that supports academic leaders
• See related article: How to reimagine teacher leadership

For new school leaders, the first few weeks on the job can feel overwhelming. As a former principal, I know that leaders can only be effective when the right systems of support are in place. In fact, a recent research brief by RAND Corporation found that 16 percent of principals left their schools in the 2021-22 school year for a variety of reasons, including high workload, stressed work-life balance, threats to safety, political debates, budget constraints, and a lack of growth opportunities.

This research continues to highlight why it’s imperative that schools and districts create a culture of continuous learning so that leaders, teachers, and staff grow and develop throughout their careers. It also shows the importance of building a comprehensive leadership framework that includes transparent expectations and includes specialized support touchpoints – from onboarding to thoughtful professional development opportunities.

To support the retention of exceptional leadership talent within your school or district, I’ve compiled a list of four best practices that I’ve learned over the course of my almost 27-year career in education.

1. Establish a pathway for teachers who are interested in becoming school leaders

One of the biggest responsibilities school leaders have is to be in tune with their instructors, which includes knowing and understanding their future goals and aspirations. If teachers are interested in becoming a principal or mentor one day, do you have professional development opportunities or pathways to help them gain the experience they need to take that next step? If the answer is no, then it’s time to create this pathway–whether that’s through job shadowing, courses that allow them to build leadership skills, or a collaborative project that allows them to work with other leaders more closely.

Key points:

• School-home communication is critical for a healthy school community, but too often, communication efforts miss the mark
• Choosing the right system, protecting data, and including all parent groups are essential steps for success
• See related article: Here’s why we put all of our district communications on one platform

Implementing a unified communication solution focused on family engagement provides school districts with multiple benefits. An intuitive, easy-to-use program can standardize communication between school and home, for example, and increase overall family engagement.

Selecting the right K-12 communications platform that supports the needs of everyone and is purpose-built to engage families can save everyone time, increase technology adoption, save money, and diminish or eliminate any confusion.

It also helps districts avoid or address these top five school-home communication challenges:

1. Too many systems create too many messages and mass confusion. Parents and guardians are often overwhelmed by the volume of inbound messages and variety of messaging channels. As a result, they don’t know whether the school newsletter went into the spam folder, where the field trip permission slip is or how to add money to lunch accounts. In our district, we found that teachers and schools were using more than a dozen different platforms for family communication. Even the most engaged families shared that it was difficult to keep up with so much information in so many places.

Key points:

• Black male teachers are desperately needed in U.S. schools
• Getting more Black teachers–and Black male teachers–means suggesting education career paths early on and understanding students’ cultural experiences
• See related article: 5 ways the homework gap is worse for students of color

Representation matters, and when students have educators who look like them, it does wonders for their learning experience. At ISTELive 23’s opening mainstage event, featured speakers sat down for a chat about the challenges around representation and getting more Black educators—particularly Black male educators—into classrooms.

Director of ISTE Certification Carmalita Seitz sat down with Joyce Abbott, the inspiration behind Abbott Elementary’s name and a recently retired educator; Tyler James Williams, 2023 Golden Globe winner for best supporting actor as teacher Gregory Eddie on Abbott Elementary; and Sharif El-Mekki, CEO of the Center for Black Educator Development to discuss just how much representation matters for students and teachers.

“Immediately after we wrapped Season 1, we had an overwhelming respect for what educators do and felt a need to advocate for educators,” Williams said. This advocacy is especially critical for Black teachers and Black male teachers in particular, he added. If Abbot Elementary can represent Black educators and give educators a stress-relieving laugh that buoys them as they go back to their classrooms the next day, that’s a win.

“We need Black teachers. Back in the 1800s, in this city, Caroline LeCount said we need more Black educators for Black children,” El-Mekki said. “About 1.3 percent of our teachers are Black men in this country. Invite them into the profession. Continue inviting them into the profession. Many young Black youth say they were never invited into the profession. When you see them doing great things, like great leadership, tell them, “That’s what the best teachers do,” and help them connect the dots. Help them shape the narrative of what dope teaching looks like.”

