ideo & digital promise report: evolving ed-tech procurement in school districts

7/28/2019 IDEO & Digital Promise Report: Evolving Ed-Tech Procurement in School Districts

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COPYRIGHT 2013DIGITAL PROMISE &

EVOLVING ED-TECHPROCUREMENT IN SCHOOLDISTRICTS


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DIGITAL PROMISE &

THE CHALLENGE

Digital Promise and IDEO workedtogether to explore ways that wecan urther develop the education

technology market in K-12 districts,through evolving the ed-techprocurement process.


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DIGITAL PROMISE &

THE PROCESS

Te IDEO team interviewed 34 individuals, explored existingeducation resources, and sought inspirational best practices tounderstand the barriers and potential solutions in the ed-techspace.

wenty-ve district leaders, ed-tech entrepreneurs, nonprotleaders, and education experts gathered in San Francisco onMarch 28-29 or a workshop.

Te workshop ocused on prioritizing the key barriers,

brainstorming solutions, and developing concepts to test anditerate at the district level.


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IDEO (pronounced eye-dee-oh) is an award-winning

global design rm that takes a human-centered, design-based approach to helping organizations in the public andprivate sectors innovate and grow.

We help organizations build creative culture and theinternal systems required to sustain innovation and launchnew ventures.

W W W . I D E O . C O M

Digital Promise is an independent, bipartisan 501(c)(3)nonprot organization authorized by Congress to spurinnovation in education. Trough its work with educators,technologists, researchers, and leading thinkers, DigitalPromise supports comprehensive research and developmentto improve all levels o education and provide Americans

with the knowledge and skills needed to compete in theglobal economy.

W W W . D I G I T A L P R O M I S E . O R G

ABOUT

DIGITAL PROMISE &


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TABLE OF CONTENTS

SIX THEMES

THREE FOCUS AREAS

CONTRIBUTORS

EXPANDING POSSIBILITIES

BUILDING SOLUTIONS

ONWARD

APPENDIX

FIVE CONCEPTS

Navigating Possibilities

School Culture

Procurement Regulations

Sustainable Resources

Trust

Connect across districts

Simplifying Procurement 7 Steps to Creative Financing

Ed-Tech Incubator

Open Procurement

Better Planning, Better Process

Connect with entrepreneurs and vendors

Connect within districts

WORKSHEETS

Public Scrutiny


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EXPANDINGPOSSIBILITIES


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At the two-day IDEO workshop, districtleaders and education technology expertsdiscussed the major barriers that emergedthrough IDEOs research. We then reviewed

illustrative examples o how industries outsideeducation have successully solved or similarhurdles. We used the inspirational examples

to expand our thinking around potentialsolutions in the procurement process.


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SIXTHEMES

Prior to the workshop, theIDEO team spoke to 34

superintendents, districtleaders, entrepreneurs,and education experts toidentiy common themes inthe procurement process.

Public scrutiny

produces ear andrisk aversion.

Procurement regulationsare cumbersome, andnavigating them isdicult, time consuming,and overwhelming.

Shiting, complex,& limited resources makessustainment a challenge.

School culture can make

or break the uptake o anew ed-tech solution.

Tere are so many choicesout there and the proopoints or solutions arentclear. It is dicult tonavigate the possibilities.

rust amongst peersis high. rust ooutsiders is low.

01

03

05

02

04

06


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THEME 01

PUBLICSCRUTINYPRODUCESFEARANDRISKAVERSION.

I ear making the wrong decisionI dont want to end up on the rontpage.-Superintendent

You have to be careul aboutsaying youre going to take risks, be

experimental and innovative; whenyoure talking about someoneschild, you dont take risks.-Education Expert

Sometimes the status-quois easier and saer than innovation.-Superintendent

Students succeed in spite o whatwe do, not because o what we do.

-Superintendent

Innovation is a last resort. Itoten happens in underperormingschools where there is nothing tolose.

-Education Expert

Districts are much moreevolutionary than revolutionary.

-Entrepreneur


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EXAMPLE A: CARROTMOB

Users vote with their money to change the practices o the businesses

they visit and support in their community.

How might my district leverage publicsentiment to garner long-term support?

How might my district leverageinnovative nancing to reduce risk?

EXAMPLE B: SOCIAL IMPACT BONDSSocial innovation nancing allows the government to partner with ser-

vice providers and private oundations to provide the up-ront costs o

products or services. Taxpayers do not pay or the programs unlesssuccess o the ofering has been demonstrated.

