We not only believe in basing our strategy content on sound research but also submitting our own educational technology tools to the process of fit, function, and effectiveness research.
Based on theories of cognitive load and evidence-based kernels, Education Modified formats its strategies so that teachers can access & digest exactly what they need, when they need it, for the unique needs of their classroom and students. Education Modified provides job-embedded professional development in the form of research-based classroom strategies for every diverse learner in your classroom.
EdModified transforms complex research …
… into PRACTICAL and FEASIBLE teaching kernels …
… and connects them to tools to implement them in their classroom immediately.
All delivered to teachers’ fingertips, within their daily workflow.
The Education Modified Strategies connect teachers to easy-to-implement best practices from leading research findings and sources of professional learning, including:
Platform Research Findings
In the Spring of 2015, Education Modified participated in a Short Cycle Evaluation co-sponsored by Johns Hopkins University School of Education and the iZone of the New York City Department of Education. This allowed the stand-alone version of the Ed Modified Platform to be tried and tested within the context of a public high school in the Bronx, New York.
An excerpt from the final report follows:
… Education Modified appears to be a useful program that teachers can use in their lesson planning to develop targeted interventions for struggling learners. Teachers indicated that they felt the strategies generated through the program were practical, engaging, and effective for students. Teachers also expressed that they felt the program was easy to use and relevant to their classes’ instructional needs. Furthermore, although teachers did not share the same students, and thus could not utilize many of the program’s collaborative features, they also expressed that they felt the program had strong utility in encouraging instructional dialog between teachers who might teach the same students at different points during the day. … Though further research is potentially warranted to extend upon these findings, results from this short cycle evaluation suggest that Education Modified has promising potential as a technological intervention to assist teachers as they design instruction.