Author: Hope

Flexible Furniture Gives Teachers and Students More Opportunities for Collaboration

Posted on | by Hope

Traditional libraries are out — and media centers are in — as a reflection of how modern students learn today.

By Erika Gimbel. Erika Gimbel is a Chicago-based freelance writer who specializes in B2B technology innovation and educational technology.

This is not an old-fashioned library: In the Sebastian River High School Media Center, food and drink are allowed. So is chatting with friends and playing video games. The space is open and bright, with the school’s mascot shark emblazoned prominently throughout.

Officially opened in fall 2023, the new media center is a far cry from the old library space, which hadn’t been updated in 25 years.

“All the walls were painted pink. They used to call the school the pink prison,” laughs Kerri Wall, senior instructional technology administrator and data privacy compliance officer at the School District of Indian River County in Vero Beach, Fla.

And while the space may have been outdated, the bigger issue was that the old library did not fit with the school’s modern learning environment.

“We’re talking about a lot of books that weren’t even being checked out,” says Wall. “We really wanted to flip the script on what a media center space is.”

Like many school districts across the U.S., Indian River County has reimagined many of its learning spaces — from classrooms to former libraries — to keep pace with new technologies and the way students learn today.

An increasing body of research supports the conclusion that flexible learning spaces lead to better learning outcomes, including increased engagement with content and more positive interaction with peers.

“To prepare students for success in the 21st century, the ability to collaborate is essential,” says Patti Clark, chief academic officer at Lakeshore Learning Materials. “A trend I’m seeing everywhere is the transformation of school library spaces, which are becoming much more vibrant spaces for learning and collaborating, sometimes even developing into the hub of the school.”

Transforming traditional spaces takes planning, budget decisions and buy-in from school and community leaders. Here’s how a few schools took on the challenge.

DISCOVER: What does the modern library look like for K–12 students?

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Unpacking science wonders with iSprowt class packs

Posted on | by Hope

Stephanie Higgs, Tennessee gifted educator, sees her fourth graders for only 30 minutes a few times a week – a time-crunch struggle many teachers can sympathize with. Higgs uses that limited time to build upon students’ abilities and interests, including science and technology, but keeping her students engaged can get challenging when it seems like they’ve already interacted with all the technology and DIY science out there.

When Higgs came across the iSprowt science packs in Pitsco’s catalog of offerings, she beelined to her student with an affinity for the sciences and let her choose which pack seemed best for the whole class. Talk about student choice and voice! The student looked over the options – with topics from fossils to natural disasters to the universe, she couldn’t go wrong – and ultimately chose Chemistry and Matter.

CLASSROOM RELEVANCE

iSprowt’s phenomena-based elementary kits were written to bring real-world science to life. Creator Juliana Sherwood specifically designed the activities, authored their workbooks, and chose hands-on materials all in the name of her own children and their classmates who struggled to find the connection between science class and the world around them. In fact, each kit was created with NGSS requirements and educator needs as its guiding lights, ensuring full classroom utility.

THE EDUCATOR EXPERIENCE

When the Chemistry and Matter pack arrived in Higgs’s classroom this past winter, she quickly reviewed the teacher sheet and a student workbook, instantly identifying the first activity she wanted to do with her students: indoor snow, as they’d had a distinct lack of snow over the holiday break. All she needed to do was unpack the kits and locate a water source. When class started, her fourth graders paired up and got to work immediately, cracking open the workbooks and following the story and directions on their own.

“I was drawn to the activities because there’s nothing like it on Pinterest!” Higgs said. “But really, it was a novel and niche way to teach universal themes that I had wanted to touch on this semester anyway. I mean, engineering an indoor snowman to teach about change AND design? I would have never thought of that.”

Higgs also found that it was easy to break the workbooks into segments by activity – especially handy for her short class periods. “I was impressed that we could do an activity one day, and then come back to iSprowt a week later for the kids to remember where they left off. They just love the hands on, and I love the flexibility!”

Jennifer Stormer, an Ohio elementary STEM/math teacher, felt the same about her own pack. “I used the Renewable Energy kits in my third- and fourth-grade classes as a supplement to my energy curriculum. They aligned perfectly with it! The ease of using them and the engaging student activities were the best part of it all. Everything was in the kits, and the books were very well written with explanations as to how to implement the materials. I honestly only spent a couple of minutes overviewing each lesson prior to implementing them.”

Both teachers agreed that while they used iSprowt as a supplement or extension to the students’ core science content, the kits could be used stand-alone for a mini unit or an after-school club.

