The Science Behind TechSteps
Harvard research shows that active learning can boost retention by over 30%, while proven memory techniques improve recall by up to 50%. At TechSteps, we make learning new technology feel effortless so it fits naturally into your life — helping you get more done with confidence and ease.
Enjoy peace of mind with research-backed coaching.
Each session uses proven science to help you learn faster and remember more. Our methods make complex tech easy to understand, so it fits naturally into your daily routine — boosting productivity and freeing up time for what matters most.
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Science-Based Learning. Proven methods make learning faster and more effective.
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Quick Results. Practical strategies deliver real progress in less time.
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Easy-to-Understand. We break down complex tools so they’re easy to use confidently.
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Enhanced Productivity. Save time and increase efficiency in your day-to-day tasks.
Learn Faster. Retain More.
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Fast Learning. A structured progression offers a clear path to mastery, making learning quick and practical.
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Engaged Memory. Active engagement makes complex tech easier to remember, building confidence in new skills.
Learning tech is easy when each step builds confidently on the last, helping you retain skills and apply them right away.
• Bloom’s Taxonomy:1 Sessions tailored by skill level make learning steps manageable.
• Active Learning Techniques:2 Hands-on methods keep learning relevant and engaging.
• Proven Memory Retention: Recall exercises and repetition enhance memory.
• Quick Progress. Science-backed methods provide visible improvements from the start.
Methods for Adult Learners.
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Scaffolding and Tailored Lessons. Each lesson meets you where you are and builds naturally, reducing stress.
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Immediate Skills Application. Lessons designed for immediate use, giving you confidence with tech challenges.
Designed for adult learners, each skill is rooted in real-life applications, making new knowledge instantly relevant.
• Adult Learning Theory:4 Emphasizes practical applications for immediate use, respecting adult learning styles.
• Scaffolding Techniques:6 Each session builds from simple to complex, making learning feel natural.
• Differentiated Instruction:7 Lessons are tailored to meet individual goals, creating a fully personalized learning experience.
• Efficient Use of Time. Adult learners see results quickly, with practical skills that save time in daily life.
• Real-world scenarios: Skills taught through relatable contexts are easy to apply right away.
Building skills that last.
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Achievable Goals. Clear milestones create rewarding, sustainable progress.
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Lasting Habits. Technology use becomes natural, enhancing productivity with less effort.
Our goal-setting strategies foster sustainable learning, building habits for long-term success.
• SMART Goals and Goal-Setting Theory:4, 12 Structured progress with achievable milestones rewards your efforts.
• Behavior Change Theories:9 Science-backed techniques support habit formation and motivation.
• Habit Formation:10 Small wins build habits for a smooth, stress-free tech routine.
• Behavioral Cues. Reminders and prompts reinforce learning, keeping new habits on track.
With our science-backed approach, learning technology is simple, effective, and empowering—one step at a time.
1. Bloom’s Taxonomy: Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.
2. The effectiveness of active learning, supported by Harvard research, can be referenced here: Active Learning: Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus the feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257.
3. Technology Acceptance Model (TAM): Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
4. Adult Learning Theory: Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2011). The adult learner: The definitive classic in adult education and human resource development. Elsevier.
5. SMART Goals: Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
6. Scaffolding Techniques: Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100.
7. Differentiated Instruction: Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.
8. Cognitive Psychology and Learning: Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14–19.
9. Behavior Change Theory: Prochaska, J. O., & DiClemente, C. C. (1982). Transtheoretical therapy: Toward a more integrative model of change. Psychotherapy: Theory, Research & Practice, 19(3), 276–288.
10. Habit Formation & Behavioral Economics: Duhigg, C. (2012). The power of habit: Why we do what we do in life and business. Random House.
11. Coaching and Productivity Gains: Forbes Coaches Council. (2019). The value of coaching: Statistics that prove coaching works. Forbes.
12. Goal-Setting Theory: Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice-Hall.
13. ICF Coaching Research: International Coach Federation (ICF). (2024). 2024 Global Coaching Study.
The research, theories, and models referenced on this page are from respected academic and professional sources. These citations provide foundational support for the principles and methods used by TechSteps in its coaching services. All referenced materials belong to their respective authors and publishers. We encourage further exploration of the original works for a deeper understanding of the concepts. While TechSteps applies the insights from these studies and frameworks to help clients achieve tangible results, individual outcomes may vary. The content included here is meant for informational purposes and to show the scientific grounding of our approach.