A complete ecosystem for active learning and teaching in 21st Century Education 

Learning and Teaching Re-imagined  *   Future Education Today 

ALTE - Alternative Learning & Teaching Ecosystem


Read about OECD's efforts to redesign schools and  what schooling through innovation

means in practice -  Schooling Redesigned Towards Innovative Learning Systems


Sandra Lund-Diaz, M.Ed., Philanthropy Strategies Global Consulting

Email: kbinaction@gmail.com

Organisation for Economic Co-operation and Development

Visit our page on Technology in K-12 education to learn why we are so committed to

promoting the United Nation's Information & Technology Competency Framework for


UNESCO ICT Competency Framework for Teachers

A culture of inquiry and evidence to unlock critical thinking and creativity based on an exchange of ideas and research around common themes and phenomenon learning.
 Improving learning outcomes through education technology and innovative assessment methods that support and inform instruction, provide accurate information
about what students know and can do, and measure student achievement to bridge gender and achievement gaps, preparing students for college readiness.  

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​to join the educators and education

leaders around the world who

connect their students for improved

academic achievement and outcomes.

Student progress in the types of learning environments proposed by the ALTE Global Learning Ecosystem does not happen naturally without facilitations. Teacher intervention

is needed to coordinate the small-groups and mediate their interactions. Additionally, acknowledging the role of the teacher in raising a student´s achievement is of utmost

importance. The educator training component of our project is an innovative practice that has been demonstrated to have an impact on improving student achievement. The

ALTE Global Learning Ecosystem model provides initial training, ongoing mentoring and support for teachers to serve as leaders, motivators and facilitators of learning, and gain proficiency in the use of technology in the classroom. It also supports the interactions between principals, technology staff and other faculty.

Teacher professional development is a main concern amongst educators. Researchers consider professional development as a process supplied not only by prior training but

also by interactions with professional peers and by personal reflexivity in and out the workplace. The difficulty with sustaining this approach lies in understanding what professional

development is concretely because it is not always available – or accessible – and not fully processed or decoded. For a long time, professional development has been considered

a linear process where teachers apply external knowledge developed mostly by researchers. Latest research and learning theories, however, have shown that a process of

continuous training fosters innovation in teaching.

The ALTE Global Learning Ecosystem supports a process that mixes formal training and trading information through discussions with colleagues and reflection on teaching

practices, one that is most conducive to the creation of new teaching methods and practices. When teachers are able to exchange ideas and experiences, they help each other

to develop their skills and expertise, and these exchanges help to solve contextual problems in teaching. 

A dearth of ongoing available and accessible formal training opportunities urge teachers to participate in Communities of Practices

either at a local level (i.e. inside their school or institution) or at a global level (i.e. on the Web and meeting in person), where

educators can come together to explore common practices, interests and purposes. At the local level, teachers exchange in-

formation in a face-to-face relationship without computer mediation and avoid capitalization of the knowledge created. At the

global level, Web technologies like fora, blogs and wikis allow  the accumulation of exchanges but in an unstructured and poorly

contextualized way; thus, knowledge created through discussions is hardly reusuable. In its Information and Technology ICT

competency standards for teachers, UNESCO brings together specific guidelines for planning training programs for teachers to

ensure the acquisition of ICT skills by students. Through the ongoing and effective use of technology in the schooling process,

students have the opportunity to acquire important technology capabilities, and the key individual in helping students develop

those capabilities is the classroom teacher. The teacher is responsible for establishing the classroom environment and preparing

the learning opportunities that facilitate students’ use of technology to learn and communicate. Consequently, it is critical that all

classroom teachers are prepared to provide their students with these opportunities.  

Our teacher training component prepares educators with the skills, knowledge and experience to prepare learning opportunities

within computer-supported collaborative learning environments. We adhere to guidelines set forth by UNESCO to integrate ICT

into teaching while advancing student learning. We adapted Daele´s Model of Professional Development as a cycle for the

ALTE Community of Practice, where educators - teachers, principals, tech support and other faculty members -  can be trained,

use the tools, methodologies and resources, make references to literature, case studies and best practices, and interact with

each other on an ongoing basis. These support opportunities to co-teach in the context of interdisciplinary phenomenon learning,

share experiences and resources, and maintain abreast of the latest developments in their field of interest.

Taken together – formal training, information trading and technology guidelines – Educator Training provides a valuable resource for our Community of Practice. 

registering their students in the ALTE Global Learning Ecosystem are trained in the use of the Knowledge Forum electronic workspace to supervise the learning process and

apply assessment tools to student learning. They are partnered with other teachers of the same subject matter or age group, and connected through videoconferencing on a regular basis. During these sessions, they can plan a common curriculum, exchange information, and embark on a continuous learning path of becoming an effective facilitator 

of their students' learning.

Our summer institutes are sponsored as a venue for educators to come together with their peers to discuss issues resulting from their participation in the Knowledge Building International Project activities. There are opportunities for breakout sessions on subject-specific and field-wide dialogue. The 2015 Summer Institute will be held in July for

teachers to join the Knowledge Building International Project in September.

Contact us for further details.

Educators - teachers, principals,

tech staff, teaching aides, superintendents,

and others - participating in the ALT Global

Learning Ecosystem belong to a global

Community of Practice to share experiences.

They gain access to best practices, new and

innovative teaching techniques, and learn

from each other. The knowledge building

Community of Practice supports their

participation in ongoing professional

development to attain ICT standards by

creating a learning culture for K-12 educators.

UNESCO Information and Communication

Technologies Competency Framework for

Teachers is an integral component of the