Welcome to your
EdTech Assessment

Welcome to the EdTech Assessment Tool, designed to help you ask the right questions and have the right conversations for an aligned, cohesive, digital strategy that will stand the test of time.

Based on leading frameworks from organizations including ISTE, the OECD and NAACE, actionable insights are just a few questions away. The assessment should take you around 20 minutes to complete - if you have to step away, we'll save your spot (just keep this browser tab open!).

Answer each question as best you can, or choose to skip question if you're not sure how to respond. Your thoughtful responses to questions about outcomes, tech use, and how well-developed you are in specific areas will build you an immediate, induvidual comprehensive report filled with precise recommendations designed to enhance and refine your school's digital strategy.

Your Group Code: Bett_2025

Begin

The first set of questions is focused on outcomes.

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Was your school or group successful in achieving your teaching and learning in the past year?

Yes, we exceeded our teaching and learning goals Yes, we met our teaching and learning goals We nearly met our teaching and learning goals We did not reach our teaching and learning goals. I don't know

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What is your overall impression of how effectively teachers are using technology to deliver learning experiences?

Extremely effective Very effective Moderately effective Slightly effective Not at all effective I don't know

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How well are students meeting their performance metrics as outlined and evaluated by the school system?

Greatly exceeding Exceeding Meeting Not meeting We do not have performance metrics for students I don't know

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If your school was ranked in comparison to other local schools, how was/were your school(s) ranked in their most recent evaluation?

Ranked in the top 10% Ranked in the top 25% Ranked in the top 50% Ranked in the bottom 50% Ranked in the bottom 10% I don't know / we're not ranked

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What is your overall impression of how effectively students are learning with technology?

Extremely effective Very effective Moderately effective Slightly effective Not at all effective I don't know

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How well are your students prepared for careers, to be active contributors to society, and to grow their well-being, life and social skills?

Students are well prepared Students are somewhat prepared Students are somewhat unprepared Students are ill prepared Not applicable

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The next (and biggest!) set of questions focuses on how well developed you are at the 25 capabilities shown to have an impact on EdTech outcomes. They're each based on 4 levels of development. Use the slider for each question to choose where you think you fall.

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Move the slider to the description that best aligns with your stage of development in leadership vision & stakeholder alignment:

Not Applicable Technology vision is not currently aligned to educational objectives, or formally shared. Expectations for technology use have not yet been articulated. Technology vision is partially aligned with educational objectives but technology purchases are made without thought for the future. Expectations for technology use are somewhat defined for teachers, less defined for students. Vision is formally shared with and understood by some . Technology vision is somewhat aligned to educational objectives and technology purchases are made with some thought for the future. Expectations for technology use are well defined for teachers and students in some content areas. Vision is formally shared, frequently referenced by leaders and understood by most community members. Technology vision aligns with teaching and learning objectives and is designed to last with the flexibility to meet evolving needs. Expectations for technology use are well-defined, communicated, understood and practiced by teachers and students. EdTech vision is embedded with leaders and community members. Interested parties are engaged, coordinated and empowered to contribute to the ongoing development of the vision.

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Move the slider to the description that best aligns with your stage of development in strategic planning:

Not Applicable A single leader or small team participate in technology planning and procurement. Technology plans do not currently identify desired changes in teaching and learning practices, or measures of impact. Plans address current and next school years only and do not include a cadence for reviewing and updating technology plans. Technology planning and procurement is relatively inclusive but not all parties are represented or do not actively participate. Technology plans are developing in detail and occasionally identify desired changes in teaching and learning and are beginning to be linked with measures of impact. Plans address the next three years or longer but resources are not yet in place to support past the current school year. Many stakeholder groups are represented in the planning and procurement team; some more actively than others. Technology plans consistently identify desired changes in teaching/learning, and are linked to one or two key measures of impact. Plans address the next three years or longer, with some of the required resources in place to sustain them. All affected groups participate in collaborative planning and procurement, with many voices actively contributing with alignment. Technology plans are detailed and show effectiveness in changing teaching and learning practice, and are linked to multiple measures of impact, including external validation. Plans address the next three years or longer. The resources needed to sustain and scale them are in place.

