District Administration® and FETC®’s Top Ed Tech Products of the Year contest spotlights the most innovative new solutions on the market that are helping school leaders meet the ever-evolving education technology needs of their districts and schools.
A panel of experts chose 15 winners from more than 160 submissions, all of which will be featured during the Virtual Future of Education Technology Conference® Jan. 26-29.
Click here for more information and to register for the free 2021 Virtual FETC.
Here’s a look at one of the Top Ed Tech Products of 2020:
Insights for Microsoft Teams in Education
What it is: Insights in Microsoft Teams for Education enables teachers to access student engagement data from an intuitive dashboard. Given each learner has unique experiences, skills, and voice, Insights helps teachers understand and respond to both class and individual needs. The challenges of the past year have demanded significant and swift action from educators and educational systems globally. Despite the ever-changing landscape, educators must continue to reach students in an authentic way that results in lasting impact. With Insights, educators are supported with meaningful, reliable data to make informed decisions regarding their learning communities. Guided by this data, educators are not alone in ensuring students’ emotional, social, and academic needs are being met.
Why we like it: Designed in response to the COVID-19 pandemic and the remote learning that resulted, Insights in Microsoft Teams for Education gives educators a simple way to monitor student progress and provides actionable insights. Teachers can see data about their entire class on one screen, it’s GDPR and FERPA compliant, and teachers can provide immediate feedback to a student. With remote and hybrid learning, this tool empowers teachers through real-time data to ensure that students are receiving the support they need.
As always, we encourage you to perform your own due diligence before making any investments.
See the full list of winners here.
