Project RED Signature Districts

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As the leader in one-to-one computing implementation research, Project RED has made a commitment to bring its research practices to action. As part of this promise, in November 2012, Project RED announced the 20 Project RED Signature Districts. Through a competitive application process, these outstanding districts were chosen to receive Project RED’s support and guidance on education technology implementations, focusing specifically on one-to-one computing deployments. You can learn more about Project RED at


Charleston County Schools

Clark County School District

East Noble School Corporation

Ferndale School District

Huntsville City Schools

Joplin Schools

Kent School District

Natick Public Schools

Owensboro Public Schools

Poway Unified School District

Quakertown Community School District

Reeds Spring School District

Richland School District Two

Salisbury Township Schools

Sioux City Community Schools

Southern Lehigh School District

Springfield Public Schools

Sunnyside School District

Monthly Messaging

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Unpacking the Common Core for 1-to-1 Environments

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Unpacking the Common Core for 1-to-1 Enviroments

In this professional development sessions teachers will unpack a Common Core State Standard (CCSS).  An instructor from the One-to-One Institute will model how to unpack a standard and teach a model lessong that uses technology tools to support the CCSS in a one-to-one environment.  The tools demonstrated in the model lesson can be used to support a number of the CCSS and be implemented by teachers the next day.  Teachers will develop a lesson that uses technology to support the standard they have unpacked.

By the end of the session, teachers will:

  • Unpack a Common Core State Standard
  • Participate in a Model Lesson using technology to support a Common Core Standard
  • Create a lesson plan around the standard they unpack
  • Collaborate and post reflections in an online community of learners

Activating Inquiry in Our Schools

In this professional development session, teachers will participate in a Model Inquiry lesson taught by a One-to-One Consultant.  During the model lesson, teachers will learn to use technology tools that can support the inquiry process that they can use in their classrooms the next day.  Teachers will also be given time and guidance on how to create an inquiry lesson using technology for their own classroom.

By the end of the session, teachers will:

  • Participate in a Model Lesson using technology to support the Inquiry Process
  • Learn multiple easy to use technology tools that can support the Inquiry Process
  • Create an Inquiry Lesson for their own classroom that integrates technology
  • Collaborated and posted reflections in an online community of learners

OTO Blog

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August 20, 2015      How Do You Make Teachers Great?
August 3, 2015        Keep It Personal
July 9, 2015             Invent, Please
June 1, 2015           The McDonald's Effect Among School Leaders
May 19, 2015           Top 10 Comments from District Leaders Who Implemented 1:1 From a Top 10 List
May 4, 2015             Data Says:  Shift IS Happening
April 20, 2015          Build Your House on a Strong Foundation: Setting up the Digital Classroom
April 6, 2015             "A Little Bit Better" Isn't Enough
March 20, 2015        Part 2 of Innovation Everywhere but Never the Change We Seek:  Public Charter Districts
March 6, 2015          The Positive Impact of the Right Leadership
February 20, 2015  Innovation Everywhere, But Never the Change We Seek
February 6, 2015    System Shift Required
January 24, 2015   Are High Test Scores the Measure of a Quality School?
January 9, 2015     "Know Me." Signed a Learner
Dec 19, 2014           Real Change Takes Time and Courage
Dec 5, 2014             Messy Business:  Real "Change"
Nov 21, 2014           A New Way of Looking at Choice and Accountability
Nov 7, 2014             Informing Practice-ADHD, Shadowing, Engaging
Sep 8, 2014             The Heart of the Matter
July 31, 2014          Passionate Disregard for the Usual rules
June 19, 2014         Revolutionizing the Ecosystem
March 20, 2014       Learning from March Madness
March 3, 2014         Disrupt? No, Enable!
November 1, 2013  Stop the Madness of Blindly Dumping Technology Into the Classrooms
August 19, 2013     August 2013 Hot Topics
July 25, 2013          Differentiated PD for 1:1 - It's Personal
July 23, 2013          Use of Technology & Teacher Expectations in 1:1
June 21, 2013         Inquiry-based learning sparks innovation and collaboration
June 10, 2013         WEBINAR:  Mooresville & Piedmont Districts share best practices on the Financial Implications of EdTech
May 29, 2013          Harnessing Technology's Full Potential
May 23, 2013          Four Critical Steps to Understanding and Reducing Digital Inequities
May 20, 2013          The Role of Technology As We Transition to the Common Core State Standards
May 17, 2013          The Flipped Classroom Delivery Model: Evidence of its Impact
May 16, 2013          The Blended Learning Approach
April 25, 2013         Are Educators Ready for Personalized Learning?


Teacher Professional Learning

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Customizing Your Solution


We will customize a plan of face-to-face and virtual support and professional learning that meets your needs without breaking your budget.

Face-to-face Model

Immersion Experience for Teachers

OTO provides teacher professional learning experiences through OTO's Immersion Training, online support, the facilitation of professional learning communities, and shoulder-to-shoulder coaching. OTO works with district leadership teams to customize these experiences to best meet the needs of their staff. The professional learning includes the basic tools and skills necessary to meet the Common Core and all other standards, create a student-centered learning environment, and to meaningfully integrate technology into instruction. Below is an outline of the components of OTO's professional learning model.

Shoulder-to-shoulder Coaching

The purpose of the feedback shoulder-to-shoulder session is to provide guidance and ensure fidelity across the district following an Immersion Training.  Teachers will schedule a time for the Digital Coach to come to their classroom and observe them. The coach then provides feedback, coaching, and resources for the teacher in a one-on-one debriefing session. This works best when it follows an instructional model introduced during the Immersion Training (i.e. SAMR Model, Inquiry, Common Core, etc.) Each teacher will be required to submit information on what they will be teaching before the Digital Coach arrives.

Train-the-Trainer: Building Internal Capacities

Training district trainers is a key component for building the long-term sustainability of the program. OTO believes it is vital for trainers to have hands-on 1:1 classroom experience. Therefore, the train-the-trainer program usually does not begin until the end of the first year of implementation. As teachers finish their first implementation year, OTO works with the District Leadership Team to identify teachers that are most appropriate for the OTO Train-the-Trainers Program. Once teachers have been selected, OTO provides facilitation training, a comprehensive OTO training manual, and a tremendous amount of other support and resources. In implementation year 2 and 3, OTO Digital Coaches include the trainees in all aspects of the teacher professional development model, as the new district trainers develops their knowledge and skills. OTO continues to support the district trainers as they move from guided practice to complete independence.

