California Educational Technology Professionals Association (CETPA)
CETPA is an association of Educational Technology Professionals (technologists) within the State of California. Founded in 1960, the major emphasis of the association's activities are directed towards improving Administrative Information Processing in public education within the State of California and to prepare its membership to better meet and support the technological needs of the Instructional Program.
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).
ITIP Ohio: The Instructional Technology Integration Partnership of Ohio, Inc.
The Instructional Technology Integration Partnership of Ohio (ITIP Ohio) is a non-profit organization created for the purpose of further promoting the use of instructional technologies in Ohio's classrooms. We work closely with a variety of statewide educational agencies to offer a wide variety of professional development opportunities. These activities are available via online classes, face-to-face trainings, webinars, videoconferences, regional meetings, mini-conferences, and ITIP’s website. The vision of ITIP Ohio is to provide Ohio educators with instructional technology services that will assist them in optimizing student learning and achievement.
Through collaboration and partnerships, ITIP Ohio will create a synergy of activities to further promote the best utilization of instructional technology across Ohio while emphasizing 21st century skills.
ITIP Ohio believes that all learners should have equal access to educational technology opportunities, in providing emerging and innovative educational technology services to meet the needs of all learners, in being a voice and advocate for educational technology, building collaborations among stakeholders are vital to achieve Ohio’s vision for educational excellence and in the integration of technology within the learning process sparks innovation and creativity.
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.
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.
New York State Resource and Computer Training Centers 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.
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 Technology Association (OTA) 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.
OTA 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
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 firstname.lastname@example.org or 202-715-6636 x701.