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1 min read

Expectations (& realities) in the usage of applications and data.

Jan 15, 2020 3:40:18 PM

More often than not, RTG are brought in to schools to help confirm a hunch the Leadership Team has regarding everyday operations and business improvement. This hunch is usually based on thoughts of inefficiency and/or ineffectiveness in everyday school practice - either in or out of the classroom. Whatever their suspicions, they know it's having a negative impact on their staff and students.

What we commonly find is that the negative impact of having to re-do work, and a lack of trust in the reliability of your technology, is much greater than they had realised.

In a recent LinkedIn article, I recapped some interesting results I found when consulting with schools around ‘Organisational Improvement’. Two scenarios were discussed, representing some of the more challenging issues we’ve helped schools solve:

1. How a school deals with data overload and its impact on staff; and

2. How application workflows are impacted by double-handling of data.

In scenario one, I discuss how a school knows it’s got information everywhere but is unaware of the extent of the spread, nor do they know the extent to which personal devices and hard-copy are being used to store critical school IP. In scenario two, using the SeeSaw application as an example, we want to understand if there are any skills/knowledge gaps from staff when using this application, and explore when and why other applications are being introduced to meet a similar outcome.

To conclude the article, four tips are offered for consideration when reflecting on your school's existing data strategy and roadmap. 

Click Here to read the LinkedIn article.

Rowan Freeman
Written by Rowan Freeman

Rowan Freeman is the Head of Learning and Technology Consulting at RTG.  With ten years in secondary and tertiary educational leadership, Rowan is focused on sustainable change in education, effective change management, technology-enabled learning and teaching and analytics strategy to drive practical outcomes. Rowan is a qualified teacher, has a Master of Education and post-graduate qualifications in Analytics.