Blended Model

Blended Immersion Training Face-to-face Component

In this one day workshop, participants will act as “students” in a model lesson taught by a Digital Coach.  Coaches will integrate a variety of Web 2.0 tools into the model lesson. Participants will begin to design and research a question.  Consultants will model how to facilitate discussions that help lead students to deeper understanding. Participants will learn search strategies, Web 2.0 tools, and facilitation strategies to manage and help students through the research process.

Blended Immersion Training Virtual Component

A Digital Coach will facilitate a four module asynchronous course. The purpose of the course is to guide participants through the process of building their own unit of study that includes the components of the Face-to-face Immersion Training. Teachers will be required to complete and share assignments, participate in review and conversation regarding the content and products posted by teachers, and to complete a full unit of study as a culminating project. 
Note: Principal support and facilitation is required to make this model work. This includes four planning meetings with the principal.

Continued Virtual Teacher Support

Ongoing teacher support is vital to keep participants engaged and moving down the continuum toward personalization of learning for their students. OTO recommends this happen through a partnership with the district. For this to be effective it is essential for the district to create collaborative teacher groups that meet on a regular basis to plan instruction that is 1) standards-based; 2) includes student choice and inquiry; and 3) embeds transformative uses of technology.  Through OTO’s continued teacher support, the teachers will have access to an online learning portal with videos, tips and resources for participants to access during the year while they implement their units of study, and the Digital Coach will meet virtually with each collaborative teacher group every 4 times.

Virtual Teacher Coaching 

Participants record a lesson or part of a lesson and upload it to YouTube (or other district collaborative platform) and share with their digital coach (they will have to set it as private on YouTube). The Digital Coach will meet virtually with a teacher or team of teachers after they have reviewed the video of their lesson to give them guidance and feedback.

Customizing Your Solution

We will customize a plan of face-to-face and virtual support and professional learning that meets your needs without breaking your budget.
To discuss your specific needs, contact the One-to-One Institute today. 

Leadership for 21st Century Schools

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OTO offers a One-to-One Implementation ProtocolTM designed to guide the planning and implementation process, as well as the development of leadership and instructional practices that will lead to a successful and sustainable 1:1 program.  OTO is the only organization in the world to design a comprehensive approach to 1:1 implementation based on Project RED's 9 Key Implementation Factors and OTO's 7 Implementation Components.

OTO Implementation Protocol

Initial Face-to-face Leadership Session

Virtual Leadership Consulting

Principals Academy

Virtual Principal Leadership


Initial Face-to-face Leadership Session

OTO facilitates the development and implementation of a sustainable 1:1 program by engaging all key constituents in the following critical success factors:
A vision for the personalization of learning through the seamless integration of content standards, curriculum, instruction, and technology.
  • 2nd order change leadership
  • Strategic planning and action
  • Support and capacity development
The Initial Leadership Session is customized to address the immediate needs of the district.
To discuss your specific needs, contact the One-to-One Institute today. 

Virtual Leadership Consulting

OTO Leadership Consultants continue to support the district leadership team through the entire planning and implementation process. Support consists of:
  • Regularly scheduled conference calls to guide planning, and implementation
  • Consult, as needed, on issues identified by the district
  • Recommend or provide leadership training identified in partnership with the district
  • Guide the development of building level leadership
  • Identify and address any other implementation gaps that may arise
To discuss your specific needs, contact the One-to-One Institute today. 

Principals Academy

The Principal’s Academy is 2-day in-depth professional learning experience focused on 2nd order change leadership.  Participants will learn through experiences and insights of other principals, examine their own leadership style and practices, and begin to define action steps in OTO's 7 essential implementation components. The components include:
  • Transformational leadership and second-order change
  • Financial planning, project management, and capacity building
  • Instructional leadership: curriculum and instruction
  • Professional development
  • Hardware, software, and infrastructure needs and choices
  • Communications
  • Assessment and evaluation
The content and length of the course is also customizable to best meet the needs of the district.
To discuss your specific needs, contact the One-to-One Institute today. 

Virtual Principal Leadership

OTO's co-authored research, Project RED, clearly articulates the importance of principal leadership to the successful implementation of education technology. Transforming learning and personalizing the learning experience through technology is a 2nd order change, and the principal must facilitate this change. This can be very challenging and principals need to have the tools and support to be successful. OTO has found ongoing virtual leadership sessions to be an effective mode for the professional growth of principals, without being cost prohibitive. The leadership sessions are ongoing (at least monthly) hour-long discussions facilitated by an OTO Leadership Consultant. A variety of technology tools are embedded in the sessions, as well as a content focus that may include, but is not limited to:
  • Envisioning the transformation
  • Characteristics of an instructional leader
  • Empower staff and students
  • Being the change you want to see
  • Modeling the use of technology for administrative efficiency 
To discuss your specific needs, contact the One-to-One Institute today. 


Project RED Implementation Webinar Series

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Innovative Financial Solutions

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One of the greatest challenges when implementing a 1:1 computing program is finding the funds to sustain the program over the long-term. We know from our experience with hundreds of 1:1 program implementions that these programs are not sustainable unless the district allocates ongoing operating funds to the project.

OTO can help you find these funds. We provide expert analysis of current district expenditures and make recommendation that can lead to cost savings and the ability to redeploy assets to fund your program.

Collaboration, communication, confidentiality and productive relationships are the hallmarks of this work.  After carefully defining the desired outcomes with key district leaders, we assess the political landscape, individual's needs and the qualities unique to the organization's situation.  We collect district data and conduct in-depth, private interviews with the individuals responsible for key areas of operation. Once the appropriate data has been collected and analyzed, we work closely with client districts to finalize our recommendations.

To discuss your specific needs, contact the One-to-One Institute today. 



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OTOCommunity is a place for members to post their best resources, share classroom success stories, or even ask questions of the entire community. To access the OTOCommunity, simply click the link below and ask to join.

