Edtech entrepreneurs and school choice advocates sometimes invoke disruptive innovation as an indomitable force that will redeem and transform broken school systems.

A recent report found that most educational software licenses go unused in K-12 districts. The findings unveil a clear disconnect between district software procurement and classroom practice.

What’s the key to getting teachers on board with new approaches to instruction?

Simulations can help educators and school leaders get practice and feedback in low-stakes settings.

In addition to being content instructors, we also expect teachers to be curriculum designers, assessment creators, and experts at evaluating student work and analyzing student learning data, not to mention experts in classroom management and culture, coaching students on self-management, providing students with social and emotional support, and being the primary school connection with parents and families.

We don’t have a clear pipeline for preparing and developing personalized learning teachers. What we really need is a single organization with an integrated solution to show us how to do personalized learning and teacher development really well.

Simple innovations, like digital lesson plans, can go a long way toward improving teacher effectiveness and student outcomes

For those concerned, I want to offer some words of solace: K–12 public schools are not getting disrupted.

When I observed classrooms and interviewed teachers and administrators, the thing that stood out was high-quality teaching practices, inspired and supported by effective school leadership.

Here are a few reasons why blended learning may not live up to its time-saving potential.