Training Resources

Note: This section is an additional resource referenced in Activity 2: Setup and Training in the phase.
These questions do not cover all required information for training support. You should have a larger training plan for teachers and students using your product. These questions will help you think about the type of information that can help avoid racial inequities in the implementation phase.
Before Using the Product
What does the product do for me / my students / my child?
What’s the value? Why should I even use this product? it is especially important that parents understand why your product is good for their child, even if they never use the product themselves. This will make the product more successful at their child’s school and takes this communication burden off of schools.
How does the product work?
What decisions or recommendations does the product make? What information does it use to come to these conclusions? Students and families, in addition to teachers, should understand at a basic level how the product works.
How might teachers and students experience the product differently? How might two students experience the product differently than each other? Make sure you enable teachers to understand how students’ experiences might differ from their own or from one another.
How do I start using the product or set it up? How do I help others use the product?
Will some parents require training? Are devices and connectivity required at home? What won’t work if these aren’t available? Make sure schools are aware of where the product might break down.

While Using the Product (Ongoing)
When / how can I disagree with the decisions or recommendations in the product?
Remind users that they can disagree by explicitly asking if they agree or reminding them that they can drill into the data or select any book they like.
How do I give feedback about the product?
Ex: Pop-up to remind students and teachers that they can give feedback within the product
How often is the product updated (with real data or by the edtech company)?
This can impact equity when data isn’t updated fast enough.
Ex: “The list of at-risk students was last updated in July”
What happens when I’m offline?
This can impact students when weak internet limits their participation.
Ex: “Students who are offline cannot submit work right now”
What might have gone wrong?
Be transparent about challenges that could impact a student.
Ex: “Students without enough data may not appear here”

Ongoing Support
Provide assistance for the first three months to help users understand your product. Most questions from students, parents, and teachers will occur at the start of the school year (or a few weeks before). Servicing customers with these questions will not only make your product more effective because users will actually use the product as intended, but it will also give you the chance to get real-life feedback.

Want to print your doc?
This is not the way.
Try clicking the ⋯ next to your doc name or using a keyboard shortcut (
) instead.