“I still have a few activities for us to go through,” Higgs said, “but I’m already wanting another pack topic! The students loved it that much. It’s so awesome to see them have fun while learning.”

Shop iSprowt classroom packs at Pitsco.com/Shop/iSprowt.

Download A Copy To Share

 

Contact your dedicated Account Manager:

Regina Williams
Great Lakes Education Advisor
800-835-0686 x
rewilliams@pitsco.com

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How JS Morton empowered teachers with authentic common assessments and real-time results

Posted on | by Hope

FORMATIVE BY NEWSELA SUCCESS STORY: JS MORTON HIGH SCHOOL DISTRICT 201

DISTRICT PROFILE: JS MORTON HIGH SCHOOL DISTRICT 201

LOCATION: Cicero, IL

STUDENT POPULATION: 8,000

CLASSROOM USE CASE: Common Assessment

THE CHALLENGE

A suburban high school district aims to bring authentic, standards-aligned common assessments to students. The community of educators at JS Morton High School District 201 in Illinois is a highly engaged group. They offer a rich variety of classes to students, with an emphasis on opportunities for both college and career preparedness. And with a student population of over 70% current and former English learners (EL), inclusive and accessible teaching strategies play a significant role in daily instruction. Director of Innovation and Accountability, Samantha Skubal, focuses on helping teachers incorporate technology and data to drive positive learning outcomes. The district prioritizes common assessments to ensure all students are progressing throughout the year, and give teachers actionable data to make informed instructional decisions.

But the common assessment program the district had been using felt antiquated and unhelpful. Students were confined to rigid assessments with one-size-fits-all question types and feedback tools. Teachers were looking for a flexible, engaging platform that enabled them to assess students through more inclusive methods that would meet those students—who come with a variety of learning needs and preferences—where they are. When educators asked repeatedly for Formative as a replacement for their current assessment platform, Ms. Skubal couldn’t ignore their enthusiasm.

READ MORE ON THE PLAN
 
 

Are Your Students With IEPs Future Ready?

Posted on | by Hope

The pursuit of educational equity remains at the heart of every educator’s mission. To ensure all students, irrespective of their backgrounds or learning needs, are provided equal opportunities for success, we need to continually question, analyze, and address potential disparities among different student groups. One critical question  educators should ask is: “Are students with Individualized Education Plans (IEPs) as college and career-ready as those without IEPs?”

IEPs and College/Career Readiness

Students with IEPs often require specialized instruction and resources to accommodate their unique learning needs. This, however, does not negate their potential to be college and career-ready. However, it may necessitate different strategies or more focused resources to ensure they are given every opportunity to succeed in their post-secondary pursuits.

While there may be an assumption that students with IEPs might lag behind their peers in terms of college and career readiness, it’s important not to generalize. The readiness of these students, like any other group, varies significantly and depends on many factors, including the quality and effectiveness of their IEPs, their access to resources, and the level of support they receive both in school and at home.

Analyzing Data for Different Student Groups

Identifying possible disparities in college and career readiness between students with IEPs and those without begins with the careful analysis of various data sets. Examples might include standardized test scores, graduation rates, enrollment in advanced courses, or post-secondary enrollment rates. This data analysis helps educators not only identify potential gaps but also formulate strategies to address them.

However, it’s crucial that educators constantly evolve their analysis based on the diverse populations they serve. For example, educators might look at differences in college and career readiness between students of different ethnicities, genders, socioeconomic statuses, or English language learners. By continually reevaluating and refining the questions we ask of our data, we can better understand the unique challenges different student groups face and devise more effective strategies to address them.

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Contact your dedicated Account Manager:

Paul Kaskovich
Account Executive
paul@otus.com
773-789-5444 x110

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Cleaning Up and Cashing In

Posted on | by Hope

It happens in every school district – after a couple of years, old computers, broken tablets, and other decommissioned devices start piling up in a closet. They’re no use to teachers or students anymore, but you can’t just throw them in a dumpster. So, what are you supposed to do with all of that e-waste?

Here in Illinois, e-waste recycling and technology buyback programs offer a secure and eco-friendly solution.

E-waste recycling is a multi-step method for disposing of electronic devices that mitigates environmental hazards and offers opportunities to recover valuable material. To kickstart this process, some electronics manufacturers and resellers offer buyback programs, which offer school districts compensation for their old equipment.

