December 2003 — Industry Perspective
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Difference by Design: Taking Learning Tools From the Home into the Classroom
Technologies developed as learning tools that will be used by children at home are judged by a different set of criteria than those educators use to determine their suitability for the classroom. Teachers must consider the broadest range of students' needs, while parents have the luxury of concentrating on the needs of their own children. Teachers want clear evidence that the manufacturer or publisher thoroughly understands all of the issues involved in making products for a school setting such as their durability to accommodate constant use by many children over several years. Parents, on the other hand, are not likely to focus on these issues, given their expectations are that one or two of their children may use the product for fewer hours over a shorter life span.
While educators and parents share some similar goals for technology-based learning tools, such as instructional efficacy, a teacher's perspective encompasses a wider view. Educators always have a basic set of questions when evaluating a technology platform: Is it appropriate for the grade level? D'es it significantly enhance my teaching or student learning? D'es it address more than one learning modality? Is it flexible enough to address different types of students in a typical class? D'es it make learning more fun and engaging for the child?
Consumer vs. Education Markets
Sometimes, as with our firm, the choice is made to differentiate the consumer and education markets by creating two corporate entities to serve the needs of each target audience. That way, research, resources and technology are easily shared, while the actual products, packaging and support materials can be designed to fulfill the specific requirements of the intended market.
When developing technology-based learning tools for the home market, for example, a company's consumer division might place a priority on ensuring intuitive interactivity and creating a dynamic, discovery-based learning experience for individual children. From that foundation, the firm's school division can further expand, adapt and refine the type and frequency of practice with specific skills.
In addition, when marketing a learning tool to parents, one needs to identify the age range for which it is appropriate and generally describe the skills it covers. Teachers and administrators, however, require much more detailed information. They also require it to be couched in terminology that, while clear to them, wouldn't be understood by the average consumer. Because of the pressure educators are under to meet the strict requirements of state standards and federally funded programs, information that relates to learning benchmarks must be included in teacher manuals and resource materials. So, while underlying technologies may be the same, the resulting products and presentation are notably different by deliberate design.
Physically Tailoring Products for Schools
Touch-based technologies, which are inherently interactive and easy to use, are especially well suited for learning tools. LeapFrog's NearTouch technology, for example, basically replicates finger pointing with a stylus that activates software and audio.
