Personal Instruction

SeaClass PI

The Seawinn Corporation has been producing high quality management and curriculum tools for the education sector for almost a decade. Now, Seawinn has put that knowledge

and the experience of educational leaders from around the United States into an online learning environment that is unmatched by any of the current organizations in the field.

Seawinn’s Personal Instruction tools incorporate innovative technology solutions in all appropriate aspects of the Learning environment. Through partnerships, best practices in education, internal resources and human capital, Seawinn has been able to produce a comprehensive online learning environment.

The goal of this project is to deliver and communicate a replicable model that can be leveraged by individual and communities of learners around the globe.

Rooted in the vision of an empowered community where learning is continuous, relevant and adaptive, the School of the Future will;

create a replicable model that improves student achievement through holistic reform of education
apply research and development to generate educational practices, creating an environment involving all members, igniting
them to take a passionate, personal responsibility for learning and inspiring a commitment to active citizenship.
apply research and development to generate educational practices, creating an environment involving all members, igniting
them to take a passionate, personal responsibility for learning and inspiring a commitment to active citizenship.
incorporate best of class technology solutions in all appropriate aspects of the learning community including curriculum delivery, community collaboration, back-office support and content creation, dissemination and assessment

The Role of Technology

The profile of what we call a student is constantly evolving. Once defined by the “school age” of 5 to 24 years old, the “traditional” student attended school full-time. Upon graduation, access to further education became difficult, if not impossible, while assuming responsibilities of jobs, families, and adult commitments. In the past decade, the PC and the Internet have transformed the access adults have to educational opportunities, “making it possible for more individuals than ever to access knowledge and to learn in new and different ways."

The Internet has expanded access to information, removing both the teacher and student’s dependencies on a limited range of information sources. Education is no longer bound by the limits of the teacher, textbook, or the reference books in the school library. Rather it is limited only by the student’s interest. These new learning models enable the teacher to serve as learning facilitator, mentor, and guide through subjects that do not require students to spend a prescribed amount of time in a physical classroom. The Internet now brings access to the libraries of the world to remote schools and homes. Technology has accelerated the growth and expanded the definition of the “non-traditional” student profile.

We all recognize that access to technology is not evenly distributed. A disparity still exists between the digital haves and have-nots. Only 31 percent of students enjoy Internet access at home. 56 percent of students in the United States have Internet access at school.² But it’s not just access to technology that is important in creating a digitally-inclusive world. Of even greater importance is acquisition of “digital literacy”—the knowledge and skills necessary to use these technologies and the ability to adapt to the rapid pace of their change which is the hallmark of their ongoing development. The understanding of how technologies work, and to build on this knowledge to adapt to newer devices, provides the opportunities to succeed in the workplace and actively participate in society. The role of technology in the School of the Future is supportive in nature and secondary in purpose. It will assist in inquiry, support content distribution and increase efficiency. It will in all cases be a means to an end, driven by a rigorous curriculum and justified only by its ability to enhance instruction.

The Power of the Internet for Learning, Report of the Web-Based Education Commission to the President and the Congress of the U.S., Foreword, Sen. Bob Kerrey, Chair; Rep. Johnny Isakson, Vice Chair, Dec. 2000
Report of the Web-Based Education Commission to the President and the Congress of the U.S., December 2000, p. 26