Do EdTech the Right Way

Edtech intro qrThis article originally appears in the @OECTA Magazine found at: This article is an example of an interactive article. Because it was distributed in print form, readers were encouraged to download any QR code reader from the Apple App Store, Android Store or use the BlackBerry Smart Tag app to scan codes like the one you see to the left using your tablet or mobile device.

Thinking about taking the next step to integrating technology in your classroom? Experience has shown that there are 3 keys to successful integration of educational technology:

  1. Have a Plan
  2. Use Non-Invasive Technology
  3. Be OK with Trying Again.

The Plan

Having a plan is probably the most critical factor for success when attempting to integrate tech into everyday teaching. The plan can be broken down into 3 key parts:

A – Identify the Overall Expectation from the curriculum that you would like to explore.

B – Identify a non-invasive tech tool that will help facilitate learning based on that expectation.

C – Build in time for trial, error and retrial within the activity.

Always remember that teachers teach students, not curriculum. Avoid the pitfall of being compelled to ‘cover curriculum’ or ‘cover content’. When you begin with the Big Ideas featured at the beginning of each section within any curriculum document, you start with a broad idea that promotes student inquiry. Also avoid ‘covering’ each of the specific expectations and instead invite your students to arrive at those expectations on their own.

You will find over time that your students will meet and exceed all of the specific curriculum expectations. If they do not, then you will have enough evidence to pinpoint which areas of learning require your attention.

Once you have identified the overall expectations, decide on what tools (if any) you will need to facilitate student learning. Will the tool be used to drive content, make student learning visible or assist with a culminating artifact?

What is Non-Invasive Technology?

It has become quite apparent that software companies have turned their focus to education looking for ways to penetrate a relatively unexploited market. In doing so the web has become saturated with a variety of tools and apps that help make learning fun, engaging, visible, measurable and interactive. On the surface this looks like a very good thing, but as teachers we must always remember our responsibility to protect our students. Consider the following before you select your next online tool for the classroom.

1. Is the tool licensed by the ministry or by your school board?

2. Does the tool respect student privacy? What login information is being asked?

3. Does the tool collect invasive amounts of data such as age, geographic location, gender, school name?

4. Does that tool necessitate use of your personal device?

5. Does that tool necessitate parental permission?

6. Does the tool require that you keep pictures, videos or any other data locally on a device?

7. If data is lost, does the tool enable swift recovery?

8. Is there teacher support at your school or board for that particular tool?

There are a great many applications that are powerful learning tools that are completely non-invasive. The key here is to answer the question: What do you want the tech to do? There are numerous non-invasive tools that can explore content, visualize learning, categorize research or consolidate learning through creation of an artifact.

Be OK With Trying Again

Teachers are often hard on themselves when plans seemingly fail when in reality, students have learned in spite of that perceived failure. Be sure to understand that patience for yourself is just as important as patience for your students. Select a tool that is straightforward to implement and even more importantly, straight forward to manage. Establish rules and expectations with your students not for your students. Student-voice should always define the protocols for using any online tool with the guidance of the teacher.

When you select a tool, set a realistic goal about its frequency of use. Attempting to use a tech-tool everyday is very unrealistic. 1-2 times per week is an ideal pace for anyone beginning his or her journey of tech integration.

Below is an example of a simple lesson for Grade 9 Mathematics. It uses 3 tools that are considered non-invasive. 2 tools help deliver content and 1 tool is used to capture student voice, rationale and learning.

Sample Learning Activity

Curriculum Goal: MPM1D – Investigating the Properties of Slope

  1. Have the class view video 1 from (see link below) and select 5 students to write notes using Assign 1 other student as the moderator of those notes.
  1. Watch the second video from Khan Academy via YouTube and ask 5 other students to write notes about points made that may not have been made in the original video. Assign 1 other student as the moderator of those notes.
  1. Have a class discussion about which video achieves its goal to introduce slope and why.
  1. Create groupings of 3 and challenge each group to create a tutorial about how to calculate slope. This can be done using paper, tech or any other appropriate means.
  1. Build in time for exploration and dialogue
  1. Attempt to solve real world problems based on lessons learned.
  1. Assess for learning and provide meaningful feedback.

