After reading this chapter, how would you describe the full EdTech product development cycle in your own words? Where do you see the biggest risk of things going wrong if teams skip or rush a phase?  ​

What most surprised you about how K–12 EdTech products are actually conceived, designed, and launched compared to what you previously assumed?

Which roles on a product team Product Manager, Learning Designer, UXUI Designer, Engineer, QA, Data Analyst felt most aligned with your existing strengths and experiences? Why?  ​

Think about a time you designed a lesson, program, or project. Which parts of the product development cycle ideation, definition, design, implementation, testing, launch, iteration did you already practice without calling it that?  ​

Looking at the self-evaluations at the end of the chapter, which 2–3 skills do you rate yourself “High” on, and how might those translate directly into a product-facing role?

How does grounding EdTech products in learning science change the kinds of features that get prioritized or deprioritized?  ​

What is one concrete example of a product feature you use or imagine that clearly reflects user-centered discovery and research from teachers, students, or administrators?  ​

Where in your current work could you more intentionally apply user research interviews, surveys, classroom observations to shape “product” decisions, even if the product is a lesson, course, or program?  ​

If you joined a product team tomorrow, what questions would you ask to understand the product’s goals, users, and success metrics before suggesting any new features?  ​

Which cross-functional collaboration described in the chapter product + engineering, product + learning design, product + data feels most natural to you, and which feels most intimidating? Why?  ​

How comfortable are you working in iterative cycles Agile, Scrum, Kanban with incomplete information, and what might you need to unlearn from more “waterfall” education environments?  ​

Imagine you are responsible for improving an existing feature in an EdTech product. What data would you want to see first, and how would you combine that with qualitative feedback from teachers or students?  ​

The chapter frames launch as the beginning, not the end, of the journey. How does that mindset challenge the way you have traditionally thought about finishing a project in education?  ​

What does “impact” mean to you in the context of EdTech product development, and how would you want your work to be measured beyond just usage metrics or logins?  ​

Based on this chapter, what is one low-lift experiment you could do in the next month to practice a product skill for example, writing user stories, mapping a user journey, or running a mini usability test with colleagues or students?  ​

Which role self-evaluation are you most curious to explore next, and what would scoring it honestly tell you about your readiness for that path in EdTech?  ​