If you are not yet a Wikispaces member, you will first need to register on their site before you will be allowed to become a member of our OTOCommunity.

OTOCommunity LInk

iPads and Apps

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iPads and Apps  

Technology Workshops
Transforming Instruction
Tools for Communication
Tools for Collaboration
iPad and  Apps

iPads have become one of the hottest new technology tools in education, but many teachers do not know how to integrate them appropriately into their instruction. Below are workshops to help guide teachers in the effective use of the iPad in a variety of classroom settings.

Contact the OTO office at or 517.978.0006 for more information or to schedule a workshop.

iPads in Special Education (beginner)

This workshop is designed for teachers just beginning to use an iPad. Participants will learn why iPads are effective for today’s students, how to use all buttons, cords, and connectors for the iPad and how to organize, customize, and personalize the iPad for learning. Explore assistive devices for adaptability, apps that come with the iPad including camera, photos, and safari, apps for special education including how to access key web sites, and get an overview of  iTunes to manage the iPad.


iPads in Special Education (intermediate)

This training is designed for teachers with an understanding of iPad functions and would like more in-depth training. Participants will receive a quick review of iPad basics including more operational tips and tricks. Participants will learn how to use iTunes to add content, including music and video, explore the iPad as an e-reader for Special Ed students, and see examples of how iPads are working with Special Ed students today. Participants will also explore apps for

  • Student learning of academic, social, and fine motor skills.
  • Student communication, organization, assignment completion, and test taking tool.
  • Classroom management (including data collection and behavior management).
  • Teacher productivity (including social stories, video modeling and reward programs).


iPad Deployment Strategies in K-12 Schools

Implementing new wireless and tablet technologies in the K-12 environment can be challenging. Unlike desktop or laptop computers, Apple’s new iPad and iPad 2 create a new direction in how to successfully infuse these exiting tools in education. This session will address the district management piece of iPads relating to configuration, imaging, deployment, timely updates and ongoing administration. We will also cover the importance on getting your staff on board with Apple’s new Volume Purchase Program (VPP), and creating a network of staff in your district that will become self-sustaining facilitators of the program for years to come. Learn how to create program facilitators, redeem vouchers, deploy and sync multiple iPads and more in this hands-on and informative workshop.


Everything Apps: K12 Literacy and eBook Creation with iPads

Participants will experience free and low cost literacy and information fluency apps to personalize student and educator learning. Participants will use selected apps for specifically designed multimedia literacy activities involving the creation of eBooks and journals, and how this can lead to creative digital storytelling segments with their iPads. Participants will

  • Engage in an array of activities and learn tips and tricks to raise their comfort level and creativity when using iPads in the classroom.
  • Learn about apps that allow iPad to be a creative and productive learning tool.
  • Discover the rights apps to meet the individual student literacy goals.
  • Explore a variety of apps through hands-on activities that can be used for collaboration in the classroom.
  • Reflect on the iPad as a tool to change the mobility and just in-time teaching and learning environment.
  • Evaluate the educational use and purpose of iPads in the classroom.


Everything Apps: Teaching History and Geography with iPads

This workshop provides numerous examples of the best history and geography related web sites and iPad apps, to infuse practical methods and techniques for using this technology in the history, social studies, and geography classroom. Participants will have varied opportunities for targeted web exploration after each "mini" lesson. Examples highlight both inquiry-based and research-oriented iPad apps in world history, world cultures, United States History, geography, and civics for middle school, high school, and college. The workshop emphasizes innovative ideas and exciting projects for incorporating Web 2.0 tools including wikis, blogs, podcasts, Google Docs, social networks, and other emerging technologies into the classroom.


Everything Apps: Enriching Your Encore Curriculum and Productivity with iPads

See how iPads can influence and enhance the educational experience for student by using productivity apps. You will experience how you can access anytime, anywhere content, and provide access to digital textbooks, or an entire library to your students. This workshop will also provide training on the most valuable functions of the iPad, while motivating each student to be self-directed in their learning.


Everything Apps for the K-6 Educator!

Everywhere you look people are talking about mobile learning devices. How can we harness the power of this exciting new technology to better meet the needs of ALL students? Join us for this exciting, fast paced look into the world of apps for the K-6 educator! Participants are encouraged to bring their own device and share iPad successes. Participants will experience options that are available for  

  • Reading, Writing, and Spelling
  • Science
  • Math
  • Assessments
  • Audio and Video
  • Communication
  • Task Reminders
  • Polling and Phlogging
  • QR Codes
  • Cloud Storage
  • Educational Games


Everything Apps for the 7-12 Educator!

Everywhere you look people are talking about mobile learning devices. How can we harness the power of this exciting new technology to better meet the needs of ALL students? Join us for this exciting, fast paced look into the world of apps for the secondary educator! Participants are encouraged to bring their own device and share iPad successes. Participants will experience options that are available for

  • Reading/Writing
  • Science
  • Math
  • History
  • Foreign Language
  • Communication
  • Note taking
  • Task Reminders
  • Assessments
  • Audio and Video
  • CMS and LMS mobile
  • Polling and Phlogging
  • QR Codes
  • Virtual Fieldtrips
  • Cloud Storage
  • Educational Games


Tools for Collaboration

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Tools for Collaboration

Technology Workshops
Transforming Instruction
Tools for Communication
Tools for Collaboration
iPad and  Apps

Collaboration has been identified as one of the four Cs that students need to master in order to be successful in the 21st century (Communication, Collaboration, Creativity and Critical Thinking).  The following workshops provide teachers with tools and strategies that will teach students to work in collaborative environments, as well as engage students in collaborative activities that can enhance the learning process.

Contact the OTO office at or 517.978.0006 for more information or to schedule a workshop.


