Built on Strong Education Foundation
Our goal is to support teachers in the understanding and practice of the effective use of technology to improve student learning.
To accomplish this, the curricula for our professional learning services integrate a wide variety of evidence-based practice and expert knowledge from three important disciplines: professional learning, effective teaching practices and the learning potential realized by integrating technology into the curriculum.
Best Practices of Professional Learning
We are aligned with best practices for adult learning as summarized in Professional Learning in the Learning Profession published by the National Staff Development Council and The School Redesign Network at Stanford University. Our services combine a variety of activities delivered over a period of time that include group learning sessions, individual mentoring and collaboration to foster more effective teacher leaders, coaches and teachers. The range of services provided in our Professional Learning services was developed based on the rationale and suggested practices in Professional Learning to Reshape Teaching by Professors Hannay, Wideman and Seller through the Ontario Institute for Studies in Education.
Integrating Effective Teaching Strategies
Our professional learning curriculum, content, and process has been thoughtfully designed to explain and model effective teaching strategies in the context of using technology tools. The effective teaching and learning strategies we convey are based on findings in the latest neuroscience research on the brain and learning from Eric Jensen, recommendations from the work of Dr. Robert J. Marzano and the framework for Universal Design for Learning (UDL) developed by Center for Applied Special Technology (CAST). Specific student learning objectives covered in eTeachables® are aligned to the Core National Standards, meet many of the NETS for students and teachers, and are influenced by Framework for 21st Century Learning from the Partnership for 21st Century Skills.
Modeling Most Powerful Use of Technology
Working with master teachers and experienced providers of educational technology, we have identified methods that maximize effective use of technologies widely available in schools. We assume that technology is not just an add-on and nice-to-have tool, but should be an integral part of learning every day in the classroom. We emphasize uses of technology that support learning with computers to provide students learning opportunities not possible in traditional ways.
Our programs follow evidence of successful integration models as summarized in Critical Issue: Using Technology to Improve Student Achievement, a review of research on technology and student achievement and the contextual factors that affect learning goals published by The Center for Children and Technology. Practices emphasized include use of technology to engage students in authentic, complex tasks within collaborative learning contexts to develop higher-order thinking skills (Roschelle, Pea, Hoadley, Gordin & Means, 2000; Means, et al., 1993); use of technology that complements what great teachers do naturally (Marshall, 2002); and use of tools, techniques, and applications of technology that can support integrated, inquiry-based learning (Bruce and Levin, 1997).
Our strong pedagogy is integrated into all of our professional learning services:
eTeachables® and Bundles.
"We strongly believe that technology tools, when embedded in research-driven instruction, sound pedagogy and differentiated teaching, have the power to transform learning and learners."