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Move the slider to the description that best aligns with your stage of technology change management:

Not Applicable IT and teaching and learning teams do not often share or discuss one another's' plans. Technology change management and project management processes are informal and a change communications plan is not yet in place. Support for technology projects is limited to one leader or team. The goals and plans of IT and teaching and learning teams are shared and aligned at a high level. Approaches to change management vary between teams and projects, lack detail and only some proactive communication takes place. Select technology projects have the support of a small team. IT and teaching and learning teams have articulated shared goals. Detailed change and project management processes are in place, documented, and implemented consistently. Multiple teams and leaders support most technology projects. IT and teaching and learning teams work effectively together to set and achieve shared goals. Detailed change and project management processes are implemented consistently, documented, and regularly evaluated and improved. Multiple teams and leaders actively support all technology projects.

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Move the slider to the description that best aligns with the effectiveness of your technology evaluation and implementation:

Not Applicable Plans for how our technology resources are evaluated and upgraded are not currently defined. Informal technology and implementation reviews focus mostly on the presence or absence of technology, and seldom inform future procurement, policy and curriculum decisions and are primarily conducted by IT members. A plan for assessing, upgrading and retiring technology is defined, but irregularly communicated and implemented. Formal reviews, informed by teacher usage data, do not currently produce improvement plans and only occasionally inform planning for future procurement, policy and curriculum decisions. A plan for evaluating, upgrading and retiring technology is well-defined and communicated to interested parties, but unevenly implemented. Reviews are conducted regularly and consider teacher usage and some student performance data. The results of the reviews often inform planning for future procurement, policy, and curriculum decisions. Plans for evaluating, upgrading and retiring technology is consistently implemented and communicated to interested parties. Regular reviews, informed by multiple measures of student performance, consistently produce improvement plans and always influence procurement, policy and curriculum decisions.

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Move the slider to the description that best aligns with your level of teacher participation in technology planning:

Not Applicable Teachers are not currently represented in the core decision-making group. No opportunities exist for all teachers to inform themselves about tech planning. Teachers have little choice in the technologies, content and resources used in their classrooms as collaboration between leaders and teachers is infrequent and informal. Teachers have limited representation in the decision-making group. Few opportunities exist for all teachers to inform themselves about tech planning. Teachers may sometimes choose the technologies, content and resources used in their classrooms. Collaboration between leaders and teachers occasionally drive technology adoption. Teachers and coaches are represented in the core decision-making group and frequently work with leaders to drive technology adoption and integrated usage. Opportunities are in place so all teachers may inform themselves about tech planning and plans are communicated periodically. Teachers may often choose the technologies, content and resources used in their classrooms. Selection may be from a specific list of approved options. Teachers, coaches, leaders and support staff play an active role in the decision-making process and work together to drive technology adoption and integrated use. Multiple opportunities and ongoing communications exist so that all teachers are informed about tech planning and changes. Teachers are empowered to choose the right technology, content and resources by leveraging guidance according to teaching and learning needs.

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Move the slider to the description that best aligns with your level of student participation in technology planning:

Not Applicable Students are not represented in the decision-making group. No opportunities currently exist for all students to inform themselves about technology planning and implementation. Students have little choice in the technologies, content, and resources used in their classrooms. Students have limited representation in the core decision-making group. Few opportunities currently exist for all students to inform themselves about technology planning and implementation as communications to students are infrequent. Students may occasionally choose the technologies, content, and resources used in their classrooms from a limited scope of options and occasionally work with teachers to drive technology adoption. Students are represented in the decision-making group and student voice is sometimes considered in technology decisions. Opportunities and periodic communications are in place so all students are informed about technology planning and implementation. Students may often choose the technologies, content and resources used in their classrooms from a wide variety of options. Students and teachers frequently work together to drive technology adoption. Students are active in decision-making groups and student voice is always considered for technology decisions. Multiple opportunities and ongoing communications are in place so all students are informed about technology planning and implementation. Students are guided in their choices of technologies, content and resources according to their learning needs and have flexibility in how they engage with and share their learning. Students and teachers effectively work together to drive technology adoption.

