The Shaqodoon program was created to provide Somali youth with greater access to training, internships, work and self-employment opportunities in order to productively engage youth and add to the stability and development of the region. Shaqodoon is Somali for “jobseekers”.
In collaboration with the Institute of Computer Technology, Intel Corporation has created Teach to the Future, a curriculum to help teachers integrate technology into their classroom practice.
Teach to the Future emphasizes the use of technology by students and supports teachers in creating technology-rich units for their existing curriculum. The program trains master teachers, who in turn train classroom teachers in their own districts.
Using electronic games, Portable Word Play addresses the need for more innovative approaches to teaching and learning with games. The goal is to combine engaging, creative forms of play with instructional impact that teachers will recognize and value.
The project is designing, developing, and field-testing two video games for the handheld Nintendo DSi. The goal is to improve the general literacy and reading comprehension skills of struggling middle-grade students.
Be a Scientist! is a full-scale development project that examines the impact of a scalable STEM (science, technology, engineering, and math) afterschool program that trains engineers to develop and teach inquiry-based Family Science Workshops (FSWs) in underserved communities.
The project targets underserved youth in grades 1–5 in Los Angeles and New York, their parents, and engineering professionals. The science activities are provided in a series of FSWs that occur in afterschool programs in eight partner schools in Los Angeles and at the New York Hall of Science in New York City.
By seamlessly integrating technology into learning, Cisco and its 21S program supporters hope to deliver a richer education experience to tens of thousands of students and teachers in Mississippi and Louisiana.
Based on the lessons learned and successes in these schools, 21S will then be used as a blueprint for transforming other schools into 21st-century models.
The Enhanced Assessment project is a federally funded 18-month project that supports New England states in their development of large-scale assessments that address the needs of students with disabilities and English-language learners.
ScienceQuest was a unique after-school program that supported community-based organizations who wanted to increase staff and organizational capacity; assisted youth (ages 10–14) in learning science, technology, and literacy; and increased the youths’ positive experiences with learning. Through training in I-Search methods and ongoing in-person and electronic support, coaches lead small groups in personally relevant explorations documented through youth-designed Web sites.
EDC/CCT developed Web-based tools to support students and teachers as historical thinkers. With an interdisciplinary team of humanities scholars and teachers, we created several kinds of online inquiry guides around primary historical materials related to the building of modern America from 1880 to 1920.
The Ford Partnership for Advanced Studies (Ford PAS) program includes an interdisciplinary high school curriculum that challenges students academically while also developing their problem-solving, teamwork, and communication skills.
This project has developed a common language and framework for the teaching of information technology (IT) applications across 6 of the 16 career clusters identified by the U.S. Department of Education. In partnership with the National Association of State Directors of Career and Technical Education, EDC works with community college faculty to develop an electronic library of learning resources, including problem-based scenarios, to assist faculty in integrating IT into their programs and courses.
Through its national network of school districts, CSE created and disseminated Selecting Computer-Based High School Science Curricula: A Guide for Teachers. The guide enables teachers to maximize the growing and considerable investment this country is making in technology. Research shows that a scientific and technical education is critical for students to function in and contribute to society. The guide is available through the CSE Web site.
CC&F/EDC developed and launched a major region on the PBS Parents Web site that helps parents promote the language and literacy development of their children from birth through age 8. CC&F/EDC continues to add resources and further articles on language- and literacy-related topics, such as parent-child book clubs and using computers with young children.
The Zambia QUESTT Project aims to improve the quality of basic education delivery systems and to mitigate the impact of HIV/AIDS on children’s educational experiences (both in and out of government schools). To accomplish these objectives, QUESTT is leading several initiatives to improve teacher practice through the integration of Interactive Radio Instruction (IRI) in government schools and technology-based interventions. These interventions include the use of video and cell phone communication for both in-service and preservice teacher support.
The Columbia Center for New Media Teaching and Learning (CCNMTL) and developmental psychologist Herbert Ginsburg have collaborated on a project that uses video to help teachers look clinically at their early childhood students’ individual learning needs, particularly in mathematics. Through the project, Video Interactions for Teaching and Learning (VITAL), CCNMTL and Dr.
