All posts by BII World Asia

New Research by SmartMessage – How did Corona effect digital communication in the business world

The Corona COVID-19 epidemic, which has become widespread all over the world, has deeply affected the business world. Especially highlighting the importance of digital transformation, the disease showed that digital channels are now a necessity to reach the masses. Companies have attempted to increase their intensity in digital communication in order to strengthen their relations with their customers.

As a brand serving in omnichannel communication in the corporate world, we focused on the effect of the epidemic on digital message sending. Our research, based on e-mail and SMS channels includes more than 550 million deliveries in 71 sectors.

Corona effect in digital messaging

According to the data we have analyzed, there is a 70 percent monthly increase in e-mail and SMS channels used in digital communication compared to the pre-Corona period. It is seen that the increase for email is 85 percent and for the SMS channel is 62 percent.

Digital communication increased in many different industries

When analyzed sectorally, it is seen that there is an increase in digital message sending in almost three quarters of the total. E-commerce has been the sector with the highest growth. Especially consumers’ efforts to provide many services over the Internet instead of going out seem to have caused e-commerce brands to be more active in digital communication. Again, among the sectors where the deliveries increase the most, there are areas of energy distribution, insurance, law and financial consultancy. Increases have been observed even in sectors (such as real estate, event marketing) that are predicted to be most affected by the pandemic.

The content was also driven by Corona

It was observed that institutions were active in terms of empathizing with their masses, instilling confidence and sharing new conditions of service, especially with the effect of the epidemic. While online activity notifications such as directing consumers to digital channels and webinars came to the fore, the epidemic deeply affected the content planning of especially marketers and corporate communication professionals.

You can take a closer look at our research with our infographic study:

Source : https://www.smartmessage.com/new-research-how-did-corona-effect-digital-communication-in-the-business-world/

Report from ArabNet -The Impact of the COVID 19 outbreak on the entrepreneurship ecosystem

This report, developed by Wamda and Arabnet aims to identify the extent of the impact of COVID-19 on the region’s entrepreneurship sector and the measures that can be taken to alleviate the financial stress on startups.

Only 12 Startups
have a runway of more than 12 months

25%
of travel startups shut down

83% of respondents in Egypt
reported an overall negative impact of the pandemic

Half of the region’s startups
have also witnessed an impact to their latest funding round

Close to 50%
of startups that responded to the survey reported that they have a cash runway of less than 6 months

Infobip Launches Conversations – A Contact Centre Solution For Customer Service

Infobip, a global cloud communications platform and Blue Turtle Technologies have successfully completed the rollout of a WhatsApp-based chat banking platform at one of South Africa’s Big Four banks.

The platform which has been rolled out across nine African countries will ultimately improve and enrich customer engagement, cost efficiencies as well as streamlining the onboarding of clients for the financial institution.

Introducing the conversational Artificial Intelligence (AI) component over WhatsApp Business API chat app enables customers to seamlessly interact with a chatbot over a messaging channel that they know and trust. The chatbot can provide information about product queries and respond to FAQs, among others.

Chatbots allow organisations to adopt an AI-first approach to more menial and mundane tasks, providing customers with self-service capabilities, while freeing up call centre agents. That way call centre agents can devote more time to strategic initiatives and deal with problems that create more value addition.

Partner Synergy

Shaun van Rooyen, Strategic Accounts and Partnerships Manager for Africa at Infobip, said there was a great degree of synergy between Infobip and Blue Turtle, which contributed to the successful completion of the chat banking project.

“Teaming up with Blue Turtle played neatly into Infobip’s strategy to take WhatsApp Business API into the large enterprise market via partners that have the expertise and skills to deliver Infobip’s services into those organisations” he said.

Best of breed

Blue Turtle’s decision to choose Infobip as a partner was largely driven by the company’s WhatsApp Business API offering which is seen as the best of breed API wrapper available, as well as a huge cost differentiator.

“They have a global and local footprint, which means they understand our market and what it’s like to do business here. Partnering with Infobip enabled us to offer chat banking over the most ubiquitous communication channel we have – WhatsApp,” says Byron Wolff, Product Manager for Digital at Blue Turtle.

Wolff adds, the Big Four bank is taking a phased approach to rolling out services on the platform, at first only offering conversational AI over the WhatsApp chat app. However, more is to come as soon as the financial institution links the chatbot with advanced natural language processing to its core banking system, it will switch on many new features.