With ILTPP’s support, your district can take advantage of both solutions. Several of our trusted Vendor Partners can clear out your district’s e-waste backlog while recouping costs you can spend on your next big technology purchase.

What is the Difference Between E-Waste Recycling and Buyback Programs?

Though they work hand-in-hand, e-waste recycling and technology buyback programs are separate strategies for reducing your institution’s e-waste backlog.

Here’s how each solution works:

E-Waste Recycling

E-waste recycling describes any program that focuses on responsibly collecting and disposing of broken, outdated, or otherwise unusable electronics.

These programs start at a consumer level, offering participants a streamlined method for packing up and shipping away their unwanted devices. From there, the recycler disassembles the old equipment and safely removes hazardous materials like lead, mercury, and cadmium. Some valuable metals – especially gold, silver, and palladium – are also removed during recycling.

In all, e-waste recycling is an environmentally conscious strategy for ensuring your district’s old electronics don’t take up extra space in your schools or contribute to environmental pollution.

Technology Buyback Programs

Technology buyback programs offer institutions a financial incentive for returning functioning or repairable devices rather than throwing them away. They are typically offered by electronics sellers, who work with an electronics recycling company to responsibly dismantle old equipment and return a portion of their value to the original buyer.

With these programs, schools can eliminate their unused device backlog while budgeting for their replacement. Technology buyback programs also empower districts to efficiently cycle new hardware into their classrooms while remaining budget-conscious.

ILTPP’s Trusted E-Waste Recycling & Technology Buyback Partners

ILTPP is proud to work with five reputable vendors who offer a variety of e-waste recycling and technology buyback options.

Check them all out when your district is ready to add sustainability to its technology purchasing plans:

R2 and RIOS certified, offering data destruction, sanitization, remarketing, recycling, packaging, and removal services, committed to environmental compliance and risk mitigation. 

Locations in Granite City, Waukegan, and Batavia.

Bluum Technology Buyback Program

Provides a three-step trade-in program with a questionnaire, packaging supplies, and equipment testing for accurate value assessment. 

Trafera Device Lifecycle Management Program

 

Offers upfront estimates, asset tag removal, data sanitization, fair market value, zero-landfill recycling, and return box kits for large quantities. Onsite data destruction is available for an additional fee. 

SHI Asset Recovery Services

 

Specializes in Chromebooks, Apple, and Windows devices. Offers customizable buyback services, white-glove packaging and hauling, and secure packaging and return labels. They also handle device auditing and provide clear communication throughout the process. Learn more about The Simple Process.

Total Technology Buyback Process

 

Offer a complete service for secure and eco-friendly removal of your IT equipment. They handle everything from pickup and packaging to transport and disposal, providing documentation and ensuring data security. 

CDW Asset Disposition

Why Choose an ILTPP Vendor Buyback Program?

By using an ILTPP-approved vendor, your district gains:

  • Pre-vetted and reputable partners: Our team has done the legwork to ensure you work with reliable companies. Many have already worked with other Illinois school districts, so they understand your institution’s needs and priorities.
  • Simplified process: Avoid the hassle of public auctions or RFPs.
  • Competitive pricing: Get fair market value for your used equipment.
  • Additional benefits: Some vendors offer services for packaging, removal, and data destruction – all at a reduced rate.

Your Partner for Clearing Out E-Waste

Don’t let your district’s old electronics become a burden! Partner with an ILTPP Vendor Partner to recycle your e-waste responsibly and free up space for new devices. You may earn back some cash while doing your part for the environment, so it’s a win-win.

Contact an ILTPP partner today to start your next technology refresh.

Deledao ActiveInsights™ Awarded “Research-Based Design for Instructional Learning Products” Product Certification

Posted on | by Hope

Deledao ActiveInsights™ — an industry-leading edtech solution powered by proprietary real-time AI technologies such as InstantAI™ — has earned the Research-Based Design for Instructional Learning Products: Product Certification from Digital Promise.

This Product Certification serves as a reliable indicator for district and school leaders, educators, and families looking for EdTech products grounded in confirmed learning research. Deledao provided evidence to Digital Promise, affirming a connection between research on how students learn and the product’s design. Furthermore, Deledao demonstrated its dedication to ensuring its clarity and accessibility of its research foundation to the public.

“We firmly believe that a research-driven approach is crucial in crafting tools exceeding the needs of educators and learners,” said Shuang Ji, CEO at Deledao. “Receiving this recognition is a tremendous honor for Deledao. It highlights our commitment to incorporating the latest educational research insights into our products.” 

