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Helping Schools and Students Become Successful With Technology™

Founded on the vision

Founded on the vision that every child should have the opportunity to develop a foundation of 21st Century learning skills, EdTech Associates provides services to empower all schools and students to succeed.

ABOUT US | Founder and President

Kathleen H. McClaskey, Founder and PresidentEdTech Associates was established by Kathleen H. McClaskey, M.Ed., a well-respected and recognized professional and innovative leader in educational technology. Kathleen has almost three decades of experience in educational technology with a firm philosophy that technology is a tool that can improve teaching and learning. In her long career, she has been a computer teacher, technology integration specialist, K-12 technology director and graduate instructor for in online and onsite technology courses.

Kathleen is a frequent international, national and regional workshop presenter on topics that include Technology for Diverse Learners, Universal Design for Learning (UDL), Moodle and the 21st Century Classroom, Math and Technology: Bringing Research to Practice, The Role of Technology to Improve Literacy Outcomes for All Students and Utilizing Interactive Whiteboards in Group Instruction with Autistic Students. In 2007, she was awarded a three-year NH Math and Science Partnership grant for the “Science4All” project where UDL principles were applied in teaching science. In 2009, Kathleen designed and is directing the Tools for Learning Math Intervention Project where tools are applied to UDL researched-based instruction in math. In that year she was asked to design, train and implement a district-wide Autism Spectrum Disorders program where SmartBoards and interactive software would be used to engage ASD students in group instruction. In late 2009, she became the professional development director of three ARRA technology funded projects in NH to create 21st Century Classrooms. Kathleen has presented at ISTE 2010, NECC, CUE Conference, TRLD Conference, IDA Conference, TCEA Conference, Christa McAuliffe Technology Conferences, American Community Schools in Athens, Greece, Schools Moving Up and ISTE TIP Webinars along with numerous state and regional conferences.

Kathleen’s professional associations include ISTE (International Society for Technology in Education) where she served as SETSIG member-at-large from 2006-2010 and NHSTE (New Hampshire Society for Technology in Education) where she has been a 25 year member and currently serving on the NHSTE Board as the Advocacy Chair. She also serves as the board chairperson for the Strong Foundations Charter School - Board of Trustees where she has been a board member since 2006.

Kathleen has a BA in Education from the University of Massachusetts and a M.Ed. from Lesley College in Technology in Education.

A Story from the Founder

We all have a story to tell, and my story is about my oldest son who found school difficult, especially when it required reading and writing. As a toddler he was quite articulate, engaging many adults with the stories he would tell. His nursery school teacher remarked that she had never met a young boy who could tell stories in such detail and with such expression. Who was to know that he would enter first grade and not be able to learn to read?

In 1986, whole language was the method that was used to teach children how to read. I found out, years later, that this methodology was detrimental for a child with dyslexia. Yes, I ever had any educator tell me that he was dyslexic as this was a medical diagnosis, one that educator could not address. In 1994, I located a professional evaluator who ascertained that the language difficulties my son had been having were due to a diagnosis of dyslexia. You see, my son was never taught to read or write in public school, and every word he seemed to know had been in printed form and was memorized. It was in 7th grade when he could no longer memorize multi-syllabic words, and he could no longer keep up with his classmates. He depended on teachers and paraprofessionals to support him at every level, gaining no independent learning skills for his entire educational experience. He tells me now, years later, that he felt “stupid” almost every day of his life in school; he always felt bad that he could not learn how to read. As a consequence, he turned to activities that made him feel important, ones that would bring him into a different world than the one his father and I wanted for him.

In 1995, my son went to a private school for dyslexics in the state of New York, where he was finally taught how to read. At 16 years old, he went from a 4th grade reading level to a 9th grade reading level within a six month period, based upon the same evaluations by the independent evaluator. Graduating in 1998, he left a reader but had limited independent learning skills with equally limited choices in a post secondary environment. (You need to understand that many students who have difficulty in learning become completely dependent on adults to support their learning.)

In 2003, I had a heart-to-heart talk with my son about his natural abilities to engage people in conversation and to crunch numbers mentally. He did not go to college but he is using his natural abilities to make a living. Today, he is a successful car salesman in Massachusetts.

My son is the reason I started this company in 2001. I knew that there were millions of children, just like my son, in schools throughout this country and beyond. Like my son, these children have developed a poor self perception of themselves as learners and they do not possess independent learning skills necessary to have choices in postsecondary schools.

I ask every educator to reflect on the fact that the goal for educating our children is to create “independent learners.” With that in mind, consider how we can change our instructional methods so that every learner will gain the independent learning skills to be successful in school and in life.

Join me today in a vision that every child will realize their hopes and dreams. Begin by “finding the heart of every child” that you teach.


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