“This will allow customers to do many more things, such as full banking transactions using natural language,” Wolff concluded.

Source: https://techmetroafrica.com/2020/05/16/infobip-blue-turtle-rollout-whatsapp-based-chat-banking-platform-at-south-african-bank/

Interview with Cian Salleh Matta

How has COVID 19 changed the future for education sector?

It is hard to say that it will change the future at this point, but what we do know is that it is currently affecting our approach to teaching; however, during this period educators globally have embraced new challenges and new approaches to learning which I feel will contribute to the development of learning coupled with pedagogic practice before COVID 19. Teachers and students have been able to adapt to change which shows resilience and hopefully this will help broaden and deepen their overall confidence.

What has been the biggest challenge for this sector in these times of crisis?

Wellbeing, both student and staff wellbeing is a major concern. The rise in education technology has its benefits and downfall, but I feel face to face contact is something students are missing. From this experience we have learnt the value of planning and preparation, as the famous saying goes, “fail to plan, plan to fail”.

How has technology changed operations for all aspects of the education industry?

Technology has its benefits and downfall, for example, technology is great for collecting data, increasing student autonomy, developing new skills, gamification, and provide instant feedback. There are many programs presently that we can use to elevate the challenges we are currently facing, imagine something like this happened back in the 90s, what would the approach have been? Technology should complement education, not replace what we currently have as there are many skills students need to acquire that do not require technology, it is all about creating a balance.

According to you, which area of education sector will witness maximum use of emerging technology in the next 5 years?

As Sir Ken Robinson said “children starting school (2006) will be retiring in 2065, but we don’t know what the world will look like in 5 years’ time”, so my answer is a mixture of what he said as we have no idea what will happen in a year’s time, but to be balanced I would say that there is a rise in AI and it will be interesting to see how that changes the education sector and our approach learning.

As the crisis imposes immense setback for teachers to impart knowledge, how do you think their concerns and wellbeing can be addressed?

There are many ways we can support teachers: create supports groups, increase regular checkups on staff, and create a positive environment where you are approachable. Schools have to be realistic with regards to meeting targets/outcomes and right now they need to focus on quality rather than quantity and wellbeing if they want to achieve their desired results.

How do you think attendees will benefit from Saudi Education Technology Summit?

I think that a summit like this will help bring educators back together after isolation, rekindle a passion and drive, to know that they are not the only ones struggling or facing the same challenges. It will be a great opportunity for them to share ideas and learn from each other and strengthen our learning community again.

Interview with Sahar Al Marzouki

How has COVID 19 changed the future of the education sector? What has been the biggest challenge for this sector in these times of crisis?

COVID 19 has benefited the education sector in many ways by opening up opportunities for new learning ways. Even when we return to the classrooms, educational technology and online learning will continue to be integrated into our school systems much more than it was before. The biggest challenge for the sector has been teacher training. Many educators were not exposed to much technology before and were forced to make a quick transition.

How has technology changed operations for all aspects of the education industry?

Accessibility and flexibility of communication. For example, students can easily message teachers or classmates through technology instead of waiting for the next class period. Educational technology has enabled teachers and administrators an easy direct line of daily communication with parents, and parents can now monitor their students’ day-to-day progress and school life. Technology has also allowed administrators to monitor classrooms to ensure teaching quality and offer assistance where needed. Furthermore, technology has greatly assisted in the admissions procedures, enabling online registrations, remote entrance exams,
and Ministry tracking systems, which all promote efficiency and quality in the education system.

Which area of the education sector do you think will witness the maximum use of emerging technology in the next five years?

Technology previously has played a larger role in higher education – offering distance degree and training programs. With the present pandemic situation, the doors to online learning for everyone has opened, and we will see a lot of technological advances and applications for primary and secondary schools. Teachers and administrators see the many benefits of technology in the classroom, such as a more active synthesis of learning materials and more flexibility for learners. Both teachers and administrators should become more comfortable with technology, integrate it into our education system, and obtain such an important tool’s advantages.

The present COVID 19 crisis imposes immense setback for teachers to impart knowledge. How do you think their concerns and well-being are to be addressed?