IMAGE SOURCE: HTTPS://CARROTMOB.ORG IMAGE SOURCE: HTTP://PAYFORSUCCESS.ORG

INDUSTRY INSPIRATION


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THEME 02

SCHOOLCULTURECANMAKEORBREAKTHEUPTAKEOFANEWED-TECHSOLUTION.

Theres a atigue aroundprograms... Districts and especiallyteachers have had to try manythings that have ailed so they have

a healthy skepticism.-Superintendent

Teachers are oten nding theirown solutions and want the

autonomy to do so. But right now,they are araid o getting caught.-Education Expert

[Teachers] are not the locus oinormation anymore. How do youbecome the acilitator o allunknown solutions? How does the

teacher remain relevant?-Superintendent

Ensuring teachers can integratesolutions into their classrooms is

one o our biggest hurdles.-Superintendent

Teachers dont have pressure tochange... they arent in regularmarket conditions.-Superintendent

How do I unleash creativity withthe right level o accountability?

-Superintendent


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EXAMPLE A: MY STARBUCKS IDEAA social platorm that allows Starbucks customers to share their product

or service ideas and vote, review, and comment on those o others. The

best ideas rise to the top and Starbucks selectively brings their avoritesto market.

How might my district meaningullyengage end users in the procurement

process: establishing strategies, vettingsolutions, and implementation?

How might my district create a tighterline o communication between end

users and product developers?

EXAMPLE B: QUIRKYIndividual product idea contributions are curated by the Quirky community.Quirky then evaluates, prototypes, and eventually brings the best ideas to

market, leveraging the communitys eedback.

IMAGE SOURCE: HTTP://MYSTARBUCKSIDEA.FORCE.COM IMAGE SOURCE: HTTP://WWW.QUIRKY.COM/LEARN



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THEME 03

PROCUREMENTREGULATIONSARECUMBERSOME,ANDNAVIGATINGTHEMISDIFFICULT,TIMECONSUMING,ANDOVERWHELMING.

I worry about whether or not Imdoing everything right. I have to besure to cross my Ts and dot my Is.-District Staf

Sometimes I get back severalbids with something wrong and

have to start the process again. Iwish vendors would be more detailoriented.-District Staf

RFPs have to have pages and pageso legal documentation... even ourattorney struggles with it.-District Staf

The traditional procurementprocess is time intensive,

bottlenecking the ability to staycurrent with the latest technologiesand curricular oferings.-Superintendent

Which is truly better? Should Ilease or should I buy?-District Staf

I have to ensure any technologyis aligned with the existing

regulations and any uturedemands.-District Staf


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EXAMPLE A:TURBO TAX

Provides step-by-step guidance in navigating complex tax orms.

Experts answer any questions you have on the spot, and the

site automatically checks or errors. Users are not charged until ater

the service is completed.

How might my district create tools thatinstill condence in taking the correct

steps to navigate the complex systemo regulations?

How might my district gain access toand better leverage the procurement

experiences o other districts?

EXAMPLE B: SKILLSHARE

Skillshare is a global marketplace or classes that allows users to learn

real-world skills rom anyone. Teachers have the option o charging or

classes, and Skillshare takes a percentage o ticketed courses.

IMAGE SOURCE: HTTP://TURBOTAX.INTUIT.COM IMAGE SOURCE: HTTP://WWW.SKILLSHARE.COM/



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THEME 04

THEREARESOMANYCHOICESOUTTHEREANDTHEPROOFPOINTS

FORSOLUTIONSARENTCLEAR.ITISDIFFICULTTONAVIGATETHEPOSSIBILITIES.

Come to me once youre proven.-Superintendent

Its not about how to buy, its about

guring out what to buy... How dowe nd the right, good stuf?-District Staf

I want to be second wave, not rstwave.-Superintendent

Theres a need or an objectivemechanism or guring out whatsworking: which resources covercommon core, which are mostintriguing or students, which providethe most student gain, and which areeasiest or tracking assessments.-District Staf

No one participating as buyersknows whether or not the product isactually going to deliver on the RFP.

Its the best argument that wins, notthe best acts.-Ed-tech Entrepreneur


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EXAMPLE A:RENT THE RUNWAYUsers share pictures and reviews o their rented runway looks. Reviews

ocus on body type and personal characteristics to help users get the

best results.

