Making Smart Educational Software Purchases

Industry Spotlight: Education Software

“The first question superintendents should ask themselves when considering purchasing educational software is will it help us reach our goals?” says Charlene Chausis, past president of the Illinois Computing Educators. “The starting point is not what the software can do, but defining what the district hopes to accomplish.”

In the Mooresville, N.C., Graded School District, digital resources have replaced traditional texts over the past eight years, and students and teachers now use interactive content, multimedia reference libraries and online resources for instruction. Mooresville also purchased educational software that is compatible with iPads, laptops, mobile devices and desktops. It has online portals to support on-the-go-learning, instructional videos and one-to-one laptop programs.

The digital age has brought a culture change to the widely touted district, and that has meant reshaping purchasing protocols, according to Scott Smith, chief technology officer. Spending decisions must support the goals of greater student engagement, more personalization and higher student achievement.

A Crowded Marketplace

What the Mooresville experience makes clear is that educational software purchasing decisions are evolving alongside the latest research on learning and new technologies. The digital age has led to a flood of education software products. More than 500 exhibitors showcased products at the International Society for Technology in Education’s annual conference in June.

The possibilities are dizzying, as is the task of identifying the best software in such a crowded marketplace. “Our job is to identify what’s out there and how we might leverage our existing and future resources to further the district’s vision for learning and teaching,” says R.J. Gravel, technical services director of Glenbrook, Ill., High School District 225. “It’s like a puzzle. Districts are piecing together the best digital learning solutions.”

Schools are seeking tangible results from their investments and asking companies tough questions about evidence, says Phil Martin, who leads education marketplace initiatives at Digital Promise, a nonprofit that spurs innovation in education. “The alignment between technology and instruction is absolutely critical for making smart technology purchases,” Martin adds. “Technology considerations become central: Do we have the devices and connectivity we’d need? Does it meet our data privacy standards?”

Purchasing decisions about software also must examine what district and company resources are needed for rollout, training and troubleshooting during and after the implementation.

“Infrastructure should be the superintendent’s key priority,” says Chausis, of the Illinois technology group. “If the infrastructure isn’t sufficient, if the bandwidth or the number and placement of access points are insufficient, implementation will not go smoothly. Districts should look for companies with expertise in technology audits that will work with the district’s IT staff to create a custom technology profile.”

Equity issues should also be considered. Students may not have access to the Internet or sufficient bandwidth at home. To ensure these students are not at a disadvantage, districts should look for a product with a good bridge from home to school, including online learning resources that can be used online or offline and a portal for parents.

High-Value Partners

“District staff will need to educate companies about the district,” Mooresville’s Smith says. “They must articulate for companies what it is they want the company to do for staff, students and parents. They must ensure the company understands what educators are accountable for when it comes to legislative or policy changes and federal or state mandates.”

Smith also recommends district leadership select a company that is more than just a vendor; it must be a partner that works well with all stakeholders — from initial talks to implementation to ongoing support in the aftermath of the product’s implementation.

“Make sure the company will cater to the district’s needs, not vice versa,” says Paula O'Gorman, senior vice president of government affairs at Renaissance Learning, a company that offers products to accelerate learning in math and reading. District needs vary: For example, some districts might face bandwidth issues; others face a low computer-to-student ratio. Valued partners have the capacity, track record and know-how to deal with a wide range of issues.

High-value partners deliver advanced training. When Houghton Mifflin Harcourt partners with a school district, customers receive training on effective implementation, says Jason Anderson, vice president of district solutions. They also receive professional development around pedagogy and using technology in the classroom.

A purchasing team should ask whether training is hands-on with a live person, via phone or via online chat support.

Purchasing Process

Typically, instructional, finance and technology staff are charged with evaluating partnerships and ideas. The purchasing team should reflect varied interests and collaborate on shared goals. All too often, end users — teachers, students and parents — are underrepresented in the decision-making process.

Purchasing team discussions usually involve questioning whether the product is relevant, how well it fits in with the curriculum, if it is technologically sound and how it would work with the district’s network. They also look at whether the product does a good job of allowing teachers to monitor student progress and achievement. Financial considerations and the company’s resources for implementation are key factors.

“Consider how student learning benefits from the purchase of new software,” Glenbrook’s Gravel says. “For instance, if it’s a new English/Language Arts curriculum for the 3rd grade, how will it support the learning standards for 3rd grade as well as their 4th-grade experiences? It’s usually preferable if software can be used in several grade levels to meet the needs of students of varying ability levels.”

Products that are well done from the student interface can be a mess when it comes to the teacher’s side of things and vice versa, according to Gravel. “You want a product where both interfaces are well designed.”

After the field of products is narrowed down, a diverse group should be involved in hands-on product testing for at least 30-60 days. Do not consider a product that will restrict evaluation to vendor-driven virtual meetings and presentations that prevent students and teachers from sitting in the driver’s seat cautions Gravel.

Evaluating the district’s return on investment is key. Superintendents should look closely at the gaps and gains in classrooms districtwide. “Ask yourself, where have we seen real progress, and where can we work harder to find an approach that closes those gaps?” says HMH’s Anderson.