“This certification validates our efforts, guiding district and school leaders, educators, and families toward EdTech products based on proven learning principles,” added Davide Giannotti, Director of Marketing at Deledao. “We take pride in advancing educational technology to positively impact every student’s learning journey.” 

“Educators and researchers continue to uncover important insights about how people learn,” said Christina Luke Luna, Chief Learning Officer, Pathways and Credentials at Digital Promise. “Digital Promise’s Research-Based Design Product Certification recognizes the EdTech products that incorporate research about learning into their design and development. Congratulations to Deledao ActiveInsights™ for demonstrating that research informs product design!” 

“More than 8,000 products are used in K-12 schools, and fewer than 1 percent have earned this recognition,” said Rachel Schechter, Ph.D., Learning Experience Design (LXD) Research, who helped advise Deledao in preparing the application. “The research-based design certification is a meaningful foundation for any company looking to build their ESSA-aligned evidence.” 

Dr. Schechter led the LXD expert review panel to rigorously evaluate and endorse Deledao for meeting the educational impact criteria of the Every Student Succeeds Act (ESSA). The LXD expert review panel recognizes an ESSA Level IV designation of “Demonstrates a Rationale” for Deledao ActiveInsights™.  

 
ESSA Level 4 Evidence Logo
 

ESSA Level IV standards are based on a product’s research-based design and theory of change to enhance learning outcomes. The certification from Digital Promise is aligned with the ESSA Level IV designation. 

Through Product Certifications, consumers can narrow their options as they select products based on research about learning before trying it out in their classrooms. Digital Promise launched the Research-Based Design Product Certification in February 2020 and has certified over 100 products to date. 

The Research-Based Design Product Certification uses a competency-based learning framework developed in consultation with Digital Promise’s Learner Variability Project advisory board, expert researchers in the Learning Sciences field, and nearly 50 educators across the United States. Further detail about its development can be found in Digital Promise’s reports, Designing Edtech that Matters for Learning: Research-Based Design Product Certifications (2020) and An Overlooked Indicator of Edtech Quality: The Use of Learning Sciences Research (2022). 

The U.S. Department of Education’s recently published 2024 National Educational Technology Plan (NETP) calls for a crucial change: schools must prioritize educational technology decisions backed by solid research and proven to improve student learning. Deledao proudly aligns with this vision.

Further, the Research-Based Design for Instructional Learning Products certification from Digital Promise validates Deledao’s commitment to developing effective tools grounded in rigorous research, directly mirroring the NETP’s core principles.

By prioritizing research and evidence-based design, Deledao is helping schools unlock the true potential of technology to empower educators with the proven tools they need to ensure all students can succeed in today’s digital learning environments. 

– – –

About Deledao 

In 2017, a group of Silicon Valley veterans observed the changing educational landscape with the proliferation of digital devices in schools, prompting the recognition of a new challenge: digital distractions. CEO Shuang Ji, co-inventor of the proxy filtering technology, recognized the inadequacy of legacy technologies (created in the 90s) in safeguarding children online. This realization led to the birth of Deledao, with its first product, a real-time AI-based web filter, launched in 2019. Since then, Deledao has expanded its product offerings to include solutions for student safety and classroom management, catering to the evolving needs of K-12 education. Today, Deledao’s impact extends globally, supporting educational institutions in the United States, Canada, Europe, New Zealand, and Australia. Learn more and request a demo here. Follow us on LinkedIn, Twitter, Facebook and Pinterest. 

About Digital Promise 

Digital Promise is a nonprofit organization that builds powerful networks and takes on grand challenges by working at the intersection of researchers, entrepreneurs, and educators. Our vision is that all people, at every stage of their lives, have access to learning experiences that help them acquire the knowledge and skills they need to thrive and continuously learn in an ever-changing world. For more information, visit the Digital Promise website and follow @digitalpromise for updates. 

About LXD Research 

Learning Experience Design Research is an independent evaluation and research firm within Charles River Media Inc. focusing on educational programs. We specialize in research communication, efficacy study validation, and the design and execution of ESSA-aligned research studies. Visit www.LXDResearch.com. 

Building Your Cyber Incident Response Team

Posted on | by Hope

When you’re blindsided by a sudden cyber attack, it pays to have a band of heroes you can call upon to save the day. Fortunately, that’s exactly what a cyber incident response team (CIRT) is for.

Think of them like the Avengers. They might not protect your universe from alien invaders, but they do keep malicious cybercriminals at bay.