Non-Invasive Tech Tools:

EdTech Graphics

3 Reasons Why it’s the Perfect Time to Take An OECTA AQ for Technology in the Classroom

FallAQcourse2Teachers looking for an opportunity to learn at a pace that respects their style of learning have a wonderful opportunity to do so with OECTA’s Integration of Information Technology in Classroom Instruction Part 1. The course was designed with the beginner in mind and deeply explores simple tools and simple integration for anyone willing to try. For those that are ready for a challenge, our IITCI Part 2 looks at more complex tools and marries that learning with research and deep pedagogy. (Our specialist has not been released yet but its focus is on leadership development, system roll-outs, research, pedagogy and change theory.)

Here are the top 3 reasons why you should take one of our AQ’s about integration of technology.

Reason #1 – Total Support in an Online World

Much of the feedback that we have received about the course has been about how flexible, patient and encouraging our instructors are. Offering many opportunities to connect via email, texts, phone calls and online webinars, our instructors have proven that they are willing to go the distance to make your first foray into technology enabled learning a positive one. We have had many participants taking the course who had never taken an online course before and found themselves to be very successful.

Reason #2 – Real World Application

The course content was designed to work in your classroom, period. There are hundreds of fleeting fads and tech trends that sweep through our schools everyday, but the approach to technology used in our courses focuses on skill development and a broad view of how any tool can be used in a pedagogically sound way.

Reason #3 – Government Subsidy is Now Available

Technology & Math Subsidy

As of November 2015 OECTA is able to offer a $450 subsidy for Ontario teachers in good standing with the Ontario College of Teachers upon completion of our Integration of Information and Technology in Classroom Instruction and Mathematics courses while funds remain, so be sure to register soon.

There is no better time to take first or second steps into the world of technology enabled learning than now. As course designer and former instructor I can say with great confidence that you will enjoy the course from beginning to end.

Come join us for a new online learning experience!


Kids and Online Behaviour

The Difference Between ‘Careful’ and ‘Responsible’

This article originally appears in the September 2015 @OECTA Magazine –

By Anthony Carabache – Sept. 15, 2015


My son Julius is seven years old – the eldest of four children. The morning he told me he wanted his own YouTube channel, I leaned on my kitchen counter, looked at my wife and said, “Already? Really?”
If you know who I am and what I do, I invite you to relish in the irony… it’s actually okay with me. I told him his mother and I would discuss and then lay out a plan to get his channel going. The next half hour was spent contemplating how to avoid this inevitability.

When I finally came to my senses, I went to work digging through my presentations looking for something – anything – to fix the situation. From laptop to Dropbox to Drive, I just knew that somewhere in the Cloud I had a presentation or a talk or a handout that would make this all better. But I was frustrated and worried. How could I, a designer, author and implementation strategist for technology integration in education be stymied by my seven-year-old’s desire to start a YouTube channel?

The 21st Century Learner

A few moments later, my two-year old tried to climb up onto the kitchen table to reach my iPad. When my wife gently told him to “Be careful,” it hit me! I ran back to one of my machines and pulled up a graphic that had been driving a good chunk of my talks about the 21st Century learner during the past year. I had overlooked it while I was thinking “defense.”

The graphic I uncovered has a simple, yet profound message. It is the promise I make to teachers and parents across Ontario and via Twitter to the world: We should change the word “careful” to “responsible” whenever discussing our online behaviour. The beauty of this simple change switches us, as a collective, from defense to offense.

Being careful entails waiting for something to happen, and then to treading softly as we negotiate that something. Being responsible requires us to act by a standard we created ahead of time. One is passive (waiting for something to happen) and one is proactive (anticipating what’s to come).

Empowering Students

As a teacher, when you change the dialogue in your classroom from careful conversations to responsible ones, you empower your students to take control of potentially harmful situations. When you ask a child of seven to seek out videos on YouTube about Minecraft that only have positive language, you open yourself up to the question: “What is bad language?” Well of course
you have to answer that question, but when you answer, you explain how speaking in light of Christ’s teachings is what makes us who we are. You tie that responsibility to the beauty of Christ’s story and draw that connection between our faith and your student’s behaviour. When you do that, you begin shaping a very potent young being.

When next you speak to your students about the dangers of the World Wide Web, try to catch yourself before you utter the word “careful” and instead replace it with the word “responsible.” It is then that you witness what incredible ideas, lessons and conversations will follow.

From Pound Sign to Hashtag to #WhatTeachersDo


This article originally appears in OECTA’s publication @OECTA which can be found here.