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Move the slider to the description that best aligns with your level of parent and community engagement:

Not Applicable Engagement with parents/families about the educational use of technology is mostly in response to problems or issues. We have not yet formally surveyed students' access to technology at home. Technology is rarely mentioned in wider community communications. Some proactive engagement with parents/families about technology exists. We have formally surveyed students' access to technology at home. Information about technology is infrequently mentioned in wider community communications and is usually issued when action by parents or the community is required. Parents/families are regularly and proactively engaged about technology, with an increasing number taking interest in students' digital competencies. We regularly survey students' levels of access to technology at home. Programs are in place to provide technology access outside of school as needed. Information about technology is occasionally mentioned in school websites, newsletters and communications. Parents/families are consistently informed about tech and digital competencies and show commitment and engagement. Parents understand why and how technology is used in teaching and learning. We regularly monitor and act upon students' levels of access to technology at home with the help of programs to provide equitable technology access outside of school. Information about technology is regularly mentioned on websites, newsletters, and communications and are used to inspire action showcase effective use and encourage parental and community involvement.

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Move the slider to the description that best aligns with your network infrastructure:

Not Applicable Some teachers are not yet connected to a network with bandwidth and performance that are often insufficient for classroom needs. Wi-Fi is not yet in place for all classrooms. All teachers are connected to a network with bandwidth and performance that are sometimes insufficient for classroom needs. Wi-Fi is in place for all classrooms, but with inconsistent connectivity. All teachers and students are connected to a network with bandwidth and performance that are sufficient for current classroom needs. Reliable Wi-Fi is available in all classrooms. Network and data security is sufficient for current needs. A robust infrastructure is in place and is accessible to all teachers and students which includes bandwidth and performance that are scalable meet future needs.

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Move the slider to the description that best aligns with your stage of development in cybersecurity and data privacy for student, parent, teacher and administrator remote access:

Not Applicable Plans and implementation of security measures for data and network security are in development. Understanding is limited to the IT/ICT team. Network and data security is being evaluated. Understanding and responsibility for data and network security remains with the IT/ICT team, and no training has been provided for teachers and students. Network and data security is sufficient for current needs. Understanding and responsibility for data and network security remains with the IT/ICT team, and limited training has been provided for teachers and students. Network security is continuously assessed and improved to keep up with evolving needs. Understanding and responsibility for data and network security is shared across teams and ongoing training is been provided for teachers and students.

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Move the slider to the description that best aligns with how you design learning spaces:

Not Applicable Learning spaces are static, with few options for configuring layout. Classrooms are designed the same way. Processes are not currently in place for evaluating the effectiveness of learning space design. Access to technology is limited and inconsistent from one classroom to the next. Teachers can reconfigure spaces somewhat. Some classrooms are designed to be flexible according to purpose. Effectiveness of learning space design is occasionally assessed. All classrooms have access to foundational technology, but sufficient technology access is inconsistent from one classroom to the next. Teachers can reconfigure spaces according to learners' needs. Most learning spaces are designed to be flexible. Effectiveness of learning space design is regularly assessed. Technology access is consistent from one classroom to the next. Teachers and learners can reconfigure spaces according to their needs, and to the tools in use. Learning spaces and infrastructure are engineered to change over time. Effectiveness of space design is regularly assessed, consistently informs improvement plans. Technology is accessible according to the needs of the teacher and learner.

