OUR AWESOME TEAM
David and Amy started Curriculum2Go in 2007.
David Futch
Owner
Amy Gropper
Owner
David Futch
Owner
Amy Gropper
Owner
David has a Bachelor's degree in secondary education and a Master's degree in instructional technology. David has spent his teaching career in Northeast Florida teaching at all levels of high school, coaching/mentoring in middle schools, and as an elementary computer lab teacher. In addition to the social sciences he has taught Adobe Dreamweaver, Photoshop certification, and Final Cut Pro courses in a high school new media program. David also spent many years as a district level instructional technology coordinator working with teachers integrating technology into their classrooms. As a liaison between instructional technology and information technology he led the district vision in implementation of Moodle and Wordpress These implementations allowed teachers to develop online companions to the classroom curriculum and give voice to students through blogging.
David has been presenting at Florida Educational Technology Conference (FETC) since 2001 and enjoys the challenges of "what's next" in education technology. He has worked with teachers across the state as a Florida Master Digital Educator and served as region 5 past president of the Florida Society of Technology in Education (FSTE).
David began working as an education consultant in August of 2010 providing training, coaching and mentoring, and custom content development for many schools and districts across the United States. During this time he has enjoyed helping teachers integrate digital resources into a variety tools and learning scenarios. In addition to working with the professional development team at Discovery Education David has enjoyed working with the DENconnects team developing lessons to support teachers as they integrate Discovery Education resources into their classroom.
David has worked on the development of eLearning courses for North East Florida Education Consortium (NEFEC) and St Johns Technical College and continues to work with schools as they implement distance and virtual learning on a variety of LMS platforms (Google Classroom, Canvas, Schoology, et al).
As education is faced with new challenges David has fully embraced professional development and virtual coaching via Google Meet, Zoom, WebEx, and Microsoft Teams. These tools not only open new opportunities to connect with educators but models best practices as teachers interact and engage with their students.
Amy has a Bachelor's degree in middle childhood educaion and Master's degree in instructional technology, both from Georgia State University. She is currently working on her Ed.D. in Curriclum and Instruction at University of Central Florida. She has taught in elementary and middle schools in the greater Atlanta area Northeast Florida. With a focus on the gifted and talented student population Amy has developed engaging and challenging content for her students. Her cutting edge approach to the classroom has gained invitations to present at North East Florida Summer Technology Conference and the Florida Educational Technology Conference (FETC) to share her experiences and challenge fellow educators.
In addition to her classroom experience, Amy has served as a mentor teacher and teacher coach as well as a professional development facilitator and finally, a college professor. Throughout all of these different roles, her focus has been integrating technology and differentiating curriculum for a more holistic and challenging classroom. She encourages teachers to stretch their comfort levels and integrate meaningful technology into their teaching.
Amy believes that rigorous and engaging teaching has (and always has had) its roots in strong pedagogy and reflective practice. As classrooms have changed to incorporate an ever-growing field of data/information, we must resist the pressure to teach only those skills that students then ‘parrot’ back to us on their tests.
Now, more than ever, Amy believes we must utilize the technology available to help our students be authors of their own learning path, as we provide the backdrop using the standards students must learn. Quite similar to the old board game, Life, the students make the moves on the board passing through and acquiring knowledge along the way. The standards become the pivotal stops on the board, and each child must demonstrate that knowledge prior to moving forward to the “end of the game.” The exact path to that knowledge can be diverse based on the “moves” of each child, but their ability to negotiate that path on their own, with prompting, data, and facilitation from the teacher, is essential to finishing the game.