Meet the Exchange
Leading a sector-wide effort to tackle collective action problems in education starting with edtech purchasing and implementation.
We help educators make evidence-informed decisions about edtech tools and how to effectively and equitably implement them in their learning spaces.
Founded in 2018, we are a nonprofit structured as a public charity funded entirely through grants from a growing list of funders, including the University of Virginia School of Education, Strada Education Network, Carnegie Corporation of New York, and the Chan Zuckerberg Initiative.
Our team is made of a community of educators, edtech experts, and district decision-makers committed to coming together to solve our shared problem: a lack of information about what edtech works where and why.
Dr. Christine Tomasik, NBCT is the Managing Director at the EdTech Evidence Exchange.
At the EdTech Evidence Exchange Christine builds relationships while leading and directing internal and external special projects. She is a “utility player” with a passion for advancing strategic initiatives collaboratively with colleagues and partners who “dream big, have fun and get stuff done.” When it comes to selecting and implementing education technology, Christine values merit over marketing and knows #ContextMatters.
Prior to joining the EdTech Evidence Exchange, Christine was the Chief Learning Officer at mindSpark Learning and led the organization’s Learning Team which created and delivered relevant, highly interactive and engaging professional learning experiences for educators nationwide.
Christine was also the Director of Special Projects at the George Washington University Graduate School of Education and Human (GSEHD). She led several of GSEHD’s multi-faceted, interdisciplinary projects and managed the sponsored research portfolio for the Office of the Dean. During her tenure at GW, Christine led programs that facilitated the professional growth and development of thousands of the region’s educators.
Christine began her career as a 4th grade teacher in Philadelphia, holds an Advanced Professional Certificate from the state of Maryland, and is certified by the National Board for Professional Teaching Standards as a Middle Childhood Generalist. She earned her doctorate in Human and Organizational Learning from George Washington University. Across her 20+ years in education, she’s taught elementary and middle school aged children from diverse backgrounds in both urban and suburban settings, supervised pre-service teachers, conceptualized and led a graduate certificate program, earned $5M+ in grant funding, and developed and led the National Board Candidate Support Network in Montgomery County (MD) Public Schools.
Amber Fowler is the Project Associate at EdTech Evidence Exchange.
She graduated from Morgan State University with a BS in Psychology and a minor in Biology. Before joining the team, she worked as a College Access Advisor in an inner-city public school, where she educated underserved communities about post-secondary opportunities. Amber is passionate about providing educational opportunities to underserved populations. As a Project Associate, she will continue to drive the effort to use technology to make a positive impact on education.
Brian Wright is currently an assistant professor and Director of Undergraduate Programs in the School of Data Science at the University of Virginia. Prior to this appointment he was the Director of George Washington University’s Graduate Data Science programs and served as a faculty member teaching Machine Learning, Introduction to Data Science, and Capstone courses on an annual basis. Brian also co-founded George Washington University’s Data Science Institute. Prior to joining George Washington University, he organized and lead interdisciplinary teams of researchers at the University of Tennessee, Knoxville as the Assistant Director of the National Defense Business Institute, a government-oriented institute that focused on applying advanced analytical techniques for federal clients. Brian also worked for the DoD as a consultant and federal employee for almost 10 years. His research focuses on the intersection between Data Science and Education with an emphasis on student success. Throughout his work in both academia and the private sector, he has endeavored to promote a foundation of scientific research methodologies as best practices when approaching data-intensive problems.
Erin Mote is the Executive Director and Co-Founder of InnovateEDU. In this role, Erin leads the organization and its major projects including technology product development, work on data interoperability and data systems, and an urban education Fellowship for new educators. She leads the organization’s work on creating uncommon alliances to create systems change – in special education, talent development, and data modernization. An enterprise architect, she created, alongside her team, two of InnovateEDU’s signature technology products – Cortex, a next-generation personalized learning platform, and Landing Zone – a cutting-edge infrastructure as a service data product.
Luke Swarthout is the Chief of Staff at InnovateEDU. Previously as the Director of Policy for the New York Public Library’s Digital Team, Luke focused on the digital transformation of the institution and the library sector. He was NYPL’s Director of Adult Education and oversaw the expansion of adult literacy, English language instruction, technology training and digital equity initiatives to tens of thousands of New Yorkers. Luke served as a Senior Education Advisor on the Senate HELP Committee between 2009 and 2011 where he handled postsecondary education policy for two Committee Chairmen. He began his career at U.S. PIRG, advocating for greater college access and affordability on behalf of college students. Luke is a founding board member of the National Digital Inclusion Alliance and a graduate of New York City public schools, Amherst College and Princeton University.
The time has come to give the education professionals the mechanism, shared language, incentives, and support they need to document their work for the common good.
We know that the effectiveness of technology in the classroom depends on a constellation of factors, from school culture to technical capacity to support from school and district leadership.