Simon Richmond of EDC shows how the QUESTT project distributed iPods and trained teachers in their use in Zambia. iPods will be used by teachers in both formal and non-formal schools across Zambia to support learning. The iPods are loaded with text, interactive video and interactive radio instruction programs, and include content about HIV/AIDS education.
EDC’s Pam Buffington works in
Gardiner, Maine, a small town at the head of the Kennebec River. As
state liaison for the Northeast and Islands Regional Educational
federally funded research center at EDC, she advises Maine
decision-makers on education policy. She has years of classroom
experience, most recently working with teachers to integrate technology
into their classrooms. Buffington spoke to us about her work supporting
elementary school teachers in Maine School
Administration District #11.
Young people from 85 countries submitted more than 1,500 photos to “Shoot Nations 2007,” a global competition to encourage youth to express themselves through photography and drawing. The winning photos included one taken by a team of students gathered by EDC in the Philippines, a group dubbed “power users” for their intensive long-term use of information and communication technologies.
From 2001 through 2007, 25 projects and 18 pilot programs have improved education systems in 30 countries around the world. Known collectively as “dot-EDU,” this EDC-led global initiative focused on applying digital and broadcast technologies in ways that improved quality, expanded
access, and enhanced equity.
In a remote mountain village in Northern Laos, a crowd of 150 people gathers one evening. Many have traveled by foot from neighboring villages, eager to watch a new video drama featuring local Akha people. The topic this evening is sexually transmitted
A new multimedia CD and Web site captures EDC’s six-year, 30-country technology initiative that expanded and deepened learning around the world. Since 2001, the program—known as dot-EDU—has worked with communities to implement a variety of information and communication technology programs. The presentation examines common themes and lessons learned, and also highlights specific technology applications and the impact they can have.
Keeping young people in school longer and improving teacher quality are two top challenges facing educators in Yemen today. Leaders from public and private sectors as well as members of the international donor community and the Ministry of Education met recently to focus on ways to propel Yemen’s education system forward through the use of information and communication technologies (ICT). The summit was convened by the Ministry and EDC.
Leaders from the Ministries of Education and Communication, the international donor community, and the private sector in Yemen will gather at the Looking Forward Summit in Sana’a, Yemen, March 14th and 15th. Participants will explore how ICT applications such as multimedia CD-ROMs, digital video, radio, computers, and the Internet can introduce and sustain new opportunities for improved teaching and learning in Yemeni schools.
Siobhan Bredin, project director of the National Science Foundation-funded ITEST (IT Experiences for Students and Teachers) Learning Resource Center at EDC, will address the United Nations this week, presenting five successful strategies for encouraging young women and girls to pursue skills and careers in science and technology.
In Uganda, where interruptions to the power supply are frequent, Internet
access is spotty. But a low-cost, low-energy computer lab set up for training rural teachers averts these problems, which tend to damage computer equipment and make it hard to reliably access the Web.
“History is changing,” write Cornelia Brunner and Bill Tally in their new book, The New Media Literacy Handbook: An Educator’s Guide to Bringing New Media Into the Classroom. “Broadly stated, the change can be described as a shift from neat history to messy history. Neat history is characterized by a coherent, agreed-upon, linear narrative, and by delivery systems such as textbooks and lecture-and-slide presentations.
EDC’s FunWorks project has teamed up with technology giant Cisco Systems, Inc., and the National Center for Women & Information Technology to increase awareness of education and career opportunities for girls and women in math, computing, and technology.
The Department of Defense Education Activity
operates 200 schools in 13 countries that enroll more
than 100,000 students—the children of military
service members and Department of Defense civilian
employees. EDC is providing online training and
materials to nearly 3,000 teachers who work in
Information and communication technologies (ICTs), if appropriately deployed, can bring about new and innovative teaching and learning practices among educators and students. dot-EDU’s E-School project in Macedonia is pioneering uses of ICT for improved teaching and learning—and is demonstrating quantifiable impact.
Teachers taking part in a new study say that today’s tech-savvy students have influenced how and what is taught in the classroom. These young people have also influenced their teachers’ knowledge about communications technologies.
EDC has been selected by the United States Agency for International Development (USAID) as a lead organization to implement the Assistance to Basic Education (ABE/BE) initiative, USAID’s new Indefinite Quantity Contract mechanism to support quality basic education around the world.
Education Development Center, Inc. (EDC) has added its name to a declaration focusing on the importance of women’s access to information and communication technologies (ICTs), and the link between access and increasing gender equity around the world. EDC and its co-signers will present the declaration at the United Nations’ World Summit on the Information Society being held in Tunis, November 16-18.
Today’s students face unprecedented challenges in preparing for a more
globalized society. While many organizations have worked to define
the kinds of skills needed for the 21st century, few have undertaken
efforts to measure the application of these skills. Recognizing this, the
Partnership for 21st Century Skills commissioned a report from EDC’s
Center for Children and Technology (CCT) to inform education leaders
on this crucial issue.
Two EDC projects are working with the U.S. Agency for
International Development (USAID) in Macedonia to use
information and communication technologies (ICT) to improve
education and business. The e-BIZ and e-Schools projects, both
conducted under USAID’s DOT-COM Alliance, are part of
Macedonia’s efforts to boost economic growth and rebuild
communities in the wake of the region’s recent upheavals.
Teams of young people from around the
world gathered in San Jose, Costa Rica,
in August for the First International
Power Users of ICT (information and
Symposium. The event included student
participants from Costa Rica, Latin
America, Australia, the Netherlands,
Nordic countries, and the Philippines.
Participants, who interacted virtually
with teams from Africa and Asia,
demonstrated their digital skills with
the goal of helping focus research on
pressing questions and topics.
High in the Peruvian Andes a grassroots movement supporting gender equity has taken hold. Led by a group of primary school students and their teachers, the community of Cerro de Pasco is taking a closer look at the implications of equal treatment and rights for men and women in the public and private spheres.
In conjunction with the fifth anniversary of the Digital Divide Network (DDN), EDC’s Center for Media & Community has launched a new interactive Web site for activists working to bridge the digital divide. The new Digital Divide Network Web site provides a unique, free online space for technology advocates, Internet activists, educators, and policymakers to collaborate with each other.
In the book, I Read it, but I Don’t Get It: Comprehension Strategies for Adolescent Readers, Cris Tovani tells the story of her transformation from a struggling adolescent reader to a high school reading teacher.
They’ve been called the Internet Generation, the "always connected," and the Power Users. They are teens who have grown up with computers, the Internet, and cell phones, and are using these technologies to communicate and access information anytime, anywhere. But what impact is this profound technological revolution having on young people around the world? How is it changing the ways they think and learn? What implications will these changes have for their education and future employment?
In an effort to provide more choices and expanded educational opportunities to their clients, many community technology centers (CTCs) are turning to online learning. ACC recently spoke with two programs funded under the Department of Education CTC grant program that provide online courses as part of their program offerings. These experiences capture both the promises and pitfalls of online learning and show its potential to complement the great work CTCs across the country are already doing.
Yemen is one of the least developed countries in the Arab world, a society where literacy rates for girls and women run as low as 30%, while poverty rates are correspondingly high. In a bold pilot project beginning this September, USAID will wire 24 Yemeni high schools to the Internet for the first time. EDC and its partners iEARN and World Links, will train teachers to use the new technology as well as conduct research on the impact of the initiative, notably on the experience of girls.