{"id":9654,"date":"2026-02-02T08:00:46","date_gmt":"2026-02-02T14:00:46","guid":{"rendered":"https:\/\/www.everylearnereverywhere.org\/?p=9654"},"modified":"2026-03-11T10:16:57","modified_gmt":"2026-03-11T15:16:57","slug":"a-small-steps-approach-to-digitally-enabled-evidence-based-teaching-within-a-community-of-practice","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/a-small-steps-approach-to-digitally-enabled-evidence-based-teaching-within-a-community-of-practice\/","title":{"rendered":"A Small Steps Approach to Digitally-Enabled, Evidence-Based Teaching Within a Community of Practice"},"content":{"rendered":"

Instructors looking to strengthen digital learning in STEM courses often start by asking what new tool might help. But a more reliable path begins one step earlier: naming the evidence-based teaching practices (EBTs) that already support student learning and then using digital tools to enhance those practices. The logic of digitally enabled, evidence-based teaching practices, or DE-EBTs, is to lead with pedagogy, not technology.<\/p>\n

That approach shaped a recent community of practice facilitated by Christine Latulippe, Community Manager for Transform Learning<\/a>, in partnership with Every Learner Everywhere. Over eight weeks, 10 postsecondary faculty members focused less on adopting \u201cthe next\u201d digital learning tool or platform and more on getting specific about why particular instructional moves matter. They then explored how technology can make those moves easier to implement, more transparent to students, or more consistent at scale.<\/p>\n

\u201cFirst you need to understand these evidence-based teaching practices,\u201d Latulippe says \u201cI think we did a lot of good work on naming of practices and solidifying why we do them and why they\u2019re important. Then you need to think about that layer of the technology. Putting the technology first puts it out of order, really.\u201d<\/p>\n