Planning for Sustainability: A Little Data Mining Can Do a Lot for Digital Learning

February 22, 2022
AUTHOR
Headshot
AUTHOR

Diane Doersch

Former Technology Director

,

Green Bay Area Public SD, WI

AUTHOR
Headshot
AUTHOR

Diane Doersch

Former Technology Director

,

Green Bay Area Public SD, WI

AUTHOR
Headshot
AUTHOR

,

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Welcome to Planning for Sustainability. This is the final post in a four-part series designed to help education leaders gather and use data to create optimal—and sustainable—digital learning environments. Here’s where you can read part one, part two, and part three of this series.

Many school districts found it difficult to move to remote learning during that fateful period in March 2020 when the global pandemic forced learning to take place from home–but over and over, I’ve heard how many districts using ClassLink didn’t struggle as much. Why?

These districts first used ClassLink to make it easier for students to access learning at home. Then they used data to stay informed through the transition.

Let’s look at two examples (both from Wisconsin, my homeland!). These stories can help all districts as we move forward in an education system that is rapidly ramping up digital learning.

How Data and Access Helped Two Districts 

Here are two real-life stories of how edtech leaders used ClassLink’s LaunchPad to provide easy access to learning resources in a remote learning environment–and data from ClassLink’s analytics to inform their decision-making.

Neenah Joint School District

Neenah Joint School District in Neenah, Wisconsin, made a smooth transition to remote learning because they had already been “practicing.” In the video below, you can hear how the district used ClassLink to build virtual snow days into their school year.

Leaders at Neenah were also able to use ClassLink Analytics to prove to the Wisconsin Department of Public Instruction that students were engaged in learning.

Because of this experience, it was easier for both students and staff to transition to remote learning when the pandemic broke out.

Green Bay Area Public Schools

Then there’s Green Bay Area Public Schools of Green Bay, Wisconsin (4th largest district in WI and where I was formerly Technology Director). This district used ClassLink to make all learning resources available to both students and staff so they could continue their teaching and learning from home. They also used analytics as part of their efforts to monitor students’ attendance and time spent engaged with digital apps during remote learning. Hear their story below.

How Data Can Help Your District

Right now, districts across the country are expanding digital learning. With dynamic access to data analytics (using ClassLink), leaders can notice trends or issues and ask sustainability and programmatic questions.

Questions such as:

  • Why is remote access low with these schools or students?
    • Do they have access problems from home?
    • If so, how can we get them the Internet support they need?
  • Why is use of the learning management system low in these schools and high in these others?
    • Are there professional learning opportunities that need to take place in low-use schools?
  • Logins are low at this school. Are there hardware issues, or are there students who don’t have devices?
    • Do we have an excess of broken devices at that school? What can we do to make sure they have devices?
    • Do we need to revise our repair process, or do we have enough technical support at those schools?

When districts make ClassLink part of how IT departments do business, the analytics and accessibility features can assist the entire school system by informing leaders where to head next in their technology and resource planning.

Want to save your district money and time while expanding your understanding of digital learning issues (and successes)? Check out Analytics+.

Categories:

ClassLink
Education Leaders

About the Author

About the Authors

Diane Doersch

Former Technology Director

,

Green Bay Area Public SD, WI

,