It is vital to ensure a continuous conversation between teachers and administrators through informal chat groups, immediately address any problems or concerns, and listen to the teachers’ suggestions as they work in real-time/real-world situations. It is crucial that the administrators support their teachers with proper training, listen to their concerns, and make them central to developing and refining strategies. The presence of a “we’re in this all together” attitude instead of teachers commanded to implement admin decisions they may not be comfortable with goes a long way.

How do you think attendees will benefit from Saudi Education Technology Summit?

Through the Saudi Technology Summit, we will all benefit by sharing our experiences, ideas, and solutions to KSA’s unique situation. This way, we will develop coordinated strategies and policies and effective response across all education sectors in the Kingdom

Interview with Krishnan Gopi

How has COVID 19 changed the future for education sector? What has been the biggest challenge for this sector in these times of crisis?

COVID-19 has accelerated the need for technology-enabled education – something that will define the future of education. The paradigm shift that we are witnessing in how we learn is expected to continue long after the end of the pandemic, which has served as a catalyst for positive disruptive change to improve how teaching and learning take place. There is a growing awareness among educators and families that today’s curriculum needs to evolve to meet tomorrow’s reality. Moving away from the conventional patterns of teaching and learning, the
digital age is witnessing a sea change in the way teachers are teaching and students are assimilating information.

The biggest challenge faced by the education sector has been the ability to quickly transition to remote learning. Building an effective remote learning capability is not an overnight job – it involves thoughtful planning with continuous investment in the right set of tools, processes, technology and teaching capabilities and, above all, embracing a culture of change.

How has technology changed operations for all aspects of the education industry?

COVID-19 has brought about a paradigm shift in the way industries operate. The pandemic has accelerated digital adoption by 3-5 years. With teaching now online, parents’ receptibility to alternative learning methods has increased. This means technology-enabled teaching is increasingly in focus as compared to face-to-face learning. Furthermore, with many organisations moving to a “work from home” model, school operations are being managed online with an increased usage of collaboration and communication tools. With a reduction in footfall at school premises given the current situation, digital adoption is on the rise.

According to you which area of education sector will witness maximum use of emerging technology in the next 5 years?

Looking ahead, it is conceivable that the number of subjects and classes offered in schools may be adjusted because of blended learning or online school provisions gaining increasing prominence. Classroom time may be more productively utilised for in-person activities, face-to-face discussions, etc. We also anticipate that blended learning and online schools will become a permanent part of the education landscape and their presence will continue to grow.

In future, we will see the rise of personalisation and competency-based education. Students will not be confined to the physical classroom and time-based, grade-level progression. Simulations, virtual reality and AI-based personalised learning will gain traction as students develop critical thinking skills in a collaborative environment.

As the crisis imposes immense setback for teachers to impart knowledge, how do you think their concerns and wellbeing can be addressed?

As teaching shifts to increasingly online models, the concerns and wellbeing of teachers must be a priority as they look to balance the different demands both at work and at home. First, it is important to understand the cultural mindset required for remote learning, as it is strikingly different for traditional learning. The teacher’s role requires adaptability on a regular basis to navigate the demands of their everyday work in schools and classrooms. Teachers should be provided training to ensure they make the best use of the available resources across various collaboration and communication tools. Centralised technology helpdesks should be established to provide appropriate technical support. Plans that promote teacher wellbeing should be devised, and these should include advice on topics such as stress-management. Online teacher support groups can also be useful in promoting an understanding of the causes of stress and suggesting ways to overcome them.

How do you think attendees will benefit from Saudi Education Technology Summit?

Attendees at Saudi Education Technology Summit will benefit from the expertise and learnings of education and technology thought leaders and institutions – those who are at the forefront of using advanced technologies to enhance teaching and learning outcomes. With leading professionals sharing their ideas, experiences and solutions, the event is an ideal platform to learn directly from industry leaders.

Interview with Dr. Mattheus F. A. Goosen

How has COVID 19 changed the future for education sector? What has been the biggest challenge for this sector in these times of crisis?

In the past it was basically all in-person teaching and on-line teaching was frowned upon by many academics. Now virtual teaching and hybrid teaching has become the new normal. Band width for good connectivity and learning how to lecture wearing masks have been challenges for many academics.  Furthermore, new regulations are being developed on how to deal with students who may have been infected by being in contact with a COVID 19 positive individual. How do we know if a student is telling the truth or if the student is just trying to get out of writing a test or exam.  At Alfaisal University we have hybrid teaching so students have to come to labs part of the time as well as to some of the in-person lectures.