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Move the slider to the description that best aligns with your technical support:

Not Applicable Support processes are not yet formalized. Teachers who know where to find an expert receive ad hoc support. Training for support personnel on educational needs is not currently a priority. Formal support processes are established. Access to help desk is inconsistent, and support is not differentiated based on need. Support response times are inconsistent, averaging several days. Training for support staff on educational needs is in development. Formal support processes are established and regularly reviewed. Help desk is easy to access, and support is not differentiated based on need. Response times average less than 48 hours. Training on educational needs is available to staff in technical support roles. Support processes are established and regularly reviewed by all stakeholders. Help desk is easy to access, with multiple levels of support available based on need. Response times average less than 24 hours. Support staff understand educational needs.

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Move the slider to the description that best aligns with your compatibility of learning technologies:

Not Applicable Hardware devices and software applications are standalone or incompatible. Learning technologies do not exchange data with one another. Teachers share digital resources using email or physical media. Integration between devices and applications is are standalone or incompatible and requires supervision and corrections. Few devices and applications exchange data with one another. Teachers using the same platform can share content through network or cloud folders. Integration between devices and applications is platform-dependent and requires minimal supervision. Many devices and applications exchange data with one another. Teachers using the same platform can share files and content directly within applications. Integration between devices and applications is smooth and not platform dependent. Most devices and applications share data with one another. Software adapts to incorporate a variety of resource types and formats. Teachers can share content across multiple platforms.

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Move the slider to the description that best aligns with meeting the needs of all learners:

Not Applicable Technology resources are scarce or unavailable for students with disabilities. There might be outdated or insufficient devices, software, or accommodations to support their needs. Accessibility features may be minimal or non-existent. Principles of inclusive learning and Universal Design, as well as diversity of learners are not considered as part of the technology planning or procurement. Some efforts have been made to provide technology accommodations, but result in inconsistent or insufficient learning experiences. Few accessible devices or software are utilized, but does not effectively support the diverse needs of students with disabilities. Technology planning and procurement meets the documented needs of students with specific diagnoses with limited Universal Design for Learning principles included in strategy. Diversity of learner needs is considered for only students requiring dedicated tools or programs only. There is moderate access to technology and accommodations for students with disabilities. Efforts have been made to provide a range of devices, software, and support, but gaps still remain in meeting the diverse needs comprehensively. Technology planning and procurement meets the documented needs of students with specific diagnoses, and Universal Design for Learning principles have been considered and included in strategy. Classrooms demonstrate inclusive access to technology and accommodations for all students. All students have access to appropriate devices, software, and support that cater to their individual needs, fostering a more inclusive learning environment. Supports for diverse learning needs are made readily available for all students, and Universal Design for Learning is a key part of strategy development and deployment. Technology planning and procurement are done with the needs of all students in mind, and decisions reflect a diverse learning community.

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Move the slider to the description that best aligns with the focus of professional learning:

Not Applicable Training may support teachers ability to learn how to use digital resources but rarely connect the use of technology with teaching practices. Professional development focuses primarily on learning how to use technology, and how to find and modify available resources. Professional learning occasionally connects curriculum with available technology. Professional development focuses on developing digital competencies, and learning how to find, modify and create effective resources. Professional learning often connects curriculum with available technology, and supports teachers ability to find, modify and create digital resources, in order to integrate technology and teaching practices with high-impact pedagogy. Professional development focuses on developing teachers' digital competencies and using technology to support best practices and current pedagogy in dynamic learning environments. Professional learning often connects curriculum with available technology, and supports teachers ability to find, modify and create digital resources, in order to integrate technology and teaching practices with high-impact pedagogy.