How might my district easily evaluateour unique needs against the oferings

o a product or service?

How might my district efectively shareexperiences with new technologies

across districts?

EXAMPLE B: FANDANGOThe movie ticketing service integrates both user-generated reviews and

expert reviews to provide a uller picture to prospective moviegoers.

IMAGE SOURCE: HTTP://WWW.RENTTHERUNWAY.COM IMAGE SOURCE:HTTP://WWW.FANDANGO.COM



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THEME 05

SHIFTING,COMPLEX,ANDLIMITEDRESOURCESMAKES

SUSTAINMENTACHALLENGE.

I dont want to give my studentscomputers that next year Im justgoing to have to take away orcan no longer support.

-Superintendent

The cost o access to well-designedprograms is so high. It can be more

than my entire budget or a singlesolution.-District Staf

What does it mean orsustainability i I lease or buy? Onecomes out o my operations budget,the other comes out o capital

expenditures.-District Staf

Theres little volume discountingwith some big technology vendors.

-Education Expert

Budget arent setup to procureapps or ongoing services.-District Staf

Big RFPs can actually shit themarket. Districts could have a lot o

power.-Education Expert


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EXAMPLE A:GROUPONGroupon entices businesses and service providers to ofer lower rates by

guaranteeing they receive volume. Once enough people agree to pur-

chase, the rate is locked in.

How might our districts pool resourcesto leverage our scale?

How might my district rethink ourbudget and investment strategy to

match new demands?

EXAMPLE B:GOOGLE 80/20 RULEGoogle invests in its employees on an 80/20 basisemployees are encour-aged to spend 80% o their time on core projects and 20% on innovation

activities that speak to their personal interests and passions.

IMAGE SOURCE: HTTP://WWW.GROUPON.COM IMAGE SOURCE: KATIE CLARK



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THEME 06

TRUSTAMONGSTPEERSISHIGH.TRUSTOFOUTSIDERSISLOW.

What do entrepreneurs want?They want money.-Education Expert

During pilots, it sometimes eelslike were developing products, not

solutions.-Superintendents

When I started my business, Iwanted to help improve literacy andease assimilation choices inurban schools.

-Entrepreneur

How do I nd out about the latest?I nd out rom my peers.

-Superintendents

This is a business aboutrelationships. Breaking in requires aconsultative salethe sales cyclecan be 2 years.

-Entrepreneur


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EXAMPLE A:PROCTOR & GAMBLES CONNECT + DEVELOP

P&G posts its specic innovation needs to the Connect + Develop web-

site and allows researchers, academic institutions, and other suppliers to

share their innovations directly with the company.

How might my district better shareour needs with vendors so they

develop more desirable products andimplementations?

How might my district co-create withentrepreneurs and vendors?

EXAMPLE B: URINE COLLECTION IN HOSPITALSA nurse designed a solution or an observed need amongst patients. By

attaching a magnet to the urine container, a patient could hide the jar

saely and out o sight when being visited. The nurse worked directlywith a vendor to bring the solution to market.

IMAGE SOURCE: HTTP://WWW.PGCONNECTDEVELOP.COM IMAGE SOURCE: PETER CAUGHLAN



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BUILDINGSOLUTIONS


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BUILDING SOLUTIONS

Using the themes and industry examples asinspiration, we developed ve new conceptsthat districts can think about as they work tomake technology purchasing a more ecient,

inormed, and empathetic process.


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BUILDING SOLUTIONS

T O P I C

How might mydistrict design a morehuman-centeredprocurement office?

CONCEPT ONE


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BUILDING SOLUTIONS

C O N C E P T

SIMPLIFYING PROCUREMENT

Simplifying Procurement demystifies theprocurement process by creating user-centeredtools to spur dialogue with key stakeholders

(vendors, administrators, and teachers), helpingthem navigate the process.

Tools include district-specific maps of theprocurement process and a collection of casestudies and stories that describe how a productor service successfully entered the school

district.

C O N C E P T D E S C R I P T I O N

P O S S I B L E N E X T S T

E P

C O N C E P T S K E T C H


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IMAGINE IFYOURPROCUREMENT OFFICEBECAME THE ULTIMATECUSTOMER-SERVICEEXPERIENCE FOR TEACHERS

AND VENDORS TO GET THESUPPORT THEY NEEDED.

