article thumbnail

New Markets Venture Partners Adds $30 Million, Former Gates Foundation Executive to Edtech Fund

Edsurge

The four focus areas include career credentialing, digital and adaptive learning platforms, STEM and computer science instructional tools and data analytic services for schools. New Markets has supported 43 companies since its launch in 2003; edtech startups make more than 90 percent of its deals in the past five years, Palmer adds.

EdTech 125
article thumbnail

4 Important Lessons from 15 Years in EdTech

Gaggle Speaks

Today, Gaggle provides our Safe Classroom Learning Management System and Safety Management products for Google Apps for Education or Office 365 to millions of students who are creating, collaborating and sharing in a safe environment. Lesson learned #1: Eyeballs are not a business model. ” Lesson learned #3: Don’t chase trends.

EdTech 40
Insiders

Sign Up for our Newsletter

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

article thumbnail

4 Important Lessons from 15 Years in EdTech

Gaggle Speaks

Today, Gaggle provides our Safe Classroom Learning Management System and Safety Management products for Google Apps for Education or Office 365 to millions of students who are creating, collaborating and sharing in a safe environment. Lesson learned #1: Eyeballs are not a business model. ” Lesson learned #3: Don’t chase trends.

EdTech 40
article thumbnail

The Asian Money Fueling US Edtech Investments

Edsurge

education industry has not become so dependent (yet). TAL Education Group , which began as a solo tutoring operation in 2003 and has since grown into a publicly-traded empire, boasting $620 million in revenue in 2015 from a network of over 300 brick-and-mortar tutoring centers. film and production studios. Last month.

EdTech 80
article thumbnail

The Assessment Range: Using Data To Meaningfully Affect Learning

TeachThought - Learn better.

These are industrial documents. In 2003 in Classroom Assessment Practices and Teachers’ Self-Perceived Assessment Skills , Zhicheng Zhang and Judith A. The question then can be asked: How can we design learning along chronological (time) and conceptual (content) boundaries so that that learning requires that data to create itself?