Yes-2-Technology (Y2T) is a physical, life and earth science, IT and workforce development project for teens at the St. Louis Science Center. Funded by NSF’s ITEST program, the goal of the project is to provide disadvantaged teens with the opportunity to broaden their STEM and workplace skills and encourage them to consider further education and careers in IT or STEM.
Serving communities in the Three Areas, HEAR Sudan builds capacity of local stakeholders to plan, implement and monitor health and education services, helps translate this increased capacity into action, and builds community support for school governance and outreach. HEAR strengthens linkages between educators and health workers with the aim of increasing healthy girls’ and boys’ access to quality education.
EDC is working with The National Girls Collaborative Project to accomplish the following goals:
Maximize access to shared resources across projects and with public and private sector organizations and institutions interested in expanding girls’ participation in STEM (science, technology, engineering, and mathematics)
Strengthen capacity of existing and evolving projects by sharing promising practices, research and program models, outcomes, and products
Use the leverage of networks and collaborations of individual girl-serving STEM programs to create the tipping point
With community colleges across the country, EDC is developing a common curricular framework for teaching basic information technology (core) applications in career and academic programs at community and technical colleges. Project resources include innovative approaches to instruction and assessment, including “Rubrics to Assess Basic IT User Skills,” lesson templates that interconnect the use of the “IT Core Applications” with program content for eight of the most commonly used IT applications, and a library of problem-based scenarios for each of the clusters/program areas.
The WEEA Equity Resource Center was a national center that for 25 years promoted gender-equitable education for all students. The center offered educators and others a range of resources to help make gender equity a reality in the classroom and in educational systems, focusing especially on equity for girls and women who face multiple barriers due to gender and race, ethnic origin, disability, or age. The center’s funding ended in 2003 and select resources and information continue to be available through the achieved Web site.
EDC developed a set of Web-based materials designed to give secondary students a mathematics research experience: working on a hard problem over time, developing their own models, experimenting, conjecturing, proving results, and extending the problem. Mathematicians served as electronic mentors for students and teachers who participated in the project.
CAE edited and managed this international peer-reviewed journal, which was an initiative of the Robert Wood Johnson Foundation’s Last Acts Task Force on Institutional Innovation. The journal reached more than 8,000 health care providers each month and featured thematic issues that highlighted promising practices and expert commentary.
EDC has created a searchable, browsable Web site of mathematics problems and problem sequences for students in grades 6 through 12 so that they can develop both conceptual understanding and technical skills. The site supports online discussion of the problems and allows new problems to be added. Research will show how and why teachers use the site and how to design curriculum to meet their needs.
EDC and the Concord Consortium collaborated to develop “web-labs”: online genetics applications designed for middle and high school students. The project supports teachers’ use of the software by customizing it to teach specific genetics concepts and content. Project staff also developed teachers guides and other support materials.
This project creates informal learning opportunities in science, mathematics, engineering, and technology, using the ancient African civilization of Nubia as the context. Components include an exhibit, educational materials (hands-on kits, videos, and discussion guides), a Web site, a CD-ROM, community outreach, and professional development programs for educators in museums, community groups, schools, and libraries.
This project developed Web-based materials to support the national America Counts initiative, in particular, mathematics materials for use in mentoring K–9 students. Also developed were training materials—both print and video—to support coordinators of mentoring programs.
This project, a research collaboration with the University of Wisconsin and State University of New York at Buffalo, investigates how students of different ages develop an important cluster of geometric ideas—patterns, units and repetition, transformations, and symmetries—in classrooms where students use specially designed software integrated with other learning experiences.
This project has produced a high school curriculum that integrates academic (biology) and technical (biotechnology) education to create opportunities for all students to progress to higher education and to enter the high-skilled workforce. EDC works with education and industry advisors to ensure that the curriculum meets these goals. In this phase, we field-tested, evaluated, and revised two units, Microbe Detectives: Solving a Medical Mystery and A Genetic Puzzle: The Search for a Solution.