I N S P I R A T I O N

PIKTOCHART.COM, POPCHARTLAB.COM, & SERVICE

EXPERIENCES AT NORDSTROM, SOUTHWEST, & RITZ CARLTON


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T O P I C

How might my district

tighten the connectionbetween the needs ofour district and thetechnology that startupsare developing?

CONCEPT TWO


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C O N C E P T

ED-TECH INCUBATORC O N C E P T D E S C R I P T I O N

What if schools were more willing to participate in ed-tech product development, creating mutual ly beneficialrelationships between educators (the end users) and

entrepreneurs (the developers)?

If schools embrace entrepreneurs, startups canhave more direct access to teachers, students, andadministrators, enabling them to develop more relevantproducts. In exchange, students, teachers, and schoolsgain experience with the startup hacker mentality and can

ultimately be provided with discounts or privileged accessto products developed around their spec if ic needs.


E P



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BUILDING SOLUTIONS

IMAGINE IF YOUR CLASSROOMSHELPED ACCELERATE THEUNDERSTANDING OF SCHOOL NEEDS

AND THE DEVELOPMENT OF BETTERLONG-TERM ED-TECH SOLUTIONS.


THE HUB, Y-COMBINATOR,FLASHPOINT, MISSION*SOCIAL


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T O P I C

How might my district

help procurement officersbetter understand thetrue value (in terms ofprice, quality, and need)of their purchases?

CONCEPT THREE


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C O N C E P T

OPEN PROCUREMENTC O N C E P T D E S C R I P T I O N

If districts are more transparent about how money isspent on technology, all stakeholders can benefit. Thepublic will know where tax dollars are going, faculty will

better understand the procurement process, and themarket becomes more inclusive and competitive.

In the aggregate, that unlocked information (includingvendor, price, quantity, product details, andcommon core compliance) drastically improves whatprocurement officers and district leaders know about

technology vendors and thei r product offerings,creating smarter demand.


E P



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IMAGINE IF YOUR DISTRICT ANDITS CONSTITUENTS COULD EASILYACCESS MORE INFORMATIONABOUT THE ED-TECH MARKETAND IMPLEMENTATION BESTPRACTICES.


DATA.COM, GLASSDOOR.COM, KBB.COM,GAS BUDDY APP


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IMAGEFOR

PLACEMENTONLY

T O P I C

How might my districts

finance group rethinkfunding sourcesand our budgetingpractices to match newdemands?

CONCEPT FOUR


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C O N C E P T

7 STEPS TO CREATIVE

FINANCINGC O N C E P T D E S C R I P T I O N

7 Steps to Creative Financing is a new process and s et ofbest practices designed to help districts identify the bestmeans to financing ed-tech solutions.

The process focuses on assembling a diverse team ofdistrict stakeholders, end users, and local experts toidentify underlying needs, gather inspirational financesolutions from outside industries, and brainstorm ideasto infuse creative problem so lv ing in financing newtechnologies.

1. Set Vision 4. Brainstorm Solutions2. Build Team 5. Meet the Board3. Build the Case 6. Build Based on Imput

7. Apply Process Elsewhere


E P



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IMAGINE IF YOU HAD A BOOKOF INSPIRING WORKAROUNDSOR FINANCE SOLUTIONS THATCOULD HELP YOU RETHINKFUNDING IN YOUR DISTRICT.


LYNDA.COM, INSTRUCTABLES.COM,SKILLSHARE.COM


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IMAGEFOR

PLACEMENTONLY

T O P I C

How might my

procurement officeconnect with teachersand administratorsto enable betterprocurement planning?

CONCEPT FIVE


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IMAGEFOR

PLACEMENTONLY

C O N C E P T

BETTER PLANNING,BETTER PROCESSC O N C E P T D E S C R I P T I O N

Better Planning, Better Process leverages a bottom-upplanning approach by encouraging procurement officers toconnect directly with teachers and administrators.

By proactively asking simple questions (e.g., Are youplanning any pilots this year? Is there any software orequipment that you need?), procurement officers willbe better equipped to plan for and meet the needs ofthei r districts in a timely manner. Simi la rly, open ing upcommunication lines between the procurement office andkey stakeholders will build awareness, understanding,and empathy across these key players.


E P



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IMAGINE IF YOURPROCUREMENT OFFICELEVERAGED A BOTTOM-UP PLANNING PROCESS BYVISITING SCHOOLS REGULARLYTO MEET WITH TEACHERS AND

ADMINISTRATORS.