Building Community and Collaboration through 21st Century Blended Learning Environments

This practical hands-on workshop shows how to apply a straightforward, decision-making approach for structuring performance-based, blended learning solutions. Participants will learn practical tips, tools, and techniques that help exploit the benefits of blended learning through robust content and learning management systems (CMS and LMS) of EDU2.0, Edmodo and Twiducate (or your chosen school district CMS). The designed blended coursework environment will enhance student involvement and engagement, while meeting the teaching and instructional delivery styles of 21st century educators. The workshop also provides effective teaching strategies and promotes the importance of designing, delivering, and modeling a safe online community for your k-12 students. Participants will

  • Learn how to facilitate and assess online discussions.
  • Describe the importance and value of interaction in the blended course.
  • Identify and list various types of student interactions for a blended learning environment.
  • Explore strategies and techniques to infuse student-student and instructor-student interaction and engagement.


Kaleidoscope of Learning: K-12 Global Collaboration and Virtual Video Field Trips  

 Explore the limitless possibilities of cross-cultural interactions via global collaboration projects! Participants will be engaged in an interactive presentation where online projects will be showcased utilizing ePals, Global School House Network, and Ask an Expert. We will also take a closer look at existing K-12 classroom projects and discover how easy it is to design and publish interactive projects with real-world connections. 


Digital Adventures in Teaching and Engagement for the K-6 Classroom

Participants will explore online tools and activities that nurture essential K-6 technology literacy skill sets and highlight innovative student digital creations and projects. This session will showcase how elementary and middle school educators are using augmented reality, digital storytelling, virtual post-it notes, digital magazine covers, customized avatars, and mobile QR Code scavenger hunts to create meaningful and engaging classroom activities. In addition, participants will work with innovative tools to help improve student reading, writing, and mathematics, and learn different strategies to build creative, collaborative, and community-minded classrooms.


Digital Storytelling in the K-12 Classroom

This workshop is designed for teachers who are interested in using digital storytelling both in their teaching and to meet curriculum and technology literacy expectations from various subject areas through student presentations. Participants will explore a collection of over sixty-five fun and favorite Web 2.0 storytelling tools. They will interact with these sites and share how three favorites can be used to add visual enhancements to lessons and to add creativity to presentations that enhances storytelling. 


Google My Way

Come explore the wonderful world of Google apps for education. Participants will be immersed in innovative ways to use Google tools to support and extend learning opportunities for all students. This workshop is a full day of interactive and hands-on activities, including experiences with advanced search techniques, collaborative web-based applications, and inspirational instructional strategies.


Right Here ~ Right Now: Thinkfinity Educational Web Resources for Your Classroom

Thinkfinity is the Number 1 rated educational web resource for teaching and learning. It offers teachers, students, and parents excellent lessons, interactive activities, reference materials, primary source materials, multimedia, and tools for use in school and at home. One of the challenges teachers face is quickly locating high quality Internet resources. If you are looking for complete lessons, learning objects, or Internet resources, Thinkfinity should be your first stop. Thinkfinity is searchable by grade level, subject,or resource type. In this workshop participants will learn to quickly locate resources that align to content standards and grade level benchmarks. Participants will locate lessons that align to standards and also meet 21st century learning expectations. Participants will practice gathering student resources and learning objects to assist in differentiating instruction to meet individual student needs. 


Mobile Learning Devices: Empower Students to Take Ownership of their Learning

More and more campuses are allowing students and teachers to use cell phones in the classroom and to bring their own devices onto campus networks. This session will focus on using cell phones as instructional technology tools to research, gather and share data, and to collaborate around the findings. High school teachers will walk away with specific strategies to harness the power of cell phones in the classroom. The shared resources apply to regular cell phones with texting capabilities as well as smartphones. Don't miss this session for practical ways to enrich instruction using cell phones as an instructional tool with students in the high school classroom.


Tools for Communication

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Tools for Communication

Technology Workshops
Transforming Instruction
Tools for Communication
Tools for Collaboration
iPad and  Apps

Communication has been identified as one of the four Cs that students need to master in order to be successful in the 21st century (Communication, Collaboration, Creativity and Critical Thinking).  The following workshops provide teachers with tools and strategies to enhance communications between teachers and their students, as well as students and the world outside their classroom. 

Contact the OTO office at or 517.978.0006 for more information or to schedule a workshop.

 Workshop:    Be Seen ~ Be Heard: Educational Podcasting for the K-12 Classroom

Audience:      All educators
Capacity:        25 participants

This hands-on workshop will demonstrate how easy it is to create an educational podcast for teaching and learning - with free and low cost web-based content media tools. Participants will explore examples of educational-related Podcasts, and learn how to “subscribe” and listen to Podcasts through free software. Participants will also learn how to record and edit audio narration, how to add music and digital photos, and how to publish the podcast for the world to hear and see.


Captivate Your Audience with Cost Effective Lecture Capture and Screencasting Tools

Lecture capture is an umbrella term used to describe any technology that allows instructors to record what happens in their classrooms and make it available digitally. Creating successful screencasts requires knowledge of the whole screencasting workflow, from planning, though production, to delivery. This is a hands-on session which will also offer plenty of practical exercises and resources. If you want to know how to capture a voice-over narration, enhance your screen and highlight important elements, or tailor your screencast materials to your audience’s needs in any other way, then this is the workshop for you.


The Power of Collective Intelligence: Leveraging the Back Channel Chat to Promote Inquiry and Critical Thinking

The Backchannel generally refers to online conversation about the topic or the speaker. (Wikipedia, 2010) First growing in popularity at technology conferences, backchannel is increasingly a factor in education where Wi-Fi connections and laptop computers allow students to use ordinary chat to actively communicate during class, ask probing questions, and extend their background knowledge from the larger community of student learners in the classroom. This workshop will show case how structured backchannel chats can easily capture the essence of a lesson, event, or a student-centered learning activity. Participants will learn how to leverage "the power of collective intelligence" in a learning environment.


Social Networking for You- the 21st Century Educator

Collaborative social networks allow educators to create online communities that support their personal and professional learning. Whether your personal learning network is overflowing or just starting to grow, this online webinar will help you to refine your network to best suit your learning needs. Participants will be guided to interesting people who advocate for the effective use of technology literacy to improve your 21st teaching and learning environment. Tips and tricks to leverage the potential of these networks will also be provided. Participants will gain hands-on experience using social media such as Twitter, Facebook, Ning, and Delicious to build professional learning networks.


