Technology has profoundly changed many aspects of daily life, from how we work to how we hail a cab, but it has had a very poor track record when it comes to making an impact in schools. This is not to say technology hasn’t found its way into schools. Smartboard hardware, QR-code-embedded textbooks, and tablet-based assessments are some of the most well-known “EdTech” products out there—but equally well known is their failure to improve learning, and they don’t even attempt to improve teaching!

For any education technology to produce results, two things must be true. First, the technology must be used in a way that aligns with how actual learning happens. Second, it must actually function in the classroom. Most EdTech interventions miss the first point by offering little more than one-way broadcasts of information and factual recall questions (i.e., “tech for rote”). Many others depend on high-speed Internet, expensive student devices, or constant tech support, which means they actually don’t get used much or at all.

A learning classroom (with or without technology) must give opportunities for students to experiment, think about and discuss problem-solving questions, explain key concepts in a comprehensible way, encourage independent practice to develop skills, and give frequent feedback to learners to improve their performance. This much is well documented in education research.

Technology can fit into such a “learning classroom” naturally in several places. First, audiovisual media can give clear instructions and model complex activities visually—to help students themselves do, and not just watch them being done. High-quality audio can model pronunciation and phonics for children learning how to read. Animated videos can explain otherwise abstract STEM concepts clearly and visually or bring literary texts to life. It can also pose questions for discussion, writing, and problem solving—and even provide solutions, worked examples, and explanations that every teacher may not be able to. Finally, computerized assessments aligned with learning outcomes can give instant, individualized feedback to teachers, students, and parents.

Exceptional teachers may integrate technology into their lessons in one or more of these ways. However, most teachers do not have the time, training, or technical skills to do so. This is where XSEED MAX comes in. MAX utilizes technology in all of these ways within the context of weekly, digitally delivered XSEED Method classes and monthly computer-based assessments in English, Math and Science. Importantly, it does so without an Internet connection or any special hardware beyond the school’s existing AV room and computer lab. Which means it gets used.

An added benefit of such a program is that it models good teaching practices from start to finish for the teacher who is facilitating the class—with a clearly defined lesson aim, step-by-step activity instructions, thinking questions, student-friendly explanations of tricky concepts with engaging examples, and tips for improvement based on assessment results. This turns the digital class into a powerful learning tool for teachers as well as students, which further drives results through improved teaching in “regular” classes as well.