BOTTOM-UP MANAGEMENT PRACTICESAT NETFLIX, ZUMBA, TOYOTA, & GOOGLE


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ONWARD

O


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ONWARD

Based on the conversations and experimentsdeveloped at the workshop, three ocus areasemerged or districts to explore as we evolvethe procurement process.

Each ocus area requires difering levelso stakeholder involvement and support,

allowing experimentation to take place atvarying scales.

ONWARD


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ONWARD

3 FOCUSAREAS

Connect with entrepreneurs & vendors

Create new ways or districts and entrepreneurs to engage toincrease the development o relevant products.


Enable culture change through communication strategies thatbuild empathy, create clarity, and inuse new thinking.

Connect across districts

Leverage the Leagues scale to increase transparency intodistrict purchases and increase district buying power.

01

02

03

ONWARD


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With these lenses in mind, howcan your district evolve yourprocurement processes?

ONWARD


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ONWARD

Connect with entrepreneurs & vendors

Create new ways or districts andentrepreneurs to engage to increase thedevelopment o relevant products.

What i your district hosted a local education startup on site or a day, aweek, or a month?

What i your district held an inormational call with an educationstartup to discuss your districts unmet product needs?

What i your district collaborated with a neighboring incubator or

supported an entrepreneurial co-location experiment?

01

ONWARD


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Enable culture change throughcommunication strategies that buildempathy, create clarity, and inusenew thinking.

What i your districts procurement ocer shadowed teachers andprincipals to better understand ed-tech needs and which pilots areplanned or underway?

What i your district connected with a local nance expert to understandcreative nancing alternatives in their industry?

What i your district visualized or articulated the procurementjourney through a map, story, or case study to communicate the processto key stakeholders?

02

ONWARD


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ONWARD

Connects across districts

Leverage the Leagues scale to increasetransparency into district purchases andincrease district buying power.

What i your district aggregated and shared your purchasing data withappropriate stakeholders?

What i your district proactively shared with another district bestpractices or implementing an ed-tech solution?

What i your district proactively shared with another district what wentwrong in implementing an ed-tech solution?

03

ONWARD


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How can your district engagewith these topics?

Tese ideas are or everyone. For guidance inputting any o these concepts in place in yourdistrict, use the accompanying ideation andplanning worksheets in the Appendix. I you arealready working on solutions like these in yourdistrict, Digital Promise would like to hear about it,at [email protected].

APPENDIX


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APPENDIX

APPENDIX


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APPENDIX

Contributors

Piedmont City School District (AL) Fulton County Schools (GA) Meridian Joint District No. 2 (ID)

Horry County Schools (NC)Rock Hill School District (SC) Roanoke CountyPublic Schools (VA)

New York CityDepartment o Education

Utica Community Schools (MI) Howard-SuamicoSchool District (WI)

Iowa CityCommunity School District

McAllen IndependentSchool District (X)

U.S. Department o EducationOce o Education echnology

Learning Accelerator IDEO Digital Promise

APPENDIX


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APPENDIX

DIGITAL PROMISE &EVOLVING EDTECH

PROCUREMENT WORKSHOP

#1 Concept Development SKETCH

HMW...Who are you designing this for?

Who might use this solution?

What is it?Write a 2-3 sentence description o this

concept. Whats new about this idea?

What excites you about it?

What pain points does it address and

why is this valuable?

A visualization o the concept. You might start with the original

brainstorm post-it sketches. Add more refned drawings

as the concept becomes more concrete.

CONCEPT NAME:

APPENDIX


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APPENDIX



#2-A Concept Refnement

Stakeholder:

Needs:

Stakeholder:

Needs:

Stakeholder:

Needs:

Stakeholder:

Needs:

Yesterday you designed the frst prototype o

a solution to meet one or more o your districts

needs. Since then, you may have started thinking

about the challenges and stakeholders that could be

associated with your solution.

Circle the 1-2 stakeholders that eel most important to address

in order to make your concept work.

Circle the 1-2 challenges that eels most important to address in order to make

your concept work.

Who does this idea touch? Write down each of the stakeholdersconnected to this idea and identify their needs.

What are some of the challenges that might be associated with youridea? List the challenges your concept might face. Why do these feel likechallenges for your district?