Transforming Classroom Practice with Web 2.0 Literacy and Social Networks

Today’s students will work in a fast-paced, collaborative online world in their future jobs. In this workshop, you will experience the excitement of online Web 2.0 tools including Blogs, Wikis, Nings and Twitter to engage and motivate teachers and students as 21st century learners. Participants will discover how to open a digital door to a wealth of data, collaboration, and interaction. In addition, participants will discover a variety of engaging and innovative Web 2.0 tools that support differentiated and individualized communications, organizations, and products.At the end of this course, participants will be able to

  • Use Web 2.0 tools to deepen learning and increase student engagement
  • Utilize Web 2.0 literacy tools and professional social networks
  • Identify how Web 2.0 tools support a student centered learning environment
  • Assess and apply best practices in the use of Web 2.0 and global literacy
  • Create a Blog, Wiki, Ning or Twitter account for personal and/or professional uses
  • Build an online professional learning network to support 24/7 professional development and best practices


Proloquo2Go: A Powerful Augmentative Communication Tool

This workshop is designed for teachers and para-professionals and will demonstrate how this app can be used for students at any level of AAC skill. Participants will learn how to create user spaces and add folders and vocabulary designed to meet each student’s specific needs. Time will also be spent learning how to back up changes and transfer vocabulary to different devices. Participants should be ready for hands on time creating spaces, folders, and vocabulary for a specific student and come with a rough outline of categories and vocabulary they would like to see the student have. Some participants may want to have photos loaded in the iPad Photo library to use. Participants will need an iPad that has the latest version of Proloquo2Go and should take time to familiarize themselves with the features of this app. Requires app license.


How to Become a Transformed Twitter Teacher in a *Flash

Twitter is becoming an integral part of many digital lives and personal and professional learning networks. This introductory course explains how to use Twitter as an educational tool for professional development purposes. Demonstration of how to sign up, send and read Twitter updates (also called "tweets"), and build your own PLN (Personal/Professional Learning Network) of friends will be showcased.


Transforming Instruction

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Transforming Instruction
Technology Workshops
Transforming Instruction
Tools for Communication
Tools for Collaboration
iPad and  Apps

Technology has the power to transform learning from a tradition teacher-focused activity, to a personalized and dynamic student-centered activity. The following workshops provide a few technology tools that will guide teachers in the development of a more student-centered and engaging learning environment.

Contact the OTO office at or 517.978.0006 for more information or to schedule a workshop.

21st Century Assessments for Today's 21st Century Learner

The major function of a student needs’assessment is to provide educators with the tools and information necessary to make solid decisions about how best to facilitatethe educational experience from start to finish. This information will assist in setting learning objectives, selecting appropriate technology, deciding on curriculum content, and determining strategies for effective learning. The main goal of 21st century student needs assessments is to establish, facilitate, and maintain an environment that is learner focused. In this workshop educators will have the opportunity to

  • Use free online applications to develop your own checklists, rubrics, and open-text assessments from scratch.
  • Access databases of hundreds of high-quality, ready-made assessments on products and performances, processes, and thinking skills and modify them to meet individual needs.
  • Save assessments in a teacher workspace or share them with another teacher who is registered in the site.
  • Learn about the research and theory behind successful assessment.
  • Find a wide variety of assessment strategies to use with their students.


Flip Teaching within 21st Century Classrooms 

It's called "Flip Teaching" or "reverse teaching" or a "backwards classroom." Educators embrace the Internet and social media as an instructional tool, record their lessons, and then post them via YouTube or embedded them into a blog, wiki, or LMS for students to complete at home. In the flipped classroom, the teacher lesson is viewed at home. In the classroom the teacher becomes the "guide on the side” as students use the valuable face-to-face class time to work with the content in collaboration with peers and the teacher.


Kicking It Up A Notch: Season Your SMART Notebook Lessons with Technology Integration

SMART Notebook lessons that properly integrate technology allow a teacher to immediately transform his/her classroom practice and promote literacy skills focused on student outcomes. This hands-on workshop will assist educators in creating curriculum activities that are visual, highly interactive and learner-centered. Educators will also learn how to implement SMARTBoard Notebook lessons beyond level and 1 and 2, and focus on the seamless integration of designing meaningful, content based, thematic lessons.


Total Engagement: Teaching and Learning with Interactive Whiteboards

An Interactive Whiteboard is a 21st century tool that allows a teacher to immediately transform his/her classroom practice, while infusing ICT literacy skills of the 21st century learner. This new classroom hands-on tool can help the teacher create curriculum that is visual, interactive, learner-centered, and include formative assessments. Participants will learn how Interactive White Boards can

  • Increase learner engagement.
  • Provide real-time assessment for teachers.
  • Increase ease of incorporating Internet resources into daily classroom teaching.
  • Reach different learning styles and strengths through access to visual and audio resources to supplement texts.
  • Create digital content that can be used with Web 2.0 collaborative tools.


Teaching and Learning in a Flat Classroom

What does “flat classroom” mean? How do you recognize one and how can you create your own embedded with 21st century skills? A hands-on approach, with examples highlighting inquiry-based and research oriented technology applications with be showcased. Featured projects include the Flat Classroom Project (video clip), Global School House Network, ePals, Eduscapes, CIESE, Jenuine Tech, and Global Education Collaborative. This course also features innovative ideas for building community and collaboration with wikis, blogs, online social networks, back channel chats, online video collaborations, and other web 2.0 tools.


Transforming Education with 21st Century Skills and ICT Literacy

There is a growing movement to infuse 21st century skills into teaching. This trend is more than a passing fad. 21st century skills are what today’s students and graduates need to compete, and succeed, in today’s global workforce. This two day workshop addresses 21st Century Skills concepts, real-world examples, themes, and projects, while tapping into global experts to glean information about how to transform teaching and learning. Participants will have the opportunity to

  • Explore 21st century learning, and how it differs from current practice and models in United States schools
  • Critically examine what designs for learning and assessment, communities for learning, experiences and resources would optimally support 21st century learning
  • Explore and identify the tools for learning and infrastructure that would best support the teaching and learning of 21st century skills
  • Examine how ICT can help schools to enhance and enrich learning, motivation, and the acquisition of higher order thinking skills using a wide range of readily available resources and software
  • Identify and reflect on models to build the necessary ICT capacities in curriculum and assessment units for the integration and optimal use of ICT in learning
  • Discuss and reflect on how curriculum and assessment systems should be aligned and/or transformed to create the learning environment for the acquisition of 21st century skills
  • Discuss practical ways and innovative models to build student proficiencies in 21st century skills.


