CITE provides high quality resources, professional learning, and a strong support community to members. CITE was established in 1960 as the California Educational Data Processing Association (CEDPA). In 2003, the name was changed to California Educational Technology Professionals Association (CETPA).
eMINTS National Center at the University of Missouri
eMINTS National Center is a Research and Outreach Center at the University of Missouri College of Education to help schools and teachers meet the demands of digital age teaching and learning. The center offers professional development and support focused on the powerful intersection of technology, standards-based instruction, and research-based teaching practices. eMINTS professional development programs include options for online, face-to-face, and blended professional development and coaching.
Since its inception, the eMINTS National Center has been committed to continuous improvement based on rigorous research and evaluation. eMINTS professional development is one of the few programs with data to support the chain of evidence from delivery of a specific technology PD program to changing teacher practice and to positive impacts on student achievement (Martin, Strother, Weatherholt, Dechaume , 2008). A recent randomized control trial of the program found significant, positive findings that meet What Works Clearinghouse standards without reservations (Meyers, C.V., Molefe, A., Brandt, W.C., Zhu, B., and Dhillon, S., 2016).
Established in 2017, Essex Westford School District is one of Vermont’s largest school districts, serving over 4100 students Pre-K through 12th grade in the Chittenden County area. The district encompasses 9 schools including a Career and Tech Center.
MOREnet provides Internet connectivity, technical services, resources and support, as well as technical training to more than 700 of Missouri’s public sector entities, including K-12 schools, colleges and universities, public libraries, health care, government and other non-profit organizations.
Established in 1991, MOREnet operates as a separate business unit within the University of Missouri System, and is based in Columbia, Mo. The MOREnet network is the foundation infrastructure and members utilize our experts as well as interact with their constituents via data, video services and consortium sponsored events to strengthen and develop their individual technology plans and local missions.
Twenty-five years strong, our priority to the consortium remains to provide more than just a reliable connection - continuing our dedication to adapting to technology, managing budget constraints and utilizing resources responsibly. We exist because of our members and together we will be well equipped for the 21st century while staying on the cusp of advancing technology.
The Collaborative, a New Hampshire based federally tax-exempt nonprofit corporation, was co-founded in 2013 as the Digital Opportunity Consortium, by co-chairs Dr. Robert McLaughlin and Dr. Paul Resta. Reflecting the compelling need to speak to potential investors with one voice about why and how to approach digital equity investments and initiatives systemically, we refashioned the consortium as the National Collaborative for Digital Equity. We are headquartered at New England College, in Henniker, New Hampshire.
Help high poverty communities mobilize for sustained systemic digital equity action.
Help states to mobilize sustained digital equity initiatives.
Infuse digital equity issues and strategies into educator preparation.
Provide research and evaluation to identify best practices in digital equity that lead to educational and economic impacts.
Provide technical assistance to digital equity resource providers.
Advise digital equity investors on why and how to design efforts that are systemic so they have genuine impacts on educational and economic opportunity.
The Nevada Learning Academy is a tuition-free online secondary public school, providing opportunities for students in grades 6-12 to engage in online courses to enhance their learning experience. With a full catalog of online middle and high school courses to choose from, including honors, Advanced Placement®, Career Pathways and other college preparatory courses. At NVLA, Nevada students benefit from an individualized program tailored to meet their educational goals.
New York Partners for Technology Innovation (NYPTI)
New York Partners for Technology Innovation (NYPTI) are the largest professional learning communities in New York State with more than 125 Teachers Centers located throughout the state, working with 675 public schools districts and nearly 1000 non-public and charter schools.
New York State Association for Computers and Technologies in Education (NYSCATE)
NYSCATE (The New York State Association for Computers and Technologies in Education), is a non-profit, professional organization representing more than 25,000 technology using educators and administrators in New York State. NYSCATE is an affiliate of the International Society for Technology in Education (ISTE), and cooperates with such partners as the New York State Education Department, state and national educational organizations, private sector corporations, and publishers to further the use of technology in our schools. NYSCATE is involved in helping define statewide policy regarding the use of technologies in education.
NYSCATE has drawn strength and support from its talented and diverse membership since 1965. With a current membership of over 25,000 members, all regions of the state are represented in our community teachers, administrators, school board members, parents, consultants and the business community.
Statewide Regional Information Centers
The Regional Information Centers (RICs) are organized under the Boards of Cooperative Educational Services (BOCES). Currently, there are 12 Regional Information Centers in New York State. Typically, a RIC serves several BOCES within their region. RICs offer classroom tools to enhance and expand student achievement. By regionalizing services, the RICs:
Make a wider range of technology skill sets available to school districts
Increase the buying power of districts
Promote consistent technical standards
Create a cost-effective system that lightens the burden placed on local taxpayers
Level the playing field so that no matter the size of a district, the best resources remain within reach for New York students
RICs offer different services from one another and may support different products or vendors for these services. Collaboration on service and software contracts occurs regularly in the following areas:
Data analysis, integration, verification and security
Integration of technology in schools and classrooms
Partnering with our school communities to transform education through vision, leadership and support in technology.
Oklahoma Public School Resource Center envisions a quality public education for every child in Oklahoma. Our mission is to drive transformation and increased academic achievement within Oklahoma's public education system.
Membership in the OPSRC is open to all public schools in Oklahoma. However, we are particularly focused on meeting the needs of smaller schools and districts. They typically lack a large central administrative office found in larger districts, so our services are tailored to help address the administrative challenges they face.
