EDC’s Gender, Diversities, and Technology Institute works at the intersection of gender, race, ethnicity, socioeconomic status, disability, culture, and sexual orientation seeking to understand how technology can support the development of democracy and human rights. Projects focus on increasing participation in and distributing ownership of the “new knowledge society” brought about by emerging technologies.
Literacy and Community Empowerment Program (LCEP) is an integrated community development initiative that includes components in literacy, capacity building for income generation, and local governance in Afghanistan. Within the literacy component of LCEP, EDC is responsible for two interrelated subcomponents: the establishment and ongoing development of a Women’s Teacher Training Institute in Kabul and the implementation of the Afghan Literacy Initiative.
Through the Education Quality for All (EQUALL) project, EDC and our partner organizations implement activities designed to strengthen the quality and expand the coverage of complementary education in Ghana, and to create stronger linkages between nonformal and formal basic education programs. This effort will result in increased access to basic education for children—especially girls—who have not had the opportunity for schooling due to social, occupational, cultural, or other reasons; and in increased learning outcomes among participating children.
EDC delivers intensive professional development for afterschool providers in the integration of academic content in afterschool programming. Created in partnership with the Afterschool All-Stars, Citizen Schools, CNYD, and Foundations Inc., the trainings emphasize experiential learning approaches, positive youth development principles, and on-going staff leadership and development.
The FunWorks is a digital library of career exploration resources for youth ages 11 to 15. The FunWorks provides “real world” experiences and uses children’s current interests and passions, such as music and sports, to help them explore exciting future careers in science, technology, engineering and mathematics (STEM). The site was designed for and by children—over 300 young people have participated in the design and launch of this one-of-a-kind collection from the initial concept to design, usability testing, and launch.
As part of an effort to increase the participation of South Sudanese in the peace process and now the civic life of their new nation, the Sudan Radio Service provides access to balanced and useful information through radio-based education, news, and entertainment programs presented by local presenters in nine languages. Independent research found that Sudan Radio Service has approximately one million listeners.
Sudan Radio Service also builds the capacity of Sudanese journalists through its Certificate in Broadcast Journalism program and through on-the-job training.
Global Kids and GameLab, an independent game company, have developed an innovative curriculum for engaging minority youth in the development and dissemination of online games. Called Playing for Keeps (P4K), the games are designed to educate youth around the world about important social issues.
Global Kids will conduct P4K on an annual basis as an afterschool program, enabling participating students to publish one professional-level, Web-based game each year.
EDC serves as technology advisor in the development of an online toolkit designed to aid afterschool educators in the integration of technology and academic content. SEDL’s technical assistance effort is funded by the U.S. Department of Education to support their 21st Century Community Learning Center program, a $1 billion effort to fund afterschool programming.
EDC offers youth development professionals and educators comprehensive services and resources for using technology to create exciting learning environments. Created by the Morino Institute and now led by EDC, YouthLearn provides user-friendly tools to help organizational leaders and staff start or strengthen afterschool and in-school programs.
GSDL provides high-quality digital resources to: (1) help educators promote interest and engagement with STEM (science, technology, engineering and mathematics) education by learners of all ages, particularly females; (2) encourage learners to pursue science education and future careers in science; (3) provide an inter-disciplinary examination of the role of gender in the creation, teaching, and learning of science; and (4) build community among all interested users for the purposes of inquiry, information exchange, best practices development, and mentoring.
EDC will produce two new 10-15 page publications—one specifically targeted for veterans returning from Iraq and Afghanistan and the other for their families. They will be based on the VA National Center for PTSD’s successful publication for war veterans, “Returning from the War Zone”.
Urban Ecology is a project developed by the Urban Ecology Institute and Boston College to provide 7-12th grade teachers and students with scientific, instructional, and technological training in urban ecology field studies. This Innovative Technology Experiences for Students and Teachers (ITEST) project is funded by the National Science Foundation and supported by the Learning Resource Center at EDC.
Bioinformatics: the Rutgers Initiative in Teacher Enhancement (BRITE) is a project engaging thousands of New Jersey high school students and their teachers in cutting edge molecular biology investigations. This Innovative Technology Experiences for Students and Teachers (ITEST) project is funded by the National Science Foundation and supported by the Learning Resource Center at EDC.