Promoting Research and Information Fluency Skills with eReaders

Learn how to implement eReading best practices throughout your classroom instruction to promote literacy with your students. Learn how to use a Kindle, Pandigital, or Nook to promote research and information fluency skills with students in the library/media center or classroom. Participants will also explore the differences, uses, resources, and websites of eBooks and eReaders, as well as how to download books at home, work or at the library. Participants are encouraged to bring their own eReaders.


Leslie’s K-12 Blueprint Blogs

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Leslie Wilson, CEO of OTO, blogs at K12 Blueprint which is sponsored by Intel. We invite you to read this week's blog and to visit the site to read archived blogs.

Jul 25, 2015       Edtech on the Horizon Proves Both Promising and Challenging

Jul 5, 2015         Project Tomorrow: Personalized, Powered Up and Hyper-Connected Learning 

Apr 23, 2015      Canoeing Illustrates a Need for Harmony

Mar 4, 2015        Boundless Learning - Powered Up and Personalized

Feb 3, 2015         Peel Back the Onion - Organize for Success

Dec 9, 2014        From Spare Parts to Real Change

Oct 26, 2014       Can You Answer These 1:1 Essential Questions

Sep 10, 2014      Visioning Schools - From Idea to Attainment

Aug 8, 2014        Innovative Thinking and Environments for Today's Learners

Jun 19, 2014      Revolutionizing the Ecosystem

Mar 17, 2014      Learning from March Madness

Mar 3, 2014        Disrupt? No, Enable!

Feb 17, 2014      Ch-Ch-Ch-Changes

Feb 3, 2014        We Need to Talk About 21st Century  Learning

Jan 6, 2014        Never Too Late to Get It Right

Dec 9, 2013        World 1:1 Common Ground

Nov 25, 2013      A New Day for 1:1

Oct 28, 2013       Arizona Leaders Focus on 1:1

Oct 14, 2013       Connecting the Dots - CCSS, 1:1, Cycle of Improvement

July 8, 2013        Conversation with an Eighth Grader

June 10, 2013     Keeping it Personal

May 28, 2013       Figuring Out Future Ed Tech Needs

May 13, 2013       Does Technology Make a Difference?

Apr 29, 2013        Rich or Poor-It's About the Focus

Apr 15, 2013        Superb Leaders in Action

Apr 2, 2013          Getting to Education Innovation

Mar 18, 2013        Leading Culture Shift

Mar 4, 2013          Positive Movements Afoot

Feb 18, 2013        A 7 Year-Old Entrepreneur

Feb 4, 2013          Connected Students and Agency

Jan 21, 2013        Noodling on Double-loop Learning

Jan 7, 2013          Charting the Future! Knowledge Works!

Dec 10, 2012        One-to-One Programs:  Alive and Expanding with Best Practices!

Nov 26, 2012        First Project RED Hands-On Institute Successful

Nov 12, 2012        The New Professional Learning - Students and Teachers Collaborative

Oct 29, 2012         Project RED Signature District Awards

Sept 28, 2012       You've Got 'Tablets' and Now You're 1:1?  Really?

Sept 17, 2012       Our Schools Can Be Creation Engines

August 20, 2012   Leading:  Working the Bull's Eye

August 6, 2012     Reality Hits

July 23, 2012        Student Achievement Research Meets Technology

July 9, 2012           Bold Truth and Leadership

June 14, 2012       My Teacher Liked My Essay:  The Algorithm Didn't

May 15, 2012         We Must Be About ALL Learners - Ed-Tech is a Great Facilitator 

May 1, 2012           Project RED II Launch at Intel Visionary Conference

March 16, 2012    Schools Have Changed - It's a Work in Progress

March 19, 2012    Finding Our Own Internal Compass--When Technology Overwhelms

March 8, 2012      A National Leader: The Digital Textbook Playbook

February 2012     The First Follower- Dancing with the Leader 


Project RED II Launch at Intel Visionary Conference

What an event!! The Project RED II launch in Washington DC at Intel’s Visionary Conference last week was exciting and inspiring! We had the opportunity to highlight our research findings and introduce our next version plans – bringing those findings to life in selected, qualifying sites. 

We personally recognize and thank Paige Johnson, Intel, for providing this launch venue which was spectacular. Liz Crawford, HP-our other major sponsor, was front and center to provide support and leadership in the conversation. Mick Adkisson, of sponsor-SMART Technologies, actually spent his birthday with us to celebrate the launch and share his expertise. Thanks also to sponsor, Pearson, and representative Kathy Hurley.

The conversation has changed among those who reach out for help in moving to ubiquitous ed tech solutions. It’s good news that most educators who are seeking support realize that laying an effective foundation, focused leadership, shared vision and robust project plan are crucial to success. Project RED uncovered those critical success factors and is now aligning them with other variables within sites that are shovel ready for the Project RED Design™.

The Intel Visionary Conference focus was on ‘messaging’. Frank Luntz provided extensive data and recommendations for ‘how’ we get the message out about the moral imperative of education technologies to the different audiences we touch. We have to be bold – but we have to use language that resonates to different groups in order to effect the necessary calls to action.

And Project RED is just that – our call to action! We will roll out our readiness assessment, project plan template, community of practice, new website through our Introductory Webinars:

 May 15; 1 p.m. EDT

May 17; 3 p.m. EDT

May 23; 1 p.m. EDT.

I invite you to join the complimentary national learning community and receive additional information at We welcome any and all communications.



Schools Have Changed - It's a Work in Progress
By Leslie Wilson

Check this out!  is the demerit system my high school publicized to our parents circa 1964. Of course, I’d love to get my hands on their current disciplinary overview to compare and contrast. But when I read this I was immediately struck at how contrary to current belief, practice and research these expectations are! This is smack dab, in my face, a fundamental reason why the school transformations we seek are so difficult to bring around.