How has technology changed operations for all aspects of the education industry?

If COVID 19 had hit 20 years ago then the education sector would not have been able to handle it.  However today due to developments in IT and increased bandwidth & speed such as 5G, the education industry was able to adjust relatively quickly. This includes, students, faculty, administrators & support staff.

According to you which area of education sector will witness maximum use of emerging technology in the next 5 years?

Lecturing, student presentations including graduate thesis defences, report writing, and possible online exams will all see maximum use in the next 5 years

As the crisis imposes immense setback for teachers to impart knowledge, how do you think their concerns and wellbeing can be addressed?

Hybrid teaching which is a combination of mainly virtual teaching and limited in-person teaching is the new normal.  Social distancing, wearing masks and washing hands must be practised by all to help allay fears. There is also the concern of students who have senior family members at home with underlying medical conditions.  Faculty & administrators must be transparent in showing how everyone is being protected thru quarantines where necessary.  It is crucial to be sensitive to student concerns..

How do you think attendees will benefit from Saudi Education Technology Summit?

Attendees will benefit from the Saudi Education Technology Summit by being able to compare what has worked well & what has not worked so well with respect to online/virtual teaching.

Success Stories from Renessance

Belvedere British School, UAE, United Arab Emirates

Belvedere British School Abu Dhabi is a place that strives to maintain the motto of Ad Vitum Paramus-Preparation for Life. We incorporate this motto into our curriculum through providing global, local and community topics to broaden the thinking of our Belvedere British School students.

With Renaissance Learning solutions, it is much easier to track progress. Our students enjoy using devices such as iPads, so myON has mainly engaged students who were otherwise unmotivated to read. We’ve seen a considerable increase in reading, and we’re able to establish a reading quiz tree for students to see their progress as they read more and pass more quizzes. We’re able to then reward this hard work with a prize raffle.

“We’ve since recommended Accelerated Reader and Star Reading to other schools”

We’ve since recommended Accelerated Reader and Star Reading to other schools. We love the Star Reading assessment as it is such a useful tool for new students particularly for sorting students into sets that allow teachers to provide work that is suited to the students current level of ability as highlighted by Star Reading assessments.

Similarly, the quizzes that students can carry out within Accelerated Reader after they read a book are useful to gauge interest and understanding. The information that we’re subsequently able to run off from the various reports within Accelerated Reader which outline the students’ unique reading age and the progress they’ve made throughout the academic year allows us to hold a conversation with the students about their development.

“We love the Star Reading assessment!”

The support and training that we’ve received from Renaissance Learning is fabulous, and I really appreciate the quick response to questions. Particularly, as we are abroad, sometimes I just feel helpless, and the support team always get back to me and are great at answering any questions.

For more information on how your school can implement the Complete Literacy Solution from Renaissance Learning, click here.

Source: http://www.renlearn.co.uk/success-story/belvedere-british-school-uae/


“Reading culture in our school has changed significantly since using Star Reading”

GEMS Wellington Academy, Dubai

Opened in September 2013, GEMS Wellington Academy-Al Khail is an international school dedicated to fostering a passion for excellence in learning and in life. The school delivers programmes for learning that are rooted in the National Curriculum for England.

Renaissance spoke with Cathair Hogan, Teacher and Data Assessment Leader from GEMS Wellington Academy – Al Khail in Dubai, about the profound effect Renaissance Accelerated Reader™, Star Reading™ and Star Maths™ have had on its students.

Time for change

As a school, we felt that we needed to change and update our reading system as there were a limited number of books and challenges for our children. After a few weeks of searching, we decided on Renaissance’s Star Maths, Star Reading and Accelerated Reader programs. We also needed another point for our assessment triangulation, and we believed Star Maths and Star Reading would fill that gap perfectly and ensure our judgements of progress and attainment are accurate.

One of our mandatory assessments in the UAE is the GL progress tests and being able to adjust the grade boundaries in Star Reading enables our teachers and leaders to monitor and predict our children’s grades in their end of year assessments. The diagnostic reports also allow class teachers to identify gaps and initiate interventions, so children can make rapid progress in lessons.

Encouraging independent reading

One of the key elements in education today is for children to be able to read across the curriculum. After being given a demo of Accelerated Reader, we thought that it would be a perfect tool to promote reading and further develop our children’s knowledge, understanding and love of reading across the curriculum as well as outside of home.

