NEIR*TEC helps state and local educational leaders address the many challenges involved in using technology effectively, emphasizing the needs of schools in underserved urban and rural communities. NEIR*TEC, one of 10 regional technology-in-education consortia, serves the six New England states, New York, Puerto Rico, and the Virgin Islands.
dot-EDU was an information and communication technology (ICT) intervention mechanism for USAID Missions seeking to improve education systems in their respective countries. dot-EDU sought to assist developing countries in strengthening learning systems that improve quality, expand access, and enhance equity through carefully planned applications of digital and broadcast technologies. The dot-EDU mission had two foci. First, dot-EDU provided training and technical assistance to support USAID Missions in developing and implementing technology-assisted applications.
Most teens work by the time they graduate from high school. Although work can be a positive experience, it also has risks. Every year 100,000 teens are seriously injured on the job. To improve the safety of young workers, the center provides training for the staff of school and community-based job readiness and placement programs, preparing them to teach teens about occupational safety and health. The center also provides seminars, technical assistance, and resources to employers of youth and to other education and employment-related organizations serving youth.
CSE is helping develop a Northeast Biomanufacturing Collaborative, a regional center with hubs in 12 states from Maine to Virginia. The project helps partnerships of community colleges, biotechnology companies, high schools, and four-year colleges develop programs and curricula to train people for biomanufacturing occupations and careers in the biotechnology industry.
The ITEST (Innovative Technology Experiences for Students and Teachers ) Learning Resource Center at EDC held a convening to develop a theoretical research framework to guide future research on youth motivation in STEM (science, technology, engineering, and mathematics), with a particular emphasis on populations most underrepresented in the STEM workforce.
Participants focused on two guiding questions:
What is currently known about motivation in STEM for underrepresented youth?
What can be done to cultivate new research around STEM motivation for underrepresented youth?
Proyecto METAS enables at-risk youth in Honduras gain the job skills, knowledge, attitudes, behaviors, and life perspectives needed to create positive futures, as well as providing local companies with the skilled workforce needed to compete in international markets.
Teachers’ Domain: Engaging Alaska Natives with the Geosciences collection aims to increase Alaska Natives’ exposure to and involvement with geoscience-related issues that are directly relevant to their lives. CCT will conduct the evaluation of the collection to examine the ways in which teachers are accessing and using the media materials and the impact on both native and non-native Alaskan high school students.
Building on our previous collaboration to track assessments of 21st century skills (Assess21), the Partnership for 21st Century Skills has engaged CCT to develop a series of online resources to help states understand and support the teaching, learning and assessment of 21st century skills. We are also identifying state-level resources that address key educational components needed to bring those skills into the classroom.
The City of Chicago has announced it will create five new “early college” STEM (science, technology, engineering, and mathematics) schools for grades 9–14, based on the model of Brooklyn’s Pathways in Technology Early College High School (P-TECH). EDC worked with the New York City Department of Education, IBM, and others to document the design and launch of P-Tech, as well as its first year in operation. EDC compiled lessons learned as the basis of the STEM Pathways to College and Careers School Guide—the IBM Playbook, which will be used to help guide Chicago in setting up the new schools.
EDC will cohost a symposium on education in international development, sharing the lessons learned from a decade of working with youth as part of the portfolio of USAID-funded programs known as EQUIP. The symposium, “Informing the Future: Ten Years of Experience in Global Education in Development,” will be held Tuesday, November 8, at the National Press Club in Washington, D.C.
EDC’s Joyce Malyn-Smith discusses the role community colleges can have in improving the United States’ competitive edge in the global marketplace by training workers in science, technology, engineering, and math (STEM) skills.
A new report by EDC for the Nellie Mae Education Foundation identifies effective ways that technology may be used to personalize a student’s learning experience. The report, Integrating Technology with Student-Centered Learning, examines the integration of computer- and web-based tools, applications, and games, as well as video and technology associated with mechanical and electrical engineering.
Engaging the interest and passion of young people in science, technology, engineering, and math (STEM) is the goal of educators, researchers, and policymakers attending the eighth annual ITEST Summit, March 3–4, 2011 at the Westin Arlington Gateway in Arlington, Virginia.
High school students are learning some of the critical thinking and mathematics skills they need to make sensible financial decisions.
Most teenagers don’t think twice about spending 99 cents to download their new favorite song as a ringtone. Few of them realize, however, how small financial decisions like that can add up over time and derail plans to save for a car or attend college.
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.