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Move the slider to the description that best aligns with student digital responsibility, citizenship and safeguarding:

Not Applicable Limited resources and opportunities for teaching students about digital responsibility exist. There is minimal oversight or guidance regarding digital behavior or the impact of tech on student wellbeing. Students may engage in cyberbullying without consequences or awareness of its impact. The classroom lacks proactive measures to address online harassment or inappropriate behavior. Student safeguarding and digital responsibility are being looked at on an ad hoc basis, with some resources and supports available. Efforts are made to address digital behavior only reactively, with some consideration for student wellbeing. Educators attempt to educate students about online safety and responsible behavior, but there might be occasional lapses in supervision or understanding. Students and teachers have resources and opportunities for teaching and learning about digital responsibility and safeguarding. Student wellbeing, as it relates to technology use, is often considered and skills are taught on an ad hoc basis. The classroom actively promotes respectful online behavior, and educators consistently reinforce guidelines for responsible internet use. Instances of cyberbullying are rare due to proactive measures and supervision. Students and teachers have a variety of resources and opportunities for teaching and learning about digital responsibility and safeguarding. Student wellbeing as it relates to technology use and digital engagements, is considered consistently and skills are taught both overtly and through curriculum. Students consistently exhibit respectful and responsible online conduct. Educators have established comprehensive guidelines, fostering an environment where students are treated with respect online and offline. Students and teachers are advocates for digital responsibility.

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Move the slider to the description that best aligns with your teacher and staff mindset:

Not Applicable Teachers' opportunities to ask questions of leaders and propose solutions are infrequent. Teachers have ad hoc opportunities to take risks and try new things. Teachers seldom seek feedback from leaders on their teaching strategies and training for leaders on how to provide constructive feedback is not currently in place. Teachers' opportunities to ask questions of leaders and propose solutions are periodic and structured. Teachers' opportunities to ask questions of leaders and propose solutions are periodic and structured. Leaders are trained in giving constructive feedback. Some teachers seek feedback from leaders on their teaching strategies. Teachers have frequent opportunities to ask questions of leaders and propose solutions. Teachers have regular opportunities to take risks and try new things, with a culture of innovation and iteration emerging. Leaders encourage teachers to seek feedback on their teaching strategies and many teachers respond well to this encouragement and receive rapid, actionable feedback. Teachers' opportunities to ask questions of leaders and propose solutions are frequent and actively promoted. A culture of openness to challenges. appropriate risk taking, innovation and iteration is adopted. Leaders encourage teachers to seek feedback on their teaching strategies. Most teachers respond by proactively seeking feedback, asking for help and sharing their progress. Rapid, actionable feedback is given and incorporated into teaching practices.

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Move the slider to the description that best aligns with your professional development planning:

Not Applicable Formal professional development planning processes are not yet in place. Individual teachers' PD needs are rarely evaluated. Teachers are not currently represented in the group that plans training approaches and offerings. Teachers and staff are provided only ad hoc opportunities to learn new tools, skills, and practices. Formal professional development planning processes are established, but plans are not yet fully approved or funded. Individual teachers' PD needs are occasionally evaluated. Teachers have limited representation in the group that plans training approaches and offerings. Teachers and staff are provided limited, inflexible time to learn new tools, skills and practices. Formal professional development processes are adopted and plans are approved, while funding of longer-term plans may not be in place. Individual teachers' PD needs are evaluated periodically, with data and teacher feedback sometimes shaping training offerings. Teachers are represented in the group that plans training approaches and offerings, and regularly surveyed about the effectiveness of training. Teachers and staff are provided adequate time allocated according to individual need, to learn new tools, skills and practices. Teachers are sometimes recognized and rewarded for their development. Formal professional development processes are in effect, with funding for all planned activities in place. Individual teachers' PD needs are regularly evaluated, with data and research trends consistently shaping training offerings. Teachers are actively represented in the group that plans training approaches and offerings, and regularly surveyed about the effectiveness of training offerings and approaches. Teachers and staff are provided sufficient, flexible time allocated according to individual need, to learn new tools, skills and practices as well as run pilot programs and test options. Teachers are consistently recognized and rewarded for their development.

