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.
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?
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.
EDC’s Picturing Modern America Web site, a set of online activities and tools that help students learn history through primary documents, was recently honored as one of the best online resources for education in the humanities. The site includes hundreds of documents, photographs, pamphlets and films on U.S. history and culture from the Library of Congress.
Teachers know that useful and creative materials are available on the Web, but they often don’t have the time to locate and experiment with them. To make Web resources more readily available, EDC’s Judith Zorfass and her staff at the Center for Family, School, and Community have developed the Literacy Matters Web site, an online resource for middle and high school teachers, parents, and students committed to supporting adolescent literacy.
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.
As fewer young people opt for careers in science, technology, engineering,
and mathematics (STEM), the National Science Foundation has funded
EDC to develop a resource designed to engage young people in career
exploration and development.
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.
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 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.
By 2015 and in accordance with Education for All (EFA), the Government of Honduras seeks to have 50 percent of its pre-school age population in school. Currently, less than a third of preschool age children are able to attend pre-primary institutions, most of which were private.
The current issue of Contemporary Issues in Technology and Teacher Education (CITE) Journal highlights an article the Journal has selected for its series of “seminal articles” about education and technology by EDC Vice President Glenn Kleiman.
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.
In the inaugural article in a new series on educational technology, EDC vice president Glenn Kleiman explores methods of educational research by focusing on the case study of a technology program in Missouri schools.
"Does Technology Enhance Inquiry-Based Learning?" discusses research into the effectiveness of the Enhancing Missouri’s Instructional Networked Teaching Strategies (eMINTS) program. The brief summarizes the research results on four key questions:
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.
Over the 20-year-history of community technology
centers (CTCs), impact has
tended to be measured in one way: Is anybody here? CTCs were established to
provide technology access—and by extension, new opportunities for learning
and skill development—to people who didn’t have computers at home
or at work.
For EDC Senior Vice President Vivian Guilfoy, who has spent more than a decade working in the fields of community technology and youth development, one of the signs of progress is a blurring of boundaries. “The days of distinction between formal and informal education have come to an end,” says Guilfoy, director of EDC’s Center for Education, Employment, and Community (CEEC).
Educators hoping to prepare young people for contemporary workplaces have always struggled with the challenge of a moving target. And the target is moving increasingly faster—thanks to the impact technology is having on nearly every career.
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.
Faced with the challenge of designing a program that would bring current business issues into the high school classroom, a team of EDC curriculum writers and researchers began their work in an assembly plant.
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 released their latest report, The Sustainability Challenge: Taking Edtech to the Next Level, over the Internet today. 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.