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.
According to a study released this week by SRI International and EDC, an overwhelming majority of grade 6-12 teachers and students in the Henrico County, Virginia public school district have benefited from the use of laptop computers.
This pilot project is designed to gauge the success of applying a versatile video compact disc (VCD) technology to meet critical learning needs of young girls who cross the Mekong in search of a more exciting and financially rewarding life in Thailand.
EDC’s Joyce Malyn Smith has been invited to present during the World Summit on the Information Society, a meeting sponsored by the United Nations which takes place December 10-12 in Geneva Switzerland. Malyn-Smith will participate in a panel called, "Power Users Roundtable," that will discuss EDC’s work with young people who have become self-directed learners of technology, mastering the technology tools and software as needed to achieve their needs and wants.
This fall nearly 800 new teachers have entered classrooms in the Milwaukee Public Schools for the first time. According to recent statistics from the National Commission on Teaching and America’s Future, upwards of half of them will be gone by the fall of 2008. Like school leaders across the country, administrators in Milwaukee are working hard to slow down this revolving door in the profession and keep their best teaching talent in the classroom.
4:00 on a Wednesday afternoon, and the technology center at West
End House, a Boys and Girls Club in Allston (Mass.) is full. Twelve
young people gather around 10 computers, doing homework, writing
The story of Project Hiller, a laptop initiative
launched three years ago at Union Hill High
School in New Jersey, is a story of educational vision, effective use of technology,
and proven academic improvement.
When Maine Governor Angus King first proposed last year to provide
a laptop computer to every middle school student, many educational
technology experts considered it to be a courageous experiment,
but were concerned
that it put the
cart before the horse—that technology would drive, rather than serve, educational practices.
The Youth CaN Med (Youth Communicating and Networking-Mediterranean) project is introducing sustainable, systematic technology into Lebanese schools to enhance student’s understanding of environmental issues.
EDC’s Center for Children and Technology (CCT) and The Benton Foundation today released their latest report: The Sustainability Challenge: Taking Edtech to the Next Level.
In the last 10 years, the United States has invested over $40 billion placing computers in schools and connecting classrooms to the Internet; the report cautions that this massive investment in educational technology, or edtech, may be at risk.
22 telephone lines and 3 computers per 1,000 people, India has
a very poor basic information and communication infrastructure.
Even though this infrastructure is highly concentrated in urban
areas, Internet access via the telephone is still difficult and
expensive in urban areas. In rural India, more than half of India’s
villages lack telephone connectivity, let alone Internet access.
Over the past several years, a number of educators and school districts have experimented with different models of online professional development (OPD)Web-based courses designed to supplement or take the place of face-to-face workshops. However, little is known to date about the impact of OPD offerings on students, classrooms, and schools.
Hosted and moderated by EDC’s Global Learning Group, the GKD List is a unique virtual learning community that brings together technology specialists from every region of the world to discuss innovative uses of information and communication technology (ICT) in support of sustainable development.
Education Development Center, Inc. (EDC) announced today that the New Bedford Global Learning Charter School has been selected as one of ten schools around the country to replicate the “High Tech High School” design, with funding in part from the Bill and Melinda Gates Foundation.
After seven years of fieldwork, the Morino Institute has joined with EDC to release a guide designed to help after-school programs create and implement high-quality, technology-enriched learning activities. The guide provides user-friendly tools and resources that have proven effective at inspiring young people’s curiosity and creativity in a range of community-based settings.
In Senate hearings today, EDC Vice President Margaret Honey called for a renewed federal commitment to providing leadership and funding for educational technology and, more broadly, for comprehensive educational improvement. "It may be time to conceive of an educational initiative on the scale of the Apollo Program or the Genome Project," Honey told the Senate Appropriations Subcommittee on Labor, Health and Human Services, and Education, chaired by Senator Tom Harkin of Iowa.
Many parents complain that they don’t know much about their children’s schoolsincluding whom to contact when they have questions or concerns. What if parents could pick up a cell phone and gain instant access to the website of their children’s school? What information would be helpful to them?
If you could design a fantasy machine, what would it look like? What might it do? For years, researchers at EDC’s Center for Children and Technology (CCT) have been asking that question and others like it to groups of children and adults. In the process of analyzing the responses, the researchers have discovered some distinct gender differences in the ways we think about technology.
How do we know that a new approach works, adding to a practitioner’s knowledge, effectiveness, and ability? And if it does work, how can we use the model to reach more practitioners? These questions are central to two of EDC’s latest experiments with online professional development.
Community-based technology centers narrow the "digital divide" between the technology haves and have-nots by providing computer access and education to the unemployed and working poor, according to a National Science Foundation (NSF)funded report released this month.