Children independently go to the library, choose their own book based on their ZPD (Zone of Proximal Development) and complete their books before attempting their quiz. Every morning the library is a hive of activity as children from Year 2 to Year 6 change their Accelerated Reader books.

Rewarding students

Some years groups have set up competitions rewarding children who have passed all their quizzes in the week, those who have passed the most quizzes, and those who have read the most amount of words in one week.

Because of Star Reading and Accelerated Reader, our children have much more engagement in reading, their progress and attainment levels continuously rise, and the children are much more excited by our library and books. Since we implemented Star Reading and Accelerated Reader, both progress levels and attainment levels have risen year on year.

Rising attainment and progress levels

For the children, we have clearly seen their attainment and progress levels have risen at a meteoric rate since the introduction of Accelerated Reader and Star Reader. We have also seen a huge rise in their enjoyment of reading, especially in children who were initially reluctant readers. I can honestly say that all children love quizzing on Accelerated Reader.

The reading culture in our school has changed significantly. It is now a common sight to see children reading whilst walking through the corridors, eating at lunch time and waiting in our break-out areas at the start of the day, rather than playing on an iPad.

For teachers, Star Reading adds that extra piece of crucial data which triangulates with our other assessments to give a clear and comprehensive data picture for each child.

Source: http://www.renlearn.co.uk/success-story/gems-wellington/


“A year’s worth of student progress made in just a few months!”

Sunmarke School, Dubai

Renaissance spoke with Dolores Elliot-Wilson, Chief Librarian from Sunmarke school to discuss the impact of Accelerated Reader and Star Reading on ELL (English Language Learners), library engagement and top tips for aspiring schools.

For a new school, it was important for us to follow in the ethos of our education group, which is characterised by high-level teaching, underpinned by the science of positive psychology, well-being and happiness.

Our aim was to create a school culture where children can flourish in a variety of learning skills, including literacy, with the assistance of Renaissance products.

The introduction of Accelerated Reading in both schools has been made possible by significant financial support from our Board of Directors.

Guiding English Language Learners

At Sunmarke and Regent International School, we have a diverse range of students, without around 50% being English Language Learners. Some of these students predominantly from Korea, China and Russia arrive with their reading age ability below their chronological age, some with little to no English language skills. The challenge was to create a literacy development program to help guide these students and improve on their English.

The Star Reading assessment test is important in understanding the precise level for each student. Once we know their initial ZPD (Zone of Proximal Development) score and reading range, we can create the learning plan, coupled with Accelerated Reader to improve reading practice. With ELL students, we have seen substantial growth where some students have made a year’s worth of progress in just a few months. We expect to have a clearer view of the progress made with our next Star test in June.

More engaged in the Library

We found that students are much more engaged in the library with Accelerated Reader. For example, students visit the library for 20 minutes during an English lesson, pick out their books, and then sit and read. Initially, we saw that girls were generally more motivated to read, however now we find it to be more popular amongst boys. Previously, students used to ask the librarian what to read, but now that they know their reading ranges they independently choose the books that interest them, and then take the quiz.

Top Tips for Librarians and Teachers

For librarians, don’t underestimate the task of labelling books! Once you’ve got them on your shelves, it’s so rewarding to see the progress the children make.

My advice for teachers would be to get involved and encourage the project from the beginning! Don’t restrict children from reading, but instead try and encourage them to read suitably-challenging books from within their recommended reading ranges. Also, try and regularly look at the Diagnostic Report and see which students haven’t taken their quizzes. You may find that some children are nervous to start with, but once they have done one or two quizzes, you’ll see a growth in independence as they continue to use the program.

Source: http://www.renlearn.co.uk/success-story/years-worth-student-progress-made-just-months/


The Learning Never Stops—Using myON by Renaissance in SABIS® managed schools in Kurdistan, Iraq

SABIS®, Kurdistan, Iraq

SABIS® is a global education management organization that is backed by 132 years of success in educating students and preparing them for the future.

Today, the SABIS® Network has an active presence in the public and private sectors in 20 countries on five continents.

A team of more than 8,000 employees in the network educates over 70,000 students through the implementation of a proven, proprietary system, helping to prepare them to meet the challenges of a rapidly changing world.

