A technology decision in higher education demands fluency in several fields at once. How people learn, how the infrastructure works, how the institution governs itself, how procurement runs.
Those rarely live in one office, let alone one person. Wrightmann Education Technologists exists to bring them together for as long as a decision takes. We work with colleges and universities across the full technology lifecycle, from a first evaluation through implementation and adaptation to eventual decommission. What an institution gets from working with us is a clear view of the whole picture: what a decision will require, what it will cost to run afterward, and whether faculty and students will genuinely be able to use what gets built.
Where the firm started
Wrightmann began with a report, not a business plan.
Someone in the middle of a technology evaluation had a well-founded instinct about the decision and needed it put into language. Language that sat between two fields at once and described both what the technology would take to run and what the teaching it was meant to support needed.
Jack Wrightmann wrote that report. Jack is a U.S. Army veteran who completed his first degree while deployed overseas, moved from military network engineering into enterprise systems architecture, and has spent his career on the infrastructural side of institutional technology. His brother Charlie supplied the other half of the picture. Charlie holds a doctorate in psychology; his research examined game-theoretic frameworks for learning-community development among neurodivergent students, which is to say, he studies what technology has to do to change how people learn.
The report helped, and the work that followed became the firm. Wrightmann still, in effect, writes versions of that same report, for institutions that have a clear instinct about a decision and want it made legible before they act on it.
The team
The people you work with are the people described here: former classroom educators, audio visual infrastructure specialists, instructional designers, multimedia technologists, learning management system administrators, and learning game developers. Charlie carries the same title as every other consultant, and the work is staffed with senior people throughout, not delegated downward.
Jack & Charlie Wrightmann
Founders & consultants
Margot Hemsfeld
Classroom audiovisual specialist
Emily Connelly
Instructional multimedia technologist
Shuji Toyama
Learning management system administration specialist
Cirocco Powell
Learning game developer
Sam Newell
Instructional designer
The disciplinary range is deliberate. The distance between what a learning platform offers and what a faculty member can realistically build inside it is as much an organizational and pedagogical question as a technical one, and addressing it well takes people fluent in both. Every consultant carries formal professional development time and budgeted time for service to their scholarly community. Staying current is not optional here. It is a condition of the work.
How we work, and who it’s for
Built on what you already have
A recommendation rests on the institution's existing infrastructure, its pedagogical practice, and the standards it intends to hold for the next decade. We would rather help refine and extend something that already works than replace it outright. Many of our longest projects began as a single consultation.
A decision made legible before it's made
Wrightmann is for the institution that wants a technology decision genuinely understood before it is made, judged not at the moment of contract signing but by whether faculty and students can still use what was built, years later.