Key points:

• New teachers look at engagement differently–and Abbot Elementary is spot-on in its depictions of new and seasoned educators
• The show also highlights student engagement and teacher support as critical parts of a new teacher’s journey
• See related article: 5 strategies for first-year special education teachers

Abbott Elementary has been widely beloved since its conception, and for good reason. Like many current and former educators, I’ve loved watching the sitcom for the smart humor and great characters, but also for how accurately it represents so much of what I experienced during my time as a teacher, academic coach, and principal. 

There has never been a show that so successfully captures the joy of teaching while simultaneously depicting the challenges, heartaches, and relationships that come with it. One really important thing Abbott does well is highlight the major differences between how newer and more experienced teachers approach engagement, and how new teachers grow as they learn new strategies and practice their skills to increase student engagement. 

New teachers’ high expectations of themselves

In a study conducted last year, 96.9 percent of teachers said they used teacher caring and relationships as an engagement tactic often or very often. When I was an instructional coach, the teachers I worked with knew how important it was to build strong relationships with their students. As a result, teachers would strive to go above and beyond to show how much they care about their students. This resulted in spending a lot of time on activities that didn’t always result in student engagement, without realizing both can be done simultaneously. It’s a massive challenge, particularly for busy teachers trying to move the needle academically. 

When I watch Abbott Elementary, one thing that stands out is seeing the less tenured teachers – Gregory, Janine, and Jacob – hold themselves to extremely high standards, but not always knowing the best strategies to effectively engage their students. In the Season 2 episode “Read-A-Thon,” we see this front and center. Jacob wants to create a podcast club. He dedicates a lot of his free time outside of the classroom and demonstrates significant effort to connect with his students through the creation of the new club. 

Key points:

• School safety tools should be flexible to address everyday events along with emergency situations
• Staff use and buy-in is critical when adopting a new safety solution
• See related article: 3 ways schools play a vital role in community safety

Recent school safety data revealed that during one school year, more than 900,000 violent incidents – such as physical attacks and fights (with or without a weapon) – were reported by public schools throughout the U.S. 

Many schools adopt safety technology in hopes that it will never be used, but the reality is that safety incidents happen every day; therefore, the technology should be able to handle everyday situations in addition to the most extreme. Schools need to be equipped with technology to prevent, prepare, and respond to all situations, from medical emergencies to the most serious ones such as active shooters. 

To help support and encourage the adoption of safety technology in schools, many states have passed Alyssa’s Law, which requires all public elementary and secondary school buildings to be equipped with a silent panic alarm connected to local law enforcement.  

When determining the most effective school safety technologies, there are four critical areas that district leaders should focus on to ensure that the solution they choose will meet the needs of their K-12 campus.  

Key points:

• A new $930 million investment can help close digital equity gaps by expanding much-needed internet access across the nation
• Middle mile internet infrastructure, which moves large amounts of data across vast distances, is an essential part of the grants
• See related article: 5 strategies to tackle the homework gap

The Biden-Harris Administration has announced $930 million in grants aimed at expanding middle mile high-speed internet infrastructure across 35 states and Puerto Rico. The grants are part of President Biden’s Investing in America agenda. Under the Biden-Harris Administration’s Internet for All Initiative, the Enabling Middle Mile Broadband Infrastructure Program invests in projects that build regional networks that connect to national internet networks.

Middle mile internet infrastructure carries large amounts of data over long distances, increases capacity to local networks, boosts network resiliency, lowers the cost of bringing high-speed Internet service to unconnected households, and helps connect unserved regions to the Internet backbone.

“Access to internet is no longer a luxury and thanks to President Biden’s leadership, we are taking action to close the digital divide for everyone in America. The Middle Mile program will invest more than $900 million in the infrastructure needed to connect communities, military bases, and Tribal lands to the Internet, lower the cost of access, and increase bandwidth,” said Secretary of Commerce Gina Raimondo. “Much like how the interstate highway system connected every community in America to regional and national systems of highways, this program will help us connect communities across the country to regional and national networks that provide quality, affordable high-speed Internet access.”

The $1 billion Middle Mile program funds construction, improvement, or acquisition of middle mile infrastructure, along with administrative costs associated with running the program. Middle mile projects do not directly connect end-user locations. Details of the awards are available at InternetForAll.Gov.