Iraq probably is not one of the first countries to come to mind when talking about online education and learning during the global pandemic. However, in the cities of Erbil, Sulaimani, and Duhok in the Kurdish region of Iraq, four SABIS® Schools are using myON to provide an online digital library for thousands of students that, due to the pandemic, are at home or in other countries. The SABIS® Network of Schools is located in 20 countries on 5 continents. All SABIS® schools implemented full-fledged e-Learning solutions as soon as schools closed due to our already developed online platforms and materials. Most students already use tablets in school to access e-books and other electronic platforms for class content and assessment.

“Little did we know at the time that the global pandemic would force all schools in Kurdistan to close at the end of February.”

CADMUS™ International School – Duhok started using myON in September. Shortly after, The International School of Choueifat—Dream City joined in November as a trial to see the benefits and added value to the students. Little did we know at the time that the global pandemic would force all schools in Kurdistan to close at the end of February for the remainder of the academic year.

The International School of Choueifat—Sulaimani and The International School of Choueifat—Erbil joined in March. With the help of our e-learning platforms and live online classes, we were able to provide the digital library to 2,900+ students in Kurdistan. The myOn program added value to the very well developed SABIS® E-Program that served as one of the best solutions presented in the middle east region to keep students involved in education during the pandemic lockdowns that affected many countries.

“We can maintain motivation by awarding electronic certificates based on the data that we can pull from the rich reporting tools in myON.”

School closures make physical libraries inaccessible, and this could have severely hampered student literacy development. Yet, myON removed that limitation for our students. We can continue reading alongside our online classes and encouraging our students globally. We can maintain motivation by awarding electronic certificates based on the data that we can pull from the rich reporting tools in myON.

The benefits of myON are extensive, and we can provide literacy options to thousands of students without the limitations of physical walls. A significant obstacle of school closures for us was the prohibitive nature of trying to order and ship physical books into the region. But with myON, hundreds or thousands of books are read weekly; we now have thousands of books and quizzes being carried out regularly regardless of holidays, vacations, or physical presence at school. We can now provide rich literacy content that complements the SABIS® curriculum to our students to inspire their imaginations beyond their core academics. myON is a perfect fit for us and fits in nicely with our e-curriculum as well as our in-school setting. Reading can theoretically happen anywhere at any time. But, with myON we can make thousands of library books available to each student, making reading anywhere and anytime a reality.

“With myON we can make thousands of library books available to each student, ensuring reading can happen anywhere, anytime a reality.”

The benefits of myON are extensive, and we can provide literacy options to thousands of students without the limitations of physical walls. A significant obstacle of school closures for us was the prohibitive nature of trying to order and ship physical books into the region. But with myON, dozens or hundreds of books are read weekly; we now have thousands of books and quizzes being carried out regularly regardless of holidays. We can now provide rich content to our students to inspire their imaginations beyond their core academics. myON is a perfect fit for us and fits in nicely with our e-curriculum as well as our in-school setting. Reading can theoretically happen anywhere at any time. But, with myON we can make thousands of library books available to each student, ensuring reading can happen anywhere, anytime a reality.

For more information on how myON can support your school, click here.

 

Source: http://www.renlearn.co.uk/success-story/sabis-with-myon/

Focus skills

Available exclusively from Renaissance, Focus Skills™ are—simply put—the building blocks of student learning. Based on extensive research into how learning progresses in reading and mathematics, Focus Skills provide a roadmap for closing learning gaps as you move every student toward greater mastery.

Focus Skills are:

Critical:

Focus Skills are fundamental to student understanding, involving concepts that students must master in order to advance to the next step.

Impactful:

Because Focus Skills are prerequisites for future learning, focusing instruction on these skills provides the greatest return in terms of student growth.

Standards Based:

Focus Skills are identified through a detailed study of your state’s standards of learning—and reflect your state’s grade-level expectations.

Click on the curriculum’s below to learn more about how Renaissance Focus Skills can help your school.

U.S Curriculum

UK Curriculum

ClassLink Eliminates Lost Instruction Time

School systems worldwide use ClassLink’s Single sign-on platform to provide quick and consistent access to digital resources during remote and in-class learning. Students and teachers access their personalized digital resources from anywhere and on any device using just one username and password.

Teachers and administrators use ClassLink Analytics to track student engagement with digital resources and quickly understand when students need support. Technology teams also use Classlink’s automated rostering and provisioning tools to save time and cut frustration.

Read this case study to learn how GEMS International Private School eliminated lost instruction time using ClassLink.