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.
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.
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.
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.
New and emerging technology tools have a vast potential to make educational materials and programs accessible to many more students, provided the tools are designed with the broadest possible range of students in mind. That approach-called "universal design"-should be codified into federal law, according to EDC’s Center for Children and Technology (CCT) and a coalition of partners.
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.
digNubia introduces young people to archaeology through an exciting find: the remains of the ancient African civilization of Nubia that emerged over six thousand years ago in northern Sudan and southern Egypt. The project includes a documentary film, website, and traveling exhibit.
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.
EDC today released an independent evaluation of IBM’s Reinventing Education Program which indicates that investments in educational technology are yielding gains in student performance, teaching quality, and school management. The three-year study was conducted by EDC’s Center for Children and Technology (CCT) based in New York City.
The Internet is full of math problems, but many of them are pointless, says EDC’s Paul Goldenberg. They exist solely to practice what a student already knows, without leading to or developing larger concepts or questions. In such cases, he says, “the individual problems don’t matter, and neither do the answers.”
Technology For All (TFA) has announced an agreement with the online learning company SmartForce’s e-Learning Foundation (S.E.L.F.) to provide computer proficiency training scholarships to disadvantaged communities across the US. The announcement was made in Boston prior to a meeting of the America Connects Consortium.
A roundtable discussion featuring Judith Zorfass, associate director of the Center for Family, School, and Community; Glenn Kleiman, EDC vice president, and director of the Center for Online Professional Education; and Robert Spielvogel, EDC’s director of technology.
comes slowly to Macon Ridge, Louisiana, a rural area spread out
over 150 square miles in the northeast corner of the state. The
region is home to five of Louisiana’s poorest counties—or “parishes,” as
they’re known locally, a term that dates back to the days when
Louisiana was still a French Catholic colony. But the slow pace
of change in Macon Ridge is evident in more than just its nomenclature:
Cotton, corn, and lumber are still the dominant industries in the
This past summer, a group of science teachers from northern Illinois
spent six weeks poring over student work from Japan, Germany, the
Czech Republic, and six other countries. As part of an EDC online
workshop, the Illinois teachers logged on to a website to review
student work and accompanying commentary from teachers.