Many of us had traditional school experiences with key characteristics. Some of those are: 

  • the teacher was the center of the education experience from all perspectives;
  • students sat in desks (maybe tables) in rows facing the front of the room;
  • multiple textbooks; binders/paper/pens/pencils;
  • chalk and chalkboards that the teacher used;
  • media included projectors (8M), VCRs, overhead transparencies;
  • scheduled visits to the school library for special projects and research;
  • expectation of ‘quiet/silence’ in classrooms and hallways;
  • lock step class times and schedule;
  • minimal personal contact student to teacher and vice versa;
  • students’ one to two week wait times for test results;
  • curriculum/content was ‘covered’ in spite of not knowing students’ progress and skill development. 

What a difference several decades makes! From this cat bird’s seat, we recognize that a lot has changed in our schools. Many of those shifts are the result of responding to the changing learner profile and the emergence of contemporary resources including tools such as computers.

The most dramatic shifts have yet to take hold. Having the student at the center and having the teachers’ expertise as facilitating, personalizing the learning experience – creating self-directed learners. Effectively using and creating digital content that allows students to move at their own pace and receive quick feedback on their progress are needed. Anytime, anywhere, anyway learning is becoming more prevalent and should become the standard not the exception. The latter being enabled through personal, portable technologies. Dramatic partnerships among schools, businesses, higher learning organizations and other community outlets will create reciprocal benefits for all involved. The silo approach has proven to be untenable if our goal is a robust citizenry and workforce.



Finding Our Internal Compass-When Technology Overwhelms
by Leslie Wilson

Most of my colleagues and friends will say that technology has dramatically increased their productivity, and often, effectiveness in the personal and work spaces. Those same individuals carry 3 or 4 technology tools with them at all times. It is quite an accomplishment to be able to interchangeably use technologies for the tasks they are best suited. That ability didn’t just fall from the sky. It took time, experiences, research, trial and error to figure this stuff out and determine how best to utilize each tool.

Friend or foe of technologies, these tools are here to stay and they continue to morph at a rapid pace..which can be overwhelming when trying to keep pace. Even though technologies facilitate efficiencies they also create vast options which one must navigate.

David Allen, in, New York Times, March 18, 2012, says that to assuredly navigate these pathways we have to develop a “structure for capturing, clarifying and organizing all the forces that assail us; and ensure time and space for thinking, reflecting and decision-making.” He says that most of us try to use our traditional, internal mechanisms to plod through the technology induced environment. Those skills that well served us in early tech days, today cause us to be “unclear, distracted, disorganized thinkers” which leads to “frustration, stress and undermined self-confidence”.

While Allen’s article speaks to work place employees, his framework is worthy of educators’ paying attention. In the education ecosystem, not only is technology integration on the uptick, so are public and national expectations, community expectations and, most importantly, the imperative to increase student achievement. On parallel paths, educators are expected to perform, deliver the goods and stay current with research, best practices and tech integrations. That’s a tall order.

Allen recommends five action steps each can take to bring control, focus and order to our personal and professional lives.

1.      To garner greater focus and control, write down everything that has captured our attention – in work and personal lives. He calls this ‘emptying the attic’ of our heads.

2.      Clarify the importance of each item to our lives. Define what results are desired aligned with needed actions. This puts each item in context of the bigger picture of life and guides us to what next steps need to be. ACTION!

3.      Create reminders for each action needing to be taken. Put this inventory in a convenient, noticed place.

4.      Make it a practice to regularly review, reflect and modify the commitments to keep it updated. Different items will emerge as more important than others with each review which will help shift focus and behaviors and decisions.

5.      Position our resources and attention appropriate to the above.

Many of us take action in response to the loudest, most present factors of our lives. The goal is to be able to make conscious, smart choices that emerge from the above 5 steps….Proaction vs reaction increases our productivity!


A National Leader: The Digital Textbook Playbook
by Leslie Wilson


 Recently, I had the opportunity to participate in the The Digital Textbook Collaborative. The collaborative group’s aim was to step up the development of digital resources and enhance the quality and saturation of digital learning in the K-12 space. The collaborative was organized by the Federal Communications Commission and the U.S. Department of Education and amplifies  the FCC’s National Broadband Plan and the Department of Education’s National Education Technology Plan.

The group was made up of major hardware, software, publishing, mobile/telcom, & education groups-industry stakeholders, school officials and nonprofit leaders. It was a heady experience to participate with these key engagers of the ed tech industry to discuss, provide current and future visions, and strategies to drive schools’ abilities to effectively decide and plan for education technologies.

Because technology factors move at the speed of light, it is difficult to anticipate and plan for what’s down. The FCC Digital Textbook Playbook ( provides the best thinking and prognostications for educators as they grapple with decisions in this arena.

There are four major pillars in this work: ‘making the transition to digital’, ‘connectivity beyond school’, ‘connectivity at school’, and ‘device considerations’. Major considerations, purposes, strategies, recommendations for each area are provided in the context of here and now and the future.

In the Executive Summary of the Playbook, we restate President Obama’s message from his 2011 State of the Union address: “I want all students to be able to learn from digital textbooks.” 

The digital resources visualized will be in states of constant evolution. They will engage a variety of technological and instructional come in an ever-evolving variety of technological and instructional distinctions to meet diverse student needs and interests.  What they will have in common are digital devices that provide access to quality, interactive and personalized content that will But they will all have in common digital devices with access to rich, interactive, and personalized content that will include the primary toolset in digital learning.

I believe this is a rich resource for our nation. It surveys the best information from thought, industry and education leaders…definitely worth the read and use as a ‘go to’ playbook!

Leslie Wilson
CEO-One-to-One Institute
Co-author-Project RED


The First Follower - Dancing with the Leader
by Leslie Wilson


 Leadership is the special ingredient for successful organizations-education settings included. Different scenarios demand different kinds of leadership. A scan of the environment is crucial to knowing what type of leadership is required.

In all situations, it is desired that others will follow the leader’s philosophy and practice to reach established goals.  This is a key note because without the followers the expected objectives will not be reached.