Have you heard of Rip Van Winkle Syndrome? It gets its name from a short story called “Rip Van Winkle,” written by American author Washington Irving and published in 1819. It tells the story of a man who falls asleep in the Catskill Mountains of New York, only to wake up 20 years later. Essentially, the man slept through the entire American Revolutionary War and then found himself in a world that was quite alien. Sound familiar?

The Hashtag

Fast forward to 2015 and consider Twitter – a revolution of sorts, and the most popular social media network on earth. It is hard to believe it has only been around for nine years, and particularly popular in the last five. It was during this incredibly short time that we began losing touch with the # sign, or pound sign, the hardest working of all telephone buttons. This # sign has now evolved into something called the hashtag. Simply put, the hashtag is a breadcrumb for the explorer, a signal for the curious, and a beacon for anyone who is lost in the river of information that is Twitter. Its origins are actually highly technical in the world of programming code, but in our world our beloved # acts as a guide toward shore, a dock or even a fireside chat that gives a breath of calm and focus in an otherwise distracted medium. At OECTA, we decided to create our own breath of calm just for teachers, one that talks about the intangibles we often forget about in the world of teaching. We have started the hashtag #WhatTeachersDo and we invite you to share the warmth of this unique fireside chat with us.

What is #WhatTeachersDo?

#WhatTeachersDo is meant to be about the little things we do that make a difference in our school communities. It is meant to be a place of sharing where we can show each other that news doesn’t always have to be negative. It is meant to bring to light just how beautifully we touch the lives of students. It is a small opportunity to demonstrate our passion for what we do.


Clearing up misunderstandings at recess. It's just #WhatTeachersDo

Clearing up misunderstandings at recess. It’s just #WhatTeachersDo

Whether it’s a Band-Aid on a skinned knee or taking a phone call from a teary parent – these are the stories that drive our passion. It’s the little things that matter to our students; it’s the little things that keep us up at night thinking about them; and it’s the little things that bring our students back to our classroom doors years later.

Putting themselves out there to connect with their students. It's just #WhatTeachersDo

Putting themselves out there to connect with their students. It’s just #WhatTeachersDo

#WhatTeachersDo celebrates the little things that make teaching unlike any other profession on Earth. Check out the feed  below – it truly is inspiring!

How to #WhatTeachersDo?

Twitter is a wonderful source of self-directed professional development. If you have never used it before, it is worth the five minutes to sign up. There is a short tutorial on YouTube that is available by searching the following terms in Google: How To #WhatTeachersDo. There, you will find a five-minute lesson showing you how to participate.

Anthony Carabache is a secretariat member in the Professional Development Department at OECTA Provincial Office.

A Teacher’s Union Disrupting Online Ed

How a Teacher’s Union is Changing the Game of Online Learning in Ontario

These are busy times… and the speed of new technologies, access to information and split-second decision making only make things busier and busier. Whether you are a teacher of 25 years or just newly hired, a young parent with children or an empty-nester, time is a premium and many say the most valuable currency.

Despite these demands, when it comes to professional development, some way, somehow teachers always find a way to fit it into an already full day. The drive to continue to learn and apply new information to the classroom has always made teachers life-long learners in every sense of the word, yet Additional Qualifications providers rarely acknowledge the need to mitigate stress and promote the well-being of their teachers… until now.

OECTA always seeks to improve the teacher experience which has led us to disrupt the typical AQ pathway by offering Modular AQ’s. 

Introducing OECTA Modules for Additional Qualifications or Professional Learning

In a world that’s continuously accelerating and pulling us in different directions, teachers in Ontario and all over the world, have been given an option to take full courses in smaller, manageable bites.

Understanding that life-balance and well-being are integral to all teachers, OECTA Modules respect time constraints, budgetary concerns and most importantly the need to balance personal and professional life. The teacher can take one fifth of the course, at a time, over a six-week period.

Unbundled Learning

More and more, consumers are demanding the unbundling of preset product packages so why shouldn’t teachers have unbundled professional learning opportunities? Modular AQ’s unbundle full courses and offers them as ‘Just Right, Just in Time and Just for You” packets to all teachers.

In the United States and to a lesser degree in Canada, there is a growing movement towards Massively Open Online Courses or MOOC’s. In fact, MOOC’s have garnered so much attention that studies are being conducted globally to determine how they have disrupted traditional tertiary education.

