Educate’s Core Framework on Learners, Learning, and Teaching with Technology
Overarching Perspective On Learners and Learning
Active, Goal-Directed Learners
To learn, students must be interested (Duckworth & Quinn, 2009), agentive (Nieto, 2017), and engaged in learning processes.
Learners are conceptualized as “goal-directed” who “actively seek information” (Bransford et al., 1999).
Learners are active, constructive, and interactive (Chi & Wylie, 2014).
The purpose of learning is to develop “usable knowledge” (Bransford et al., 1999). Learning is organized in a way that supports connections and relationships for transfer.
Sociocultural approach to teaching and learning values context, culture, and collaborative efforts (Nieto, 2017; Vygotsky, 1978).
Work towards the advancement of agentive learner groups.
Teaching and learning is a collective, socially mediated process (Nasir & Hand, 2006; Vygotsky, 1978).
Value constructivist ways of knowing and the complexity of learning (Bruner, 1961; Tam, 2000).
New knowledge grows from pre-existing cultural, historical, and social knowledge (Banks, 1993).
Learners are not “blank slates” but rather come to learning experiences with ideas and understanding.
Overarching Perspective On Curriculum and Teaching
Supportive Equitable Curriculum & Practices
Potential in learners of all ages, profiles, cultural and linguistic backgrounds.
Curriculum design is informed by principles of backwards design curriculum development (Wiggins & McTighe, 2005) and culturally relevant pedagogy (Ladson-Billings, 2014).
Commitment to scaffolded learning experiences (Benson, 1997; Bruner, 1978) for a wide range of learners through acts of teaching with differentiation (Bannister, 2016; Tomlinson, 1999). Differentiated teaching practices are essential means for access, expression, and participation.
Innovative Technology Integration
There is no best way to integrate technology into pedagogy (Koehler & Mishra, 2009).
Students are centered in how technological integration fits into the dynamic teaching and learning process (Hollins, 2017).
Support educators in teaching students about technology safely and responsibility
Create learners who are informed, digital citizens.
Learner-Centered Environmental Design
Learner-centered environments (Bransford et al., 1999) are informed by students’ attitudes (Dweck, 1989) and interests (Duckworth, 1987) as a means for learning.
Student-centered environments have implications for the development of student agency.
Teachers’ pedagogical choices, scaffolds, and facilitation enhance student learning.