Inclusive Digital Education & Analytics

Inclusive Digital Education & Analytics

Partners

Partners

Metro Nashville Public Schools

Metro Nashville Public Schools

Metro Nashville Public Schools is a school district that serves the city of Nashville, Tennessee and Davidson County.

Metro Nashville Public Schools is a school district that serves the city of Nashville, Tennessee and Davidson County.

B.E. Academy for Girls

B.E. Academy for Girls

B.E. Academy for Girls, located in Nashville, TN, was founded in 2022. The mission of B.E. Academy is to provide students with a personalized, culturally relevant, STEAM-focused, project-based education and support them as they transition from dependent learners to independent thinkers.

B.E. Academy for Girls, located in Nashville, TN, was founded in 2022. The mission of B.E. Academy is to provide students with a personalized, culturally relevant, STEAM-focused, project-based education and support them as they transition from dependent learners to independent thinkers.

Teacher Partners

Teacher Partners

Dr. Annmaria Tierno

Dr. Annmaria Tierno

Dr. Ann is a K–5 Computer Science teacher at Paragon Mills Elementary School in Metro Nashville Public Schools with more than 30 years of experience spanning higher education nonprofit leadership, and K–12 education…more

Lori Kahley

Lori Kahley

Lori is a Computer Science teacher for grades K-5 at Tusculum Elementary School. This will be her 31st year teaching. She is a member of the Metro Nashville Public School Computer Science Curriculum Team…more

This work is funded in part by the National Science Foundation (ECR-2024965, DRL-2031175, DRL-2238712), Spencer Foundation (#202600048), Peabody College at Vanderbilt University. The opinions, findings, and conclusions do not reflect the views of the funding agencies, cooperating institutions, or other individuals.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

1400 18th Ave S

Nashville, TN

Peabody College of Education and Human Development

Vanderbilt University

This work is funded in part by the National Science Foundation (ECR-2024965, DRL-2031175, DRL-2238712), Spencer Foundation (#202600048), Peabody College at Vanderbilt University. The opinions, findings, and conclusions do not reflect the views of the funding agencies, cooperating institutions, or other individuals.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

1400 18th Ave S

Nashville, TN

Peabody College of Education and Human Development

Vanderbilt University

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