Oklahoma Society for Technology in Education (OKSTE)
Oklahoma Society for Technology in Education (OKSTE) and their professional subdivisions OCIC and ODLA provide leadership, legislative voice, professional development and support for the integration of technology into teaching and learning in Oklahoma.
OKSTE represents PK-12 Public/Private Schools, Career Technology Education Centers, and Higher Education.
Pennsylvania Association of Intermediate Units – Instructional Media Services (PAIU)
PAIMS is a job-alike group within the Pennsylvania Association of Intermediate Units. PAIMS members have responsibility for providing services in instructional media, educational technology, and/or information technology to public and non-public schools within their Intermediate Unit’s geographic footprint and to the intermediate unit itself.
Prince William County Public Schools is in Manassas, VA with almost 90,000 students, over 11,000 employees, and 95 schools. We focus on students learning to their fullest potential.
Academic specialty programs at the elementary, middle, and high school levels;
Access to two Governor’s Schools;
Groundbreaking initiatives to further student health and safety, in the classroom and on the playing field;
Ongoing teacher development, including a mentor program for new teachers and opportunities for continued growth through strong partnerships with area universities;
Age-appropriate robotics programs in every school;
Energy conservation efforts that earned EPA certification in 60 schools;
Nationally ranked technology use and instruction;
A health and wellness program for students and staff; and
Pioneering use of instruction in areas such as language, technology, and career-readiness to prepare students for lifelong success.
PWCS is often asked by education officials to share its innovative programs. PWCS led state efforts to develop the Standards of Learning (SOL) for science and was the first school division in Virginia to restructure its curriculum. It also was the first to develop its own performance tests. As a result, the state followed the PWCS model for the SOL testing program.
PWCS programs, administration, staff, and students are often cited as positive models by regional, state, and national organizations. Three years in a row, Prince William County ranked among the Nation’s 100 Best Communities for Young People by America’s Promise Alliance and ING. “The Washington Post” High School Challenge ranks PWCS high schools among the top 9% in the nation.
The State Instructional Materials Review Association is dedicated to the process of thorough and ongoing review of curriculum materials, to insure that they (1) are aligned to core standards, (2) are accessible to all students, and (3)demonstrate high quality in both physical characteristics and pedagogical design.
Members of the Association collaborate and share resources frequently to continually improve the review process and provide for fair and systematic reviews of materials. The organization has a long history of maintaining high standards and specifications for the manufacturing and distribution of quality instructional materials.
Tennessee Educational Technology Association (TETA)
The Tennessee Educational Technology Association (TETA), an International Society for Technology in Education affiliate, is a non-profit organization whose membership primarily consists of K-12, corporate partners and higher education members who are committed to promoting the effective use of technology in education to transform teaching and learning with the purpose of advancing student achievement and improving business practices in school districts across Tennessee. TETA’s mission is to lead the integration of technology in education by providing opportunities for innovation through modeling, networking, and advocacy. The purposes of TETA include: to share and exchange ideas, materials, and procedures; to promote the effective use of information, communication, and technology; to encourage the appropriate use of technology for the improvement of educational management; to promote professional standards in the field of educational technology; and to communicate current research relating to educational technology.
TCEA is a member-based organization devoted to the use of technology in education. Our primary focus is on integrating technology into the PreK-12 environment and providing our members with state-of-the-art information through conferences, workshops, newsletters, the Internet, and collaborations with higher education and business.
Virginia Society for Technology in Education (VSTE)
The Virginia Society for Technology in Education is a nonprofit dedicated to the promotion of excellence in education through professional development endeavors supporting the integration of existing and emerging technologies.
Chair, VSTE Board of Directors
VSTE Board Vice Chair and Advocacy Committee Chair
Combining more than 150 years of online and blended learning operational experience, the Virtual Learning Leadership Alliance is an association of the chiefs of some of the most innovative virtual programs in the US. Consisting largely of leading state virtual schools, and several outstanding consortia, the member organizations serve approximately a half a million online course enrollments annually, provide their districts and students with over 2,200 active, highly-qualified teachers trained in online instruction, supply blended learning services to their constituents, and conduct research to validate the value of online learning. The Virtual Learning Leadership Alliance (VLLA) is a 501c3 educational nonprofit organization.
Each year the Leadership Alliance chiefs explore topics critical to providing high quality online and blended learning by examining current research, trends and analysis in digital learning, as well as sharing resources, services, and expertise. Virtual Learning Leadership Alliance (VLLA) also partners with researchers and educational organizations to gather and provide data across more than a dozen states represented by the VLLA.
Executive Director of Georgia Virtual
Superintendent of Idaho Digital Learning Alliance
Director of Illinois Virtual School
President and CEO of Michigan Virtual
Executive Director of Montana Digital Academy
Dean of The Virtual High School
Director of Virtual Arkansas
Executive Director of Colorado Digital Learning Solutions
The Wisconsin Digital Learning Collaborative (WDLC) is a partnership between the Wisconsin Department of Public Instruction, Wisconsin Virtual School (state-led supplemental online program), and Wisconsin eSchool Network (consortium of school districts offering online and blended learning through shared resources and infrastructure).
As a statewide collaborative effort, WDLC shares knowledge and resources with K-12 schools, districts, and agencies who want to start or improve their online and blended learning practice to meet the needs of their students and families. WDLC offers quality planning strategies, connections to implementation solutions, and peer-led learning opportunities that empower schools and districts to meet a wide array of learner needs for choice, flexibility, and instructional support.
Executive Director, Wisconsin Virtual School
Director, Wisconsin eSchool Network
For more information
For information on how your organization can join the Affiliate Program, please contact Tera Daniels, Director of Finance & Membership, at [email protected] or 202-715-6636 x701.