Though the mechanics of the module and the massively open online course are similar, at their core they are very different.

Your Needs, Your Choice

Modules come accredited by the Ontario College of Teachers. If you take five modules in the same course you will receive accreditation for that one course. In essence, a teacher can choose to complete a course in one session or break the course up over 2 years. Imagine how that releases stress and anxiety on those who wish to continuously develop!

OECTA also offers modules that have no bearing on additional qualification status. In fact we have embraced the idea that teachers would like to take professional development courses out of interest and desire for their own learning. In these cases teachers can take a module without worrying about completing the assigned tasks in order be officially credited, rather a certificate of completion would be issued.

The Association has always been committed to professional and in the face of an ever evolving profession, and in light of ever changing tides module offerings demonstrate just how incredibly passionate the Association is about respecting its members, it’s members’ workload, and importantly its members’ professional development needs.

Take a module with OECTA and feel the difference and learn at your own pace!

Join us:

Education Should Step Away from Apple iOS Devices

When It Comes to Apples and Oranges – Save Me an Orange…

3 Reasons to Stay Away from iPads in the Classroom

Now don’t get me wrong, I am an Apple guy through and through. My house is mired in the Apple ecosystem and we love every single bit of it- despite the maladies of the latest update. But this article is certainly not about an individual consumer purchasing Apple products, which I think is the root cause of why Apple fails in the classroom- especially if it is a shared device. To get straight to the point: if you cannot purchase iOS devices for each student – don’t bother. Here’s why:

1. “Get Your Head Out of Your Apps” – Apple’s Favourite Line is a Quiet Lie

As an educational consultant for 21st century learning, an experienced classroom teacher and the writer of countless design projects for implementation of technology in the classroom, I have been invited to sit in on numerous meetings with Apple Inc.’s regional representatives to discuss the rollout of devices into the classroom. There once was a time that I highly recommended the iPad as an excellent device for integrating technology into the classroom but no longer is this the case. After examining iPad implementation across the province, country and abroad over the last six years I have come to determine that it is simply not designed for shared use in education. This contradicts the very idea of what it means to collaborate – a 21st century skill we can all agree upon. It would seem that Apple’s philosophy when it comes to education is share less buy more.

In my last year as an educational consultant for 21st-century learning I would only come to meetings with Apple with one question in my back pocket: How can students share work in a seamless way, then pass on the iPad to another?

The bottom line: in a shared situation there is no guarantee that students’ work is protected as the device moves from student to student or even from teacher to teacher. Each and every app that is downloaded requires a sign-in, but go ahead and look for the sign out button because each app has it placed on a different page within the software.

When asked if Apple’s native applications can solve the problem, the answer is quite simply -N-O-, and for a company that prides itself on developing the native functionality of a device used for education there is a glaring absence of a solution for this.

For example: A student submits work using Dropbox or Box or Drive or any other cloud based software, would require that student to sign in to that app. What happens when that student passes the iPad on? What guarantees that the original student signed out of the cloud based app? 

I understand that there are workarounds and I have even suggested those workarounds to my colleagues only to realize how insensitive I was to the time it takes to efficiently put those workarounds in place. For anyone to suggest that it is merely a finger-to-glass operation, is proof that they have no respect for teachers’ plans or teachers’ time. This is simply unacceptable.

Third party profiles can be installed on an iOS device – of which there are many – however, these 3rd party applications keep App store purchases separate and therefore updating apps becomes a nightmarish experience of signing in and out of an iTunes account to ensure an app works with each update. Again a show of disrespect for a teacher’s time.

2. Privacy (How confidently can you answer the questions below?)

I guess what concerns me most is that educators around the province, around the country, and around the world have yet to see the shortfalls of using a personal device in a shared situation when it comes to privacy. And when I use the term ‘personal’ I am referring to a district purchased iOS device – because that’s what it is.. a personal device.

For example when you take a picture on a shared IOS device that picture remains in the iPhoto library as the device gets passed to another user. In fact, notes, files, videos and projects suffer the same lack of lock-down.

Another example could be if a student or teacher has failed to sign-out of a shared app such as Dropbox or Drive then pass the device onto another user.

It boggles the mind that Apple’s fingerprint scanning technology has yet to evolve into a profile manager. Well actually – no, it doesn’t. Buy more share less – remember?