Catfish Environmental Monitoring (CEMO), a collaboration between Mississippi Valley State University and Scotland Fisheries, is a program designed to integrate experientially-based STEM (Science, Technology, Engineering, and Mathematics) learning into the high school curriculum of 13 rural Mississippi Delta schools. This Innovative Technology Experiences for Students and Teachers (ITEST) project is funded by the National Science Foundation and supported by the Learning Resource Center at EDC.
Build IT is an afterschool and summer program for underserved middle school girls that capitalizes on its participants interest in design and communication technologies by engaging them in hands-on, collaborative, real-world experiences. This project, a collaboration between SRI International and Girls Inc of Alameda County (GAIC). This Innovative Technology Experiences for Students and Teachers (ITEST) project is funded by the National Science Foundation and supported by the Learning Resource Center at EDC.
Green Energy Technologies in the City (GET City), a collaboration between Michigan State University and Lansing Boys and Girls Club, is a program designed to empower inner-city youth to become community science experts in energy sustainability and environmental health topics. This Innovative Technology Experiences for Students and Teachers (ITEST) project is funded by the National Science Foundation and supported by the Learning Resource Center at EDC.
Community for Rural Education Stewardship and Technology (CREST) a project for students and teachers, uses Web design, ethnography, and Geographic Information Systems (GIS) to address community challenges in rural areas of Maine. This Innovative Technology Experiences for Students and Teachers (ITEST) project is funded by the National Science Foundation and supported by the Learning Resource Center at EDC.
Armed conflict in Somalia has forced people to flee their homes and has sent many into makeshift housing and camps. Using shortwave radio to reach these people, EDC produces and broadcasts instructional segments on basic reading, math, and life skills such as health and conflict prevention.
An EDC-sponsored after-school project where girls produce videos about careers in
science and engineering recently received a donation of “flip cameras.” The cameras will enable the girls to produce Web-based personal vignettes in which they explore their dream careers.
Wisdom “Laddo” Mulefu has become something of a hero at EDC. Depending on who you talk to, he’s the boy who traveled countless miles just to find a school that would enroll him … the boy who wouldn’t take “no” for an answer … the boy whose wholesale love of education blossomed before our very eyes.
Have you ever wondered why a cake rises? How the bubbles get in the soda bottle? What makes a bathtub boat float or sink? If you answered “yes” to any of these, you’re in good company. Educators from around the country recently gathered at the Children’s Museum in Boston to investigate questions like these, part of a national initiative to bring high-quality, hands-on science to thousands of children in afterschool programs around the country.
A national initiative led by EDC’s Center for Science Education (CSE) and Lawrence Hall of Science (LHS) in Berkeley, California, has recruited community program leaders across the country to help them implement high quality science and engineering activities in afterschool programs.
When Trevor Dudley saw that the architectural plans for a new school in Kampala, Uganda, had no athletic field or recreational facilities, he decided to intervene. Bucking the prevailing opinion that sports were a distraction that had no place in the world of learning; Dudley set out to show the positive impact athletics could have on children and communities. A native of England, Dudley has lived in Africa for 25 years, 18 of them in Uganda, working as a construction consultant.
EQUIP3/Haitian Out-of-School Youth Livelihood Initiative, or IDEJEN as the project is known locally, operates twelve youth centers. Each center provides 50 students between the ages of 15-20 with an education in basic reading, writing, and mathematics. Students also receive lessons in health, nutrition, conflict-resolution, and other life-skills. In addition, they learn a marketable trade such as sewing, woodworking, auto mechanics, handcrafts, hotel services, or agricultural businesses.
At a time when many schools are being pushed to narrow their focus and concentrate on core academic subjects like reading and mathematics, afterschool programs are being pulled in a dozen different directions. Program directors wrestle with a range of questions as they try to meet the diverse needs of funders, parents, and the young people they serve. Should afterschool time be an extension of school, focused on tutoring and homework help? Or a break from school, focused on sports, fitness, arts, and hobbies?