Friend and colleague, Ron Canuel, talked about the essence of the ‘first’ follower and how important is that person’s role. He turned me on to the YouTube video, “The Dancing Guy”  which explains it all.  The leader can appear to be a whacky, ‘out there’, kind of thinker and doer. He/She will stand alone for a while in that space until the ‘first follower’ comes along and adopts the leaders’ thinking and doing. The latter’s behavior speaks volumes to other members of the organizational community. That first follower ubiquitously sends messages like, ‘it’s okay’, ‘I didn’t get hurt’, ‘it’s kind of fun’, ‘I can put  my own spin on it’, ‘c’mon, join in’.

The first follower takes the focus off the leader’s unique status by adopting his/her beliefs and practices – almost mimicking them – but really casting a light on them that is also unique to that first follower. This inspires others to jump into the fray and see how it all looks and feels. Those additional followers become less and less noticed as they become lost in the crowd that includes a majority of everyone else. At the same time, the organization has everyone on their feet, moving in the same direction, in unison, each putting their own unique imprimatur on the movement.

The important message here is that as crucial as it is to have effective leaders to transform schools, it is equally important for that leader to be able to generate first and second followers to get the mission accomplished.  In the past I’ve called this the ‘nucleus of support’ and ‘critical mass’ needed to get to the transformation.  What I didn’t consciously understand was the impact of that first follower.

Obviously, that first follower has to be well chosen to get the mission underway.  The leader will want someone who knows and understands the organization, is networked positively and respectfully with others, is able to effectively communicate in ways productive within the culture, and, above all, is focused on serving students and community – not self.

Tall order?  Not really. Think back to all of your leadership roles and the people with whom you worked to get the job done.  Who emerged as your first follower? Why?  If you consciously engaged with the person toward organizational goals – how did you do that?

I have thought about all of my education leadership roles and was able to identify each first follower and subsequent follower groups. I had no idea that is what I was doing….but it was the reason we accomplished our missions!  For me it was quite an ‘a-ha’ moment.

Leslie Wilson
CEO-One-to-One Institute
Co-author-Project RED



Project RED I, II, & III

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 Project RED Launches Phase III

Proven Data-driven Method for Effective Education through Properly Implemented Technology

Research-based method leads to increased student achievement and improved ROI



·       Project RED is launching a third phase of research around Signature Districts’ demonstration that well implemented education technologies leads to increased student achievement and revenue positive results.

·       Project RED Phase II created a professional learning community providing tools, resources and collaboration opportunities for district leaders and school administrators who are passionate about bringing change to learning and preparing students for successful futures.

·       By using findings from a national research study of 1,000 schools, the initial Project RED research provided a replicable design for school districts to make the best possible use of technology in a learning environment, leading to improved student achievement and significant return on investment.

View Full News Release



Project RED I Groundbreaking National Research around Education Technology

Although data gathered over the years have indicated that technology has not achieved the same impact in education as in other sectors of the economy, it has become clear that a few pockets of excellence are successfully transforming schools with technology using specific implementation strategies. The urgent need to understand those successful implementation strategies provided the impetus for Project RED.

Recognizing the connection between education and the economy, Project RED established a second goal: to research the potentially positive financial impact of technology in schools. Surprisingly, very little work has been done on the financial impact of technology in education, unlike the private sector.


Project RED II – From Research to Results

There is a national buzz around the Project RED findings.  Project RED II will operationalize the findings from the original research. The goal is to create a cadre of schools and districts who will integrate Project RED findings into their practices. The staff and sites will be supported through a myriad of resources conferences and consultancies to help guide their success.  Those interested may apply for Project RED certification status.

To learn more and GET INVOLVED go to

 Thanks to our sponsors:

  • Hewlett-Packard
  • SMART Technologies
  • Pearson Foundation


1:1 Program Certification

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1:1 Program Certification

To receive One-to-One Institute Program Certification the program will have to demonstrate that there is appropriate leadership and instruction taking place. Schools who have certified all of their teachers and their administrator will automatically receive Program Certification.

1:1 Teacher Certification

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 1:1Teacher Certification

To receive One-to-One Institute Teacher Certification teachers will have to demonstrate what their students are doing in the classroom. Teachers will be asked to provide the following:

  • A description of their classroom environment
  • Lesson plans for proper implementation of technology
  • Student products that demonstrate the appropriate integration of technology

1:1 Admin Certification

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1:1 Administrator Certification

To receive One-to-One Institute Administrator Certification leaders will have to demonstrate what they are doing in the following categories.

  • Leadership
  • Policies
  • Planning
  • Infrastructure and Support
  •  Instruction

Contributor Form

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Intent to Contribute

Use the link below to complete the Intent to Contribute form and return to the One-to-One Institute to confirm your interest in contributing a donation. An OTO representive will contact you to discuss the donation process. If you have any questions, please email, or call us directly at (517) 978-0006.

Intent to Contribute Form

The One-to-One Institute is a Michigan 501(c)3 non-profit organization. All contributions will be tax deductible to the full extent of the law.


About Us

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One-to-One Institute grew out of Michigan’s successful, statewide one-to-one initiative, Freedom to Learn.  One-to-One Institute is a national non-profit committed to igniting 21st century education through the implementation of one-to-one technology in K-12 settings.  Our mission is to transform education. We believe that by personalizing learning through universal, uninterrupted access to technology students will take ownership of their learning and maximize their potential. 

One-to-One Institute offers professional learning, consultancy, expertise and hands-on experience in all aspects of developing learning environments that meaningfully integrate technology. Based on the latest research and our experience in hundreds of 1:1 environments, OTO has crafted a set of best practices for leadership, infrastructure and instruction to help ensure that your program is successful and sustainable.

Also, One- to- One Institute engages you with highly qualified, experienced coaches and consultants based on your unique needs.  Digital coaches are educators with hands-on experience in one-to-one environments.  Leadership consultants are education administrators skilled in leading, developing, designing, and implementing one-to-one programs.

Summary Brochure

For more information please refer to our Services page.

Contact One-to-One Institute

Current Events

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One-to-One Institute is an international non-profit committed to igniting 21st century education through the implementation of one-to-one technology in K-12 education environments.