Key points:

• Educators will likely need to expand their definition of diversity
• Self-reflection is an important part of ensuring diversity in schools
• See related article: 3 supports for educators implementing restorative justice practices

The greatest social justice movements teach us that progress isn’t linear, but is rather dynamic. This means that progress doesn’t transpire overnight. It doesn’t transpire instantaneously with one motion or action, but is the product of concerted efforts compounding to create change. This also means that in the midst of fighting for what is right, resistance sometimes hidden in the form of defeat and regression can take place.

In the case of fighting for educational equity, this means that creating schools that honor and celebrate diversity, affirm students’ identity, develop a sense of social and critical consciousness within students, cultivate inclusivity, and provide equitable access and outcomes for all students can often feel nearly impossible. With bans on teaching Black history; book bans that prohibit certain texts that center the histories, perspectives, and lived experiences of marginalized communities; and other unjust and discriminatory practices, educators, parents, and education advocates may wonder if there is any hope for diversity, equity, and inclusion within schools.

The answer is yes. No matter where you and your school are within your DEI efforts, here are two considerations to overlay in contemplating how to deepen your work and ensure it is meaningful, authentic, and taking real–not performative–roots.

Expand your definition of diversity

I define diversity as representation across the board–or in other words, it is a variety of areas of identity or difference. This definition is very important to note, because far too often, the word diversity is used as a synonym for race and ethnicity.

Key points:

• School grants can help educators make ends meet and connect students with valuable opportunities
• Digital learning is often a funding priority for states and districts

Each day, teachers are tasked with doing more and more with increasingly fewer resources. And despite federal emergency funding to help schools provide staff and resources as the pandemic abates, school leaders still grapple with funding challenges.

School grants are often one-time funding opportunities, and while they are not permanent policy changes, grants often help students earn much-needed scholarship money, gain valuable experiences, and they also connect teachers with classroom resources or professional development.

Here are three school grants that may help your school or district. Make sure to check deadlines and requirements!

Renaissance has launched the second annual “Shine a Light on Bilingualism” art contest to celebrate Hispanic culture and bilingualism. All students in grades K–12 are invited to create and submit a painting, drawing, or mixed media piece on the theme of “celebrating Hispanic heritage and bilingualism.” In July, a winner will be selected for each grade band of K–3, 4–8, and 9–12. Each winner will receive a $500 Visa gift card and have their art featured during Renaissance’s celebration of Hispanic Heritage Month, which takes place between September 15 and October 15. Although the art will be created by students, the work must be submitted by an adult, such as a teacher, parent, guardian, or other family member. To enter a K–12 student in the contest, an adult must upload a photo of the art or mail the original to Renaissance.
Deadline: June 30, 2023

Key points:

• Substitute teachers are already critical to the school environment
• Could funds be allocated to help substitutes find a long-term path to teaching?

California is investing $350 million in teacher residencies, recognizing the need for effective teachers, which too many of our classrooms are missing. But this big bet isn’t working. Why? Too many people can’t afford to take on the financial liability to train for the position.  

If we know the approach isn’t working, we need to look toward another solution: Substitute teachers.  

The average K-12 student spends one year of their education with a substitute. However, 56 percent of substitute teachers receive no training. Every day in America, there is a need for 250,000 substitute teachers, but 77 percent of school districts report acute substitute staffing challenges. It’s a reminder that students don’t get do-overs; every day of their education matters.  

Substitute teachers are an important part of our school ecosystem. They impact our students, as well as the well-being of our teachers. Not having effective substitutes–or, let’s be honest, any additional person with a college degree willing to help–is also impacting teachers unable to pursue professional development without sacrificing their student’s learning.  

What if we put some of this investment in residencies into professionalizing substitute teachers and giving them a pathway into long-term teaching?  

Key points:

• Every moment is critical during a school emergency, and having the right tools is a must
• An emergency response app helped one school leader receive and deploy clear communication

I was in a meeting when I heard the sirens. I immediately excused myself and saw the first squad car screech to a halt in front of our doors and knew it was bad. The police department had just received a call saying there was an active shooter somewhere at Spanish Fork High School and two students were deceased.  

As it turns out, we were the victim of a coordinated hoax that targeted schools throughout Utah and other states, but for the next 24 minutes, this was our reality and as principal, I had to act. My emotions almost got the better of me; not only do I care deeply about each and every one of our 1,469 students, I also have a daughter who was in class just down the hall. I almost lost my motor skills but was able to pull my phone from my pocket to instantly lock down the school with the push of a button and watch our emergency plan unfold almost flawlessly before my eyes.   

