PROFESSIONAL DEVELOPMENT FOR TEACHERS
TO IMPROVE TEACHING
At EdTechTeacher, we strongly believe that successful technology integration in schools requires ongoing, sustained professional development.
ABOUT THE FOUNDERS
Since 2008, EdTechTeacher has worked with schools and districts to help them leverage technology to create student-centered, inquiry-based learning. The founders, Justin Reich and Tom Daccord, started the company after teaching at the prestigious Noble & Greenough School, and previously attended Deerfield and Exeter respectively. Both are thoroughly familiar with the Independent School environment.
Our courses, workshop models, and approach to instruction focus on the teaching and learning that can be enhanced with technology. While we do address the technical process of using an application, the purpose and focus always return to improving teaching and learning with the use of technology. Further, we will explore any application that we see as helpful in the classroom and do not have to limit the scope of tools / apps / web tools that we introduce. We will also customize our approach to integrate any specific tools or resources that are already in place at your school.EdTechTeacher works onsite with schools and districts throughout the school year both by offering both individual, custom workshops, and our full-year, blended T21 program.
“I really enjoyed the course. I found it to be informative, helpful and it made me eager to use the technology in my classroom.”
iPads in the Classroom
FULL YEAR BLENDED PROGRAMS
Our Full Year Professional Development courses are called “T21s” meaning “Teaching with Technology in the 21st Century”. Each T21 is customized for a cohort by the instructor but we offer a range of subjects to start with.
Research studies have shown that teachers need a minimum of 36 hours of professional development before they begin to feel comfortable implementing new technologies and strategies in the classroom. The focus of the T21 year-long blended learning program is to nurture a cohort of teacher leaders that can build a school’s capacity for ongoing experimentation, teaching innovation, and sharing and learning among faculty. The future of learning in our schools will be a blended combination of online and face-to-face teacher training, and the evidence from multiple studies in both higher education and K-12 is that blended learning offers advantages beyond either modality alone. Teaching is an embodied practice, and face-to-face instruction allows for modeling and discussion around classroom management, effective use of classroom space in collaboration, and other parts of classroom teaching. All of the approaches and pedagogies modeled in the face-to-face setting can then be shared throughout the community in department meetings, faculty meetings, and other training by the teacher-leader cohort members. Logistically, schools still have better organizational structures for teachers and substantial amounts of time for full-day onsite training. Working with hundreds of schools, the blended model has proven to be the most engaging for teacher-learners and the most effective in building school capacity for sustainable technology integration.
Comprehensive Description for China Independent Schools T21
1:1 iPads in the Classroom
Project Based Learning
Train the Trainer
3 Face to Face Workshops
12 Online Modules
Principal of Dalton School, Hong Kong
Evergreen Education Foundation
Head of School at Shenzen Vanke Meisha Academy
Contact Us to Learn More
If you have questions, or need additional information, please contact Gail Ross-McBride