The children in the educational systems in the United States are failing to grow with the ever changing world of technology. This is based on the lack of growth in the way they are taught. The idea's and techniques that worked in the 1950's to prepare students for a career in factory like atmosphere's are no longer acceptable for the digital learners that are craving 21st Centry careers. The digital teaching platform is designed for the K–12 classroom. It is a web-based system that puts the teacher in charge of the lesson, and it provides the tools and resources the teacher needs to ensure the class runs smoothly.

The platform functions as the primary instructional environment in a 1:1 computing classroom. According to the One-to-One Institute, “One-to-one learning provides every student and teacher access to his or her own personal portable technology in a wireless environment allowing students to learn at their own pace and ability levels."

Unlike supplemental software programs, the digital teaching platform is the primary carrier of core curriculum content. It includes a comprehensive digital curriculum, which the teacher and students can access from their own computers. It also includes tools that allow the teacher to easily plan lessons, assign instruction, manage the classroom, and assess student learning — all from his or her computer.

Classroom uses
According to Walters and Dede the technology-rich digital teaching platform uses a one-to-one computing environment to best advantage. The platform enables highly differentiated learning instruction, and supports collaborative learning and interdisciplinary techniques. It facilitates large group multimedia presentations, small group projects, and individualized practice and assessment. The teacher is fully in control of student activities by making assignments, mentoring individuals, leading discussions, and providing feedback.

Before class, the teacher uses planning tools provided on the system to prepare the lesson. During class, the teacher uses multimedia to introduce a topic. Using their computers, students then access applets to explore concepts, and practice exercises. After class – at school or home – the teacher can use her computer to review each student’s progress and trends in class performance, and begin the process for planning tomorrow’s lessons. Teachers can also use the platform to customize learning sequences, assign assessments to students, and create reports of student progress. Each student uses a laptop during the class which allows not only for individual participation, but teachers are also able to monitor individual student progress throughout the class.

With a digital teaching platform, students see only the activities they are assigned, so they are not distracted by materials meant for others or by activities that will be used later. The platform ensures that students understand their assignments and can move quickly from one activity to the next without losing time or momentum.

Research into the impact of digital teaching platforms
Independent studies in the United States and Israel show students who use a digital teaching platform achieve higher gains in language arts and mathematics than students in comparable schools using traditional teaching methods and curriculum. The digital teaching platform classrooms also show improved teaching quality, an improved learning environment with fewer disruptions, and an increase in student confidence, motivation and enjoyment of math and reading/language arts.

A 2009 study by the Henrietta Szold Institute, the National Institute for Research in the Behavioral Sciences in Jerusalem, examined the educational impact of a specific digital teaching platform, called Time To Know, on students in two public elementary schools in Israel. One was an inner city school with many students from low-income households or state-run group homes, and the other was located in an upper middle class neighborhood. The study also included two comparison schools with similar demographics and achievement levels. Students in the treatment and comparison schools took a pretest at the beginning of the 2008-09 school year and took the same test as a post-test at the end of the year. Fifth grade students who had used Time To Know for two years showed higher gains in their test scores in all three subject areas — Hebrew, English, and mathematics — than fifth grade students in the comparison schools. The gains in reading language arts were particularly significant. In the Time To Know schools, students achieved average gains of 21.7 points in reading language arts in English. In contrast, students in the comparison schools achieved gains of 10.3 points in the same subjects.

Results are similar in the United States. Grand Prairie Independent School District (ISD) in Texas implemented a digital teaching platform, called Time To Know, in two classes each at Austin Elementary and Whitt Elementary schools during the 2009-10 school year. On the 2010 Texas Assessment of Knowledge and Skills (TAKS), the Time To Know students achieved statistically significant gains in mathematics, reading and writing, and outscored students in control classrooms in the district. A greater proportion of Time To Know students also reached the “Met The Standard” and “Commended” performance levels on the TAKS. In mathematics, 93 percent of the Time To Know students reached these levels and achieved proficiency on the TAKS, compared to 66 percent of the control students. In reading, 90 percent of the Time To Know students achieved proficiency, compared to 69 percent of the control students. In writing, 98 percent of the Time To Know students achieved proficiency, compared to 92 percent of the control students. In addition, the Time To Know students significantly increased their TAKS scores in mathematics and reading from the third grade in 2009 to the fourth grade in 2010.

The TAKS results follow the results of an independent evaluation by Rockman et al, an independent research and evaluation firm based in San Francisco that was conducted in Grand Prairie ISD in early 2010. The study showed that the Time To Know students far outperformed the control students in 21st century skills such as math reasoning abilities. Students in the Time To Know classes also spent more time using authentic tasks and problems, and more time explaining their reasoning. Further, the lower performing students made the greatest gains with the digital teaching platform, narrowing the achievement gap in math.