To fully understand the importance and power of that simple act, we need to take a step back. I have been the school’s principal for four years. Although we had published an emergency plan and conducted drills four or five times every year, from day one, I felt there was something off or missing from those plans. We had the standard procedures and instructions for locking classrooms, counting students and making announcements on the PA system, but nothing that would help us know what is happing in the moment, coordinate actions between law enforcement and school administrators or communicate with teachers and staff to effectively manage the chaos.  

A few months ago, I was approached by a former student who wanted to introduce me to a technology called AEGIX AIM (Active Incident Management) that other schools have implemented to address the very challenges I was worried about. We received approval from the district to install and pilot the software. As fate would have it, we finished rolling it out and conducted staff training on it exactly one week before the active shooter hoax was perpetrated.   

Key points:

• Absenteeism is a top predictor of academic success and can have serious consequences
• Solutions to chronic absenteeism will require long-term, strategic investment of time and resources

Districts across the country are grappling with elevated levels of chronic absenteeism that have yet to return to pre-pandemic levels. The Associated Press and Stanford University’s Big Local News Project found that there were approximately 230,000 students in 21 states whose absences could not be accounted for when looking at changes in enrollment between the 2019-2020 and 2021-2022 school years.

We also know a lot about the negative consequences of poor attendance: attendance is the number one predictor of academic achievement. Chronic absenteeism can have serious impacts on students, such as the inability to master basic grade-level skills, reduced access to food and counseling resources, and significantly higher rates of dropping out. Students who drop out of school have a far greater chance of entering the criminal justice system.

Addressing this issue will require a long-term, strategic investment of time and resources. It’s important for schools and districts to understand that much like the adage, “It takes 21 days to build a new habit and only seven days to break it,” a similar approach must be adopted to address absenteeism.

K-12 school administrators often need help as they track and improve student attendance. Based on experience working with districts, I would recommend these four tips for district leaders and educators who are working to address student absenteeism. 

After a slow start in allocating federal ESSER funds, most states have found ways to spend their COVID relief dollars. In Montana, the Office of Public Instruction (OPI) is directing its ESSER money to digital learning resources.

OPI Superintendent Elsie Arntzen announced a new partnership with Discovery Education, a provider of state-of-the-art digital resources that support instruction wherever it takes place. Through this multi-year partnership, OPI is providing all 496 public school districts statewide access to a curated collection of high-quality, grade level appropriate, digital content aligned to Montana’s rigorous K-12 Content Standards.

The partnership–which is funded through ESSER–supports core instruction across Montana. In addition, the collaboration supports the state’s workforce readiness, rural education, Native American tribal history and culture, and parent and family engagement initiatives. Montana School Superintendents can activate their school district’s Discovery Education account by visiting this website.

“This partnership grows student learning both in and out of the classroom,” said Superintendent Elsie Arntzen. “The parental and family engagement aspect of Discovery Education will strengthen our Montana students’ success. I encourage all of our schools to take advantage of this great teaching and learning opportunity.”

The partnership is also ensuring that students in rural areas, which often lack high-speed internet connections and the resources that come with those connections, will have access to digital learning resources. “Many of Montana’s rural are part of a rural cooperative. Discovery Education will allow all our students the ability to access the content provided. Learning together has always promoted education in our frontier state, this is just another tool for lead teachers,” Arntzen said.

Key points:

• Public schools are part of a complicated system
• True system transformation will require disruptive replacement

I can’t count the number of times people at an education conference have approached me and said something to the effect of, “But how do we transform the education system?” or “We need to focus on system transformation” or “How do we scale system transformation?”

I get why they share these sentiments with me. Ever since I wrote Disrupting Class in 2008, I’ve been publicly in favor of transforming education, not merely reforming it (although I do work in both spheres). But when I hear calls about transforming existing systems, I recoil a bit and grow suspicious. There are many reasons for my reaction.

Foremost among them is this: Despite all the fancy models and white papers around what are all the levers to pull in order to transform a system, system transformation almost never happens by changing the fundamental tenets of the system itself. Instead, it comes from replacing the system with a brand-new system.