If you really want to understand what I’m getting at when it comes to privacy (and I’m not talking about the countless teachers using their personal devices to ‘document’ student learning, (because that’s a whole new can of worms)see if you can answer the following questions with confidence:

  1. What is the deletion procedure for pictures stored locally on iOS devices in your school, board or region?
  2. Who is responsible for deleting pictures of students or student work?
  3. What are the criteria for using 3rd party apps to house your students’ photos or work? Are they local or international? Who owns the 3rd party? Are they for profit? Do they give to charity? Do they lobby for education? Do they run criminal background checks on their employees? What is their policy for sharing data with other 3rd party marketers?
  4. Surely you must be aware that when iCloud is turned on, photos taken can be uploaded to iCloud on PhotoStream – so who deletes those pictures? Did you know that they can remain ‘deleted’ for up to 30 days? Yet another delete has to be performed before they are permanently deleted. (Does Apple run criminal background checks on their employees?) Remember what happened to Jennifer Lawrence? A tad dramatic I know – but it happened.

3. Management Software is Half-Baked at Best

The management of multiple iPads becomes a nightmarish experience when you learn that Apple itself does not produce a manager for multiple iPads. In fact when you meet with Apple they suggest the purchasing of a third party software to manage the devices such as MDM or Airwatch, both of which have been on the market for less than 2 years and both of which have to play catch up to each and every iOS update. In fact, I have witnessed school district technicians put finger to glass on thousands of devices because of an iOS update that no longer communicates with the 3rd party manager such as AirWatch. 

When asked directly about solutions for updating apps or even adding new ones to the iPad, teachers are told that they should request new apps or updates on a monthly basis to lessen the stress on the network and human resources. In essence, the once fluid and responsive device becomes an onerous lump of metal that reacts too slowly for our educators in the field.

For example: Apple prides itself on its secretive development such that, developers will receive 4 months to prepare for a new update. I know because I have actually developed an app myself. Before you take advice from system leaders who claim to know – ask them how the app development process actually works – then gauge their answer (or lack thereof) for yourself.

My verdict (and I stake my reputation on this): Unless you intend to purchase iPads for each and every student, stay away from iOS devices until Apple changes their marketing ploy from Share Less Buy More to Buy Less and Share more… and you know of snow that cannot melt..

Disrupting Tertiary Education: and I’m not talking about MOOC’s

Unbundled Learning for Education Professionals

Below are excerpts of an article that will appear in the @OECTA Magazine that will be published in January 2015.

Module Header 2

More and more, consumers are demanding the unbundling of preset product packages so why shouldn’t teachers have unbundled professional learning opportunities? Modular AQ’s unbundle full courses and offers them as ‘Just Right, Just in Time and Just for You” packets to all teachers.

The Ontario English Catholic Teachers’ Association has always been committed to professional development and in the face of an ever evolving profession, module offerings demonstrate just how incredibly passionate the Association is about respecting its members time, it’s members’ workload, and importantly its members’ professional development needs. 

Take a module with OECTA! Feel the difference and learn at your own pace!


Join us: Register or Learn More about OECTA Modules

Taming the ‘Big 3’ in Your Online Learning Course

Let’s Talk Discussions…c’mon don’t be afraid..

discussionsMuch of what we do for the Ontario English Catholic Teachers Association’s Professional Development Dept. is now centred upon online instructor training and development. As a team we have come to understand that knowing the environment constitutes about 20% of what it takes to deliver a good course experience. We estimate that 20%-30% then resides in the instructor’s knowledge of the content and 50% lies within what we have come to call ‘The BIG 3’ of online learning. This post will discuss the first of the Big 3 – Gangly Discussions.

GANGLY Discussions

If your course is designed to have meaningful discussions then by all means – let’s make them meaningful. Begin by removing any and all discussion expectations that have participants respond to a minimum # of posts. Go on – trust me on this one – just do it! Make those discussions meaningful and then have a great read! I promise that only good things will come of this! Once you’ve taken that courageous first step, it’s time to look at real issues that flatten our discussions and here they are:

A. The Discussion Bandit

We all know that participant whose voice is so strong that they become the de facto course instructor. Keep in mind that this participant wants to share and should never be penalized for their zeal, however many often zoom through the entire course posting initial thoughts on every subject matter available. To make the field a fair one try some of these strategies:

1.Opening up discussions as per restrictions;

2.Ask a question that is particular to the course material at the time;

3.Leaving the Discussion visible and not available – this allows participants to view the topic to reflect;

4.Should you implement a rule like: “Please read before your post” or “Post before you read”.