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Move the slider to the description that best aligns with your training offerings and options:

Not Applicable Professional development is offered in stand-alone sessions. There are currently no members of staff formally dedicated to coordinating or providing training. One form of PD is available. Teachers have little flexibility in the mode and pace of learning or options for collaboration. Multiple professional development sessions are planned at irregular intervals. Minimal staff or supports are in place to provide professional development. More than one form of PD is available. Hands-on and in-class training is occasionally available, and isn't usually collaborative in nature. Multiple professional development sessions are planned at regular intervals with some focus on collaboration between educators. Some trained staff or coaches are in place to provide professional development. Teachers may choose between multiple forms of PD. Some hands-on and in-class training is available. Formal learning communities and mentorship programs are available and teachers are encouraged to seek them out and participate. Multiple, flexible, collaborative professional development sessions are planned at regular intervals. In between sessions, teachers are provided with several support avenues, including coaching or other dedicated staff members. Multiple forms of PD, including hands-on and in class training, are widely available. Most teachers participate in local or global professional learning communities and mentoring programs, and are both encouraged and rewarded for this.

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Move the slider to the description that best aligns with your effectiveness in evaluating professional development :

Not Applicable Approaches to professional development are informally reviewed, and reviews do not currently inform improvement plans, nor future technology and curriculum decisions. Approaches to professional development are formally reviewed on an occasional basis, and reviews occasionally inform improvement plans. Results of reviews occasionally inform future technology and curriculum decisions. Approaches to professional development are formally reviewed at set intervals, often producing improvement plans. Sometimes informal reviews also happen. Results of reviews often inform future technology and curriculum decisions. Approaches to professional development are reviewed regularly in formal and informal ways, resulting in ongoing improvement plans. Results of reviews always inform future technology, program, and curriculum decisions.

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Move the slider to the description that best aligns with your focus on student and teacher wellbeing:

Not Applicable Teacher wellbeing is not an area of focus currently. Teacher wellbeing is infrequently considered and not integrated with any professional development resources. Student well-being is considered, sometimes separate from teaching and learning and sometimes integrated. Some ad hoc programs are in place, and there is no formal review process. Teachers are made aware of training and resources to support their overall wellbeing. Student wellbeing is considered and supported holistically through all areas of teaching and learning and beyond. Specific plans to support and assets are in place, and reviewed frequently. Teacher wellbeing is a key focus to support the holistic learning experience. Teachers receive regular training and resources.

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Move the slider to the description that best aligns with your acceptable technology use policy:

Not Applicable An Acceptable Use Policy is not defined or communicated, and digital citizenship is not taught or modelled. Students sometimes engage with technology and content in ways that are inappropriate for their learning or level. Acceptable Use Policy is in place with strict controls for applications, customizations and content. Digital responsibility and citizenship are sometimes modeled or referenced. The policy has few provisions for differences in student ages/levels. The policy is communicated but not widely understood. Acceptable Use Policy is in place allowing for some customization by users. Digital responsibility and citizenship are referenced, modeled, and tough with consistency. Standards for appropriate use are widely understood. Students may need provisions depending on their age and level. A comprehensive Acceptable Use Policy is in place and characterized by openness and flexibility. Standards for appropriate use are widely understood and consistently followed. Digital citizenship and responsibility are understood, taught holistically, and modeled by staff and leadership. Students, teachers and parents engage with technology and content at the appropriate levels.

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Move the slider to the description that best aligns with your stage of development in embedding technology in teaching and learning:

Not Applicable Teachers' use of technology is not currently aligned with desired learning outcomes and teaching practice. Teachers have limited resources and are expected to follow an outline from a single resource, such as a textbook. Teachers' use of technology is aligned with desired learning outcomes and teaching practice. Teachers are given curriculum tools and sequencing from which to pull lessons, which they are expected to follow with precision. Teachers' use of technology supports dynamic teaching approaches and desired learning outcomes. Teachers are enabled by technology for multiple modes of teaching and multiple types of resources that can be scaffolded and personalized as needed. Teachers' use of technology transforms teaching approaches and learning outcomes. Teachers are empowered by technology to adapt and evolve their teaching to the needs of the students and the resources in use, in order to drive engagement and learning outcomes. Various options and opportunities exist to scaffold and personalize learning.