To start to understand why, consider the complicated system in which public schools find themselves. As Thomas Arnett explained, they are one part of a vast value network of federal, state, and local regulators, voters and taxpayers, parents and students, teachers, administrators, unions, curriculum providers, school vendors, public infrastructure, higher education institutions, and more.

This story was originally published by Chalkbeat. Sign up for a free weekly newsletter to keep up with how public education is changing.

Just as COVID hit some communities much harder than others, schools across the U.S. suffered disparate academic losses in the wake of the pandemic.

But new research points to a surprising finding: Students within the same district seemed to experience similar academic setbacks, regardless of their background. In the average district, white and more affluent students lost about the same amount of ground in reading and math as Black and Hispanic students and students from low-income families.

To researchers, that suggests that factors at the school district and community level — like whether students received quality remote instruction and whether communities experienced a strict lockdown — were bigger causes of test score declines than what was going on in students’ homes.

“Where children lived during the pandemic mattered more to their academic progress than their family background, income, or internet speed,” a team of researchers wrote in a new report.

The report offers some insight into why school districts experienced a wide range of academic losses during the pandemic. Citing pre-pandemic evidence that learning loss can persist for years without major interventions beyond normal instruction, it also points to the need for more intensive academic recovery efforts in some places. Those findings come as many schools are under pressure to reach more students with extra help like tutoring, and school leaders are trying to figure out the best ways to spend the limited COVID relief funding they have left.

Key points:

• Teacher-leaders are an integral–but under-utilized–part of a school
• School leaders can secure teacher buy-in around new initiatives through teacher-leaders

The typical leadership structure in a school is quite rigid, with administrators and teachers filling their roles separately. In this model, teacher skills are only utilized inside of the classroom, leaving teacher leadership potential on the table.

Because this is true in almost any school building, it is time for administrators to reimagine teacher leader roles and leverage teacher leadership, specifically at the grade level or in content teams. Many schools have positions such as “Lead Teacher” or “Content Team Leader,” which is a great starting point. The next step is transforming these established positions, or creating similar models, and implementing them across your school. This should lead to actionable steps taken by these teacher-leaders, and the loosening of the reins by administrators.

Leading Grade Level Initiatives

Rapport and community built at the middle leadership level is more responsive to student interests and needs. The foundation of any successful school is a strong school community where teachers and students can build a solid relationship over the course of the year. Quite often, this is artificially imagined by district experts as X or Y initiative in each classroom. Instead, the model needs to move to a teacher determined and led initiative.

A top-down community building set up by administration might be a pep rally for all grades. Not an unpopular choice, as it builds rapport between the students and the school. Given more time and thought, that same space can instead be used to build rapport between students and teachers.  A teacher leader would converse with their team to determine a community building activity that might be a better fit for their students. This might include a trust building activity outside, a teacher vs. student basketball game, or a community service project. Similarly, the activity can more accurately reflect student interest and can be an opportunity to be culturally responsive to the school community. The activity itself doesn’t matter, but rather the student and teacher’s voice.

Key points:

• Flexibility and ease of use should be important parts of decision making
• Meet today’s needs, but keep tomorrow’s needs in mind

Modern technological advancements affect virtually every area of daily life, and today’s educational institutions are looking to new digital tools to help improve student achievement and engagement while fostering collaborative learning environments for both in-person and remote learners.

To maximize a system’s effectiveness and ensure investments pay dividends for students and instructors, decision makers and school technology managers must maintain a strong understanding of all the available solutions, devices, and platforms that can meet their needs. While differences in location, age range, and budget naturally affect technology decisions and opportunities, there are several key factors central to any successful implementation.

Keep It Simple, Schools

This old adage may be a cliche, but it’s as true as ever. Ease of use is the most direct predictor of how often a classroom technology will be used, and how effective it will be. Given the strict class schedules followed by most institutions, educators may hesitate to plan lessons using a digital display or software solution if it proves to be unreliable or introduces disruptions to the classroom. It needs to work during every class, every day, without requiring special procedures or assistance that eats up class time.

Simplicity can come in many forms, including secure connections that eliminate the need to log in and out, broad support for various online communication platforms, wireless connections that reduce installation complexity, and device-agnostic compatibility that natively accommodates all users.