Let’s uncover the basics of CIRTs and how you can build the best team for your district’s cybersecurity needs.

WHAT IS A CYBER INCIDENT RESPONSE TEAM?

A cyber incident response team — also known as a computer incident response team or computer security incident response team (CSIRT) — is a group of people responsible for responding to security breaches, viruses, and other potentially catastrophic cyber threats.

CIRTs are essential to the overall incident response process. Each security team member plays a particular role in mitigating an active threat, but together, they cohesively executive your school district’s incident response plan (IRP).

In short, an IRP is a formal document that establishes the requisite steps, instructions, and procedures your school district should follow for detecting, containing, and minimizing the impact of an attack on your information technology (IT) infrastructure. Generally speaking, incident response planning provides a comprehensive framework for mitigating a cyber incident, whether it be a security breach, data leak, or any other threat to sensitive information and student privacy.

With a well-crafted IRP, you can:

  • Jump into action: Incident response planning helps you act faster, which is key to preventing bad actors from getting their paws on more personal information.
  • Prevent downtime: The sooner you contain a threat, the quicker you can bring affected systems back online. And, if you’re really fast, you can even prevent the attack from forcing information technology offline in the first place.
  • Improve recovery: With a smoother and more effective incident response process, you can avoid critical damage that requires implementing a disaster recovery plan.

However, these outcomes aren’t possible without a computer security incident response team at the helm. A CIRT’s main goal is to regain control of an ongoing cyber incident as quickly and efficiently as possible, thereby minimizing its negative impact. This involves following the National Institute of Standards and Technology (NIST)’s four-step framework for incident handling:

  1. Preparation
  2. Detection and analysis
  3. Containment, eradication, and recovery
  4. Post-incident activity

Not familiar with these phases? Check out our guide to learn more.

For now, just know the CIRT is responsible for completing each phase’s essential procedures. These include gathering threat intelligence, communicating events to internal and external stakeholders (such as law enforcement), classifying incidents, threat hunting, coordinating response efforts, post-incident reporting, and updating information security policies following a mitigated cyber threat.

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Contact your dedicated Account Manager:

Warren Frebel
VP of Business Development
303-415-3656
wfrebel@managedmethods.com

Learn More About ManagedMethods

Collaborative Brilliance: The Impact of Media Specialist-Teacher Partnerships

Posted on | by Hope

BY Jennifer Parker

Often, media specialists find themselves as solitary figures in our schools, but to effectively serve all our students, we must be master connectors, not only throughout our community but also within our building, through collaborative partnerships with teachers. Collaboration also plays a pivotal role in advocating for our programs, strengthening their visibility and value within the broader school community. I don’t know about you, but I witness teachers who are increasingly stressed and overwhelmed by the ever-mounting demands of education. Collaborating can often feel like yet another burden on their already full plates. However, amidst this, I also see these same teachers who remain steadfast in their ‘why,’ showing up every day in their classrooms, seeking ways to actively engage their students in learning. This is where collaboration with the school library media specialist shines brightest — the opportunity to join forces with teachers, asking ‘how can I help?’ This simple question embodies one of the most significant avenues we have to impact students and cultivate a thriving media program.

So, how do we earn teachers’ trust and open the door to collaboration? By aligning our collaboration efforts with content standards and offering assistance in areas where teachers may need extra support, we can be irreplaceable assets in our building. While teachers are experts in their content areas, as media specialists, we bring distinct proficiencies to the table. We excel in facilitating big ideas—lessons that are complex, require additional resources or technology, and often involve small group activities. By stepping in as their trusted ally, we become the superhero sidekick, helping to bring big ideas to life.

So, what does this collaboration entail? Picture a blend of interactive learning stations, hands-on STEAM/STEM activities, opportunities for coding, and captivating library “field trips” where we morph the space into an immersive museum experience tailored to specific learning standards. These lessons not only captivate students with their high engagement levels but also elicit a “wow” factor as passersby, both students and teachers, catch glimpses of the excitement unfolding. It’s about creating a buzz that ignites curiosity and prompts others to seek similar experiences.

Leveraging Blended Learning Station Lessons

Blended learning station lessons are a personal favorite of mine when it comes to collaboration. They offer a plethora of moving parts that might seem daunting for a teacher to tackle alone, especially when aiming to provide differentiated stations tailored to student levels or needs. But fear not! Let’s demystify the terminology. The Blended Learning Station model is simply a structured approach where students rotate through a series of stations or learning activities on a fixed schedule, with at least one station being online or digital.