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Move the slider to the description that best aligns with your evaluation and integration of new and emerging technologies:

Not Applicable New technologies (such as AI-based tools, esports, etc.) are not considered for use. New or emerging technologies (such as AI-based tools, esports, etc.) may be used on an ad hoc basis by teachers without consideration for best practices or integration. New technologies, (such as AI-based tools, esports, etc.) are evaluated by leadership on an ad hoc basis and some guidance provided for use. New technologies (such as AI-based tools, esports, etc.) are evaluated by interested parties. Recommendations for use and integration with current tools are made swifty and adapted as needed.

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Move the slider to the description that best aligns with your stage of development in assessing student progress:

Not Applicable Objectives and approaches to assessment of student progress are not yet formalized or simply rely on minimum policy requirements. Assessment focuses mainly on summative testing. Assessment approaches are ad hoc. Assessment results seldom inform technology and lesson or resource planning. Objectives and approaches to assessment of student progress are defined by a small group of leaders. Leadership augments policy-defined minimum requirements with additional objectives for assessment of learning.Most student assessment is summative, with teachers occasionally using formative assessment to check for understanding. Assessment results occasionally inform technology and lesson resource planning. Objectives and approaches to assessment of student progress are determined by collaborative groups. Purposes of different types of assessment are broadly understood and some flexibility is provided for teachers and students.Most classrooms use a blend of formative and summative assessment. Assessment results often inform technology and lesson resource planning. Objectives and approaches to assessment of student progress are dynamic and flexible, and created by collaborative groups. Assessments are used according to their intended purpose, and are augmented by student selected ways to show learning.All classrooms use a blend of formative and summative assessment. Formative assessment is embedded into the ongoing activities of the class, with data shaping lessons according to student progress. Teachers and students innovate on ways to show learning.

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Move the slider to the description that best aligns with your support for social and emotional skill development:

Not Applicable Development of social emotional skills is not an area of focus. Key social-emotional competencies are not defined and training is not currently available. Teacher training in social emotional learning is not currently available. Shared values for staff and students are not formalized. A vision for social emotional skill development and key social emotional competencies are defined but not yet widely understood. Shared values for staff and students are in development or discussed in passing. Teacher training for social emotional skill development is occasionally offered. Some lesson resources are identified for supporting social emotional learning though tools for assessing social emotional learning are not currently identified. Our vision for social emotional skill development and key social emotional competencies that can supported by tech are defined and widely understood. Shared values for staff and students are understood and sometimes demonstrated. Teacher training in social emotional skill development is regularly offered and integrated with holistic professional development. Many lesson resources are identified for supporting social emotional learning and mobilizing group discussions in class. Some tools for assessing social emotional learning are identified and mapped to the leadership vision for teaching these skills. Shared values are demonstrated by the majority of leaders, staff and students as part of the holistic school environment. Everyday lessons incorporate the development of social and emotional skills with the help of tech. Multiple tools for assessing social emotional learning are used, which map to leadership's vision for skill development. Teachers and staff are frequently, formally and informally encouraged to ask questions of leadership and propose solutions that get actioned.

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These next few questions are about the tech you're using today. Please describe your organization's use of the following technologies - note that some software or applications may fall into multiple categories.

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Please describe your organization's use of the following technologies:

Not in use Some to moderate use In use by most In use by all or almost all I don't know

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Please describe your organization's use of the following technologies:

Not in use Some to moderate use In use by most In use by all or almost all I don't know

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What is your role in education?

Education Leader Administration IT or ICT Education policy, government or consortium Teacher Other

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How many students are directly impacted by your work?

Fewer than 500 500 to 4,999 5,000 to 19,999 More than 20,000

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Welcome to your EdTech Assessment

Please describe your organization's use of the following technologies:

Please describe your organization's use of the following technologies:

Welcome to your
EdTech Assessment