Culture

Funding & Resources

Regulation & Compliance

Stakeholder Buy-in

Other

CONCEPT NAME:

APPENDIX


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Brainstorm diferent ways in which you might address your stakeholders

needs and gain his or her support.

Brainstorm diferent ways in which you might workaround this challenge(s).



#2-B Concept Renement

Now, partner up with a team to brainstorm solutions

to the challenges and needs you have identied.

The most important stakeholder(s) is _______________________________The biggest challenge(s) is _________________________________________

CONCEPT NAME:

APPENDIX


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APPENDIX



#3 Concept Iteration

SKETCH

SUGGESTIONS:

Draw a timeline of your solution. Where and when does your solution come into play? Who interacts with it?

Draw a map of procurement in your district. Where does your solution t on this map?

Now that youve thought about the dierent

constraints and possibilities, what does your idea

look like now? Draw a storyboard or scenario of your

concept in action.

CONCEPT NAME:

APPENDIX


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APPENDIX



#4 Next Steps

ROADMAP

Who will you partner with to realize this idea? What does success look like?Take a moment to imagine your idea being successul.

What would the story o success look like or your idea?List metrics that will help you gauge success of your idea.

You may have a set of related ideas and prototypes, some of which seem more futuristic or harder to

implement. Share both the low-hanging fruit and your vision for the future.

Order the steps on chart, showing diferent key dates that you can target to best test, build, and iterate on

your idea. What will you aim to do next week? Next month? Next procurement cycle?

Feedback from the group:

CONCEPT NAME:

APPENDIX


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APPENDIX

How Might We Worksheet

Transitioning from challenges towards building

questions we can design solutions for.

Instructions:

Individually select 2-3 HMW questions that feel like an opportunity

youd like to explore for your district. (Feel free to modify or add a

question as needed.)

Then, discuss your selections with your group.

As a group, write the top 3-4 HMWs that youd like to continue

thinking about today on a post-it.

Be ready to share your HMWs with the room.

01.

Public scrutiny produces fear

and risk aversion.

02.

School culture can make or

break the uptake of a new

Edtech solution.

03.

Procurement regulations are

cumbersome, and navigating

them is di cult, time consuming,

and overwhelming.

How might my district provide transparency in

a way that supports my goals?

How might my district create a clear framework in

which stakeholders can innovate?

How might my district better communicate

to our constituents and stakeholders to garner

long-term support?

How might my district build a culture of trust with our

constituents that will support experimentation?

How might my district reinvent the pilot or

evaluation process to reduce risk?

How might my district meaningfully engage teachers

in the procurement process: establishing strategies,vetting solutions, and implementation?

How might we create a tighter line of communication

between procurement o cers and teachers?

How might my district create a safe space for teachers

to innovate in the classroom?

How might my district provide more flexibility to

teachers and principles in deciding which solutionsfit them best?

How might my district formalize grassroots pilots?

How might my district gain access to and

better leverage the procurement experiencesof other districts?

How might my district create a process to ensure

confidence that I am taking the correct steps when

navigating the complex system of regulations?

How might my district work with vendors in a way

that shares the burden of compliance with them?

How might my district create a more streamlinedapproach to our procurement procedures?

How might we creatively interpret regulations in

a new way?

APPENDIX


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APPENDIX

04.

There are so many choices out there

and the proof points for solutions

arent clear. It is di cult to navigate

the possibilities.

05.

Shifting, complex, and limited resources

makes sustainment a challenge.

06.

Trust amongst peers is high.

Trust of outsiders is low.

How might my district design for better feedback of

what is and isnt working?

How might my district eectively share experiences

with new technologies across districts?

How might my district easily evaluate our unique

needs against the oerings of a product or service?

How might our districts create a safe space to test

and validate the newest edtech?

How might my district rethink our budget to match

new demands?

How might our districts pool resources to leverage

our scale?

How might my district rethink time as a resource so

that we are making the most of it?

How might our districts support each other in

vendor negotiations?

How might my district better share our needs with

vendors so they develop more desirable products

and implementations?

How might my district better understand the needs

of the vendors?

How might my district better leverage the vendor

relationships of other districts to build trust?

How might my district design a faster feedback

mechanism for piloting?

How Might We Worksheet


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EVOLVING ED-TECHPROCUREMENT IN SCHOOL

DISTRICTS

COPYRIGHT 2013DIGITAL PROMISE &

ideo & digital promise report: evolving ed-tech procurement in school districts

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