Boxlight Educator UK

The British Computer Society (BCS, U.K.) was faced with the immense challenge of relocating 260 staff members with a focus on creating a digital-first environment. Says Hazel Reason, Senior Facilities Manager at BCS, “The transition from office-to-office made me realise we only had a few video screens and some old projectors. One of our key principles for this new project was to make sure we were ‘digital first’ by investing in technology which improves communication and collaboration.”

The Brussels School Group (Belgium, Europe) is made up of 100 schools and offices, over 27,000 students, and over 4,500 staff. This large and diverse group was interested in replacing their interactive displays and projectors with an ed tech solution that was not only state-of-the-art, but also easier to manage and service. They also were looking for an educational technology solution that sparked both teacher and student engagement and motivation.

Hull College (U.K.) was determined to work through a bold 5-year development plan to revamp its technology. The college was faced with trying to find the right immersive and inclusive classroom technology for adoption across multiple sites. John Bayes, Director of ICT Services, knew that after a few demonstrations of the Clevertouch® solution, they found what was needed. Bayes commented, “We tried and tested the top manufacturers and quickly realised Clevertouch gave us the most value for our investment.”

The San Agustín de Bilbao Center for Higher Studies (Spain) wanted to ensure the safety of their teachers and students by moving towards a blended learning model for the 2020-21 school year. They wanted to continue providing quality instruction and understood that the blended model in a hybrid learning environment would guarantee constant interaction between teachers and students.

The British Academy is the UK’s national academy for the humanities and social sciences and is committed to using their institution to support and promote equality, diversity, and inclusion in all that it does. To best further this aim, they decided to refurbish dedicated workspaces to include modern technology. They wanted to include large displays that were interactive, simple to use, wireless, and could support Zoom and Microsoft Teams video conferencing.

Shelley Emslie, a 5^th grade teacher in Bigfork, Montana (U.S.), was looking for a way to encourage her students to try different technologies as they headed into a life beyond the classroom. Working in a small rural town, she was determined to provide her students with the tools to guide them to a bright future.

Holy Trinity Parish School, located in Louisville, KY (U.S.), was looking to replace their aging technology with interactive flat panels. A recipient of the 2004 Catholic Schools of Tomorrow Innovations in Education Award, they prided themselves on providing state-of-the art technology for teachers and students to boost interactive learning and collaboration. Previously, classrooms were outfitted with SMART interactive whiteboards and ceiling mounted projectors with some of classrooms having SMART interactive flat panels. They were now looking for panels that would really set them apart and engage their students in 21^st century learning.

The Ridgeway School, located in Farnham, Surrey, wanted to enhance their students’ learning experience and further support their various needs with innovative education technology. Because of the special needs of their students, they were specifically in the market for technology equipment that could withstand heavy wear and tear or any potential damage.

Bob Wallace, a now retired high school biology teacher in Crawfordville, Florida (U.S.), was resolute in his goal that his students graduate with a full range of academic skill sets and technical knowledge that would prepare them for a successful future. In his over 30 years of teaching, he found that textbooks alone could rarely explain important concepts that kept his students engaged. Because of this, he employed a variety of strategies to explain difficult science concepts to his students. He was consistently on the lookout for options that would keep his students engaged. He stated, “Over the years, I’ve used a lot of different things. I have done drawings on boards, still magnets, and I’ve used beads – the beads go bouncing all over the place and you end up losing all of them.”