Here is an example of one of my standout blended learning station lessons —a favorite among our 6th-grade social studies classes focusing on Chernobyl. Each station was crafted to provide a unique perspective on the topic. From a virtual reality lab that enables students to immerse themselves in a virtual walk through Chernobyl to a small group discussion led by the classroom teacher on the causes of the disaster, along with other stations featuring differentiated reading passages, videos, maps, and images, the variety of activities kept students engaged and eager to explore.

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Contact your dedicated Account Manager:

Mesa Heise
Director of Bids & Contracts
800-245-9540
bids@mackin.com
mesa@mackin.com

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Amazement in their eyes’: Reading Coach uses AI to help students create their own stories

Posted on | by Hope

By Bill Briggs

Have we got a story for you.

Actually, let’s rephrase that: Author Kayleen Torres has a story for you. And here’s how it starts:

Once upon a time, in a land far away, dwelled a most curious feline known as Luna. Luna, a monochromatic domesticized cat with piercing emerald-tinted eyes, had a deep-seated yearning for adventure and exploration beyond the norm. 

Kayleen’s enchanting plot ultimately twirls and twists to reveal that Luna struts into a soccer stadium where some athletes invite her to join their game. Turns out, Luna can seriously boot the ball with her fuzzy paws. Soon, that green-eyed kitty with the daring spirit becomes a star.

“Her team wins because the cat, like, scores a goal – or something,” Kayleen explains. “A cat is, like, my favorite animal.”

Yes, the author is 10 years old.

A fifth grader at Baldwin Academy, an elementary school near Los Angeles, Kayleen created her tale using the new version of Microsoft Reading Coach. The free tool now harnesses generative AI, which helps learners produce their own stories. They can pick their characters and settings – all while working at their reading level.

Fifth grader Joshua Munoz reads aloud a story that was freshly generated by Reading Coach.

Kayleen is one of several hundred students in the U.S., the U.K. and India now testing the enhanced Reading Coach as part of a public preview. The pilot’s largest group spans about 75 students in the Hacienda La Puente Unified School District, which includes Baldwin Academy.

“They love it,” says Ana Ruiz, a fifth-grade teacher at Baldwin Academy. “Every student can choose what they want it to be. I have students who read at a ninth-grade level, kids who need reading support and students in-between. Being able to pick a reading level is such a game changer.”

Reading Coach – one of the Learning Accelerators available via Microsoft Education – also directs students to read their stories aloud into a computer microphone. It then detects the words they find challenging and guides them to independently say and practice those terms.

For Kayleen, her practice words included “principal,” “little” and “cool.” She uses Reading Coach about once a day, she says, often on a computer at her home in La Puente, California.

“With AI, it’s different from all the other stuff (at school) because you make it yourself,” Kayleen says. “I like the feeling of that. I like to do the stuff that I make.”

At home or at school, kids can use Reading Coach as a Windows application or a browser-based experience.

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Contact your dedicated Account Manager:

Microsoft
Othniel Tucker
Account Executive
otucker@microsoft.com

Take your students’ drone skills from zero to pro with our Drone Maker Kit and Echo Drone.

Posted on | by Hope

Drones are all the buzz! They’re extremely engaging, and they provide future-relevant learning for all ages. Drones expose learners to employability skills – flight vocabulary, physics, and soft skills such as communication, collaboration, critical thinking, and problem-solving. And, the list of jobs utilizing such skills is always growing.

Drone Maker Kit (92130) –

Get a system for designing, building, and flying a drone! This kit is customizable and enables learners to create their own design – honing those engineering skills. This kit brings the ultimate level of engagement while also teaching basic aviation principles. It’s failproof, safe, and FUN!

Echo Drone (92786) – This out-of-the-box flyer has no engineering required – you’re up and flying in minutes. Each drone includes a controller and connects to an app, enabling advanced learners to transition from remote control to coding navigation. The app also transmits images and video to a smartphone via Wi-Fi using the drone’s onboard camera. Check the press release here on the Echo Drone.

Visit Pitsco.com/Drones or your Pitsco marketplace to shop these and more hands-on, minds-on products that will be sure to engage and educate your learners!

When shopping directly with Pitsco Education, don’t forget to use code AEPACTE at checkout for your exclusive 2% discount. Valid through May 2026.

Contact your dedicated Account Manager:

Erica Lopez-Negrete Smith
Illinois Sales
800-835-0686
elopez@pitsco.com

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