5.What really resonated with you? Just one thought – a sentence to break into the subject matter;

B. The Gleeful Respondent

Most course instructors will have also had a brush with what we endearingly call the ‘Gleeful Respondent’ – a participant who is always too happy to agree with everyone else’s opinions. With either a ‘Ditto’ or ‘Jamie pretty much said what I wanted to say’ response, an instructor is usually challenged to draw some meaningful opinions out of this type of participant. Try some of the strategies below and see if they help:

1.Once in while pipe in – Have you considered? (Use of your expertise);

2.Establishing the expectations at the onset;

3.Make the discussion an opportunity to make a decision not necessarily an opinion;

4.Pose a question that directly relates to their own personal experience.

C. The Reflective Thinker

The reflective thinker glides in that magical space between the harried march of content consumption and the gangly forest of discussions where someone shares a truly inspiring and thought provoking idea. In such a case, it is absolutely critical that the instructor not only acknowledges the reflection but to also – with permission – expose it to as many of the other participants as possible.

Finally – as a course instructor, consider whether or not you accept discussion posts using the full fury of the world wide web. Why on earth do we continue to accept typed responses in an editor capable of so much more? Why not video interviews, Prezi’s, Podcasts etc? There is no reason for an instructor not to open these options up to their participants unless the instructors themselves need support to rekindle their imagination. 

That’s what we are here for!

To be continued… (Grouping, Voice Responses and Featuring Great Posts in Your Course)

Know the Difference Between a Good Online Course and a Poor One

The 4 Culprits of Weak Online Courses: Why All Online Courses Are Not Created Equal

You deserve better. You pay big bucks to take an online course so why shouldn’t you expect quality? Having designed a very successful template for a provider of Additional Qualifications courses in Ontario – it’s time for you to be more discerning about where you take your AQ’s.

There is no shortage of teachers taking online courses and one can easily argue that the teaching profession has adopted the online format for continuing education at a respectable pace.  The online course however is another matter. Laborious content, multiple clicks, poor navigation, broken links and outdated information plague most online content out there. 

Now don’t get me wrong, the MOOCs are intensely groomed by their curators and I have nothing but positive reviews for most but when it comes to professional development provided by colleges and universities, I have seen little evidence of an online course format that has evolved with the times. Unfortunately you cannot climb a pay grid with a MOOC period.

Culprit #1 – PDF’s and Word Docs

If your online course content is based on PDF’s or Word docs then you’ve already paid too much.  The diversity of the web is lost in such format not because you cannot hyperlink and embed within such formats (which of course you can), but because the course writer’s imagination is still linked to the limits of document files instead of a dynamic engagement with everything the web can offer – from external links, to video conferencing, to embed codes, to interactive objects, to sounds, to engaging discussion boards, to blogs and even simply making the course accessible to the blind/low vision or deaf and hard of hearing.

Culprit #2 – Too Much Navigation!

If your online course requires you to read content then navigate via the top menu to another area of the course to submit work or participate in a discussion, then precious time and mental energy is wasted on navigation. ALL LMS’s are capable of delivering every aspect of a course topic or unit on one simple page – with all links embedded within the content. 

Culprit #3 – Gangly Discussions

Whether you want to admit it or not, the elephant in the room is actually sitting on top of 537 unread discussion posts. You know it, I know it and the entire online world knows it – so why do we continue to produce forums where deep thoughts go to die? Fewer discussions that are more thought provoking and allow for meaningful feedback are crucial.

Culprit #4 – Instructor Non-Presence

As a professional learning community we should be well aware that online courses are not correspondence/distance learning courses. Instructor presence is the first differentiating feature for a well run and well written online course. The advent of online meeting software and recording software allow for both instructor presence and flexibility to provide anyone who misses out with some form of contact with the instructor. Online courses worth the money have constant instructor presence throughout with plenty of time built in for flexibility to meet.

Anthony Carabache is a course writer and instructor for the Ontario English Catholic Teachers’ Association. He is a consultant for the OECTA PD Department for all online course material. OECTA PD has embraced the evolution of online courses, their delivery and quality of material to better the online experience for its registrants.