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 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.
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.
EDC leads an international team of researchers to learn from and with children who are intensive, long-term users of information and communication technology (ICT). Increasingly recognized as an emerging global phenomenon, “power users of ICT” are challenging us find new ways to nurture their interests and talents in schools and informal learning settings. To that end, EDC gathers baseline data on power users of ICT around the world and creates opportunities to engage them in relevant activities (i.e., First International Symposium on Power Users of ICT, Costa Rica, 2005).
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.
EDC’s Gender, Diversities, and Technology Institute works at the intersection of gender, race, ethnicity, socioeconomic status, disability, culture, and sexual orientation seeking to understand how technology can support the development of democracy and human rights. Projects focus on increasing participation in and distributing ownership of the “new knowledge society” brought about by emerging technologies.
In Phase 1 of this project, CC&F/EDC led the development of “Connections and Commitments: A Latino-based Framework for Early Childhood Educators.” “Connections and Commitments” identifies four key values in Latino culture and describes their implications for early childhood practice. In addition, CC&F/EDC designed an online bilingual resource to provide increased access to standards-based, culturally and linguistically responsive professional development materials and strategies for working with Latino children, families, and staff.
The FunWorks is a digital library of career exploration resources for youth ages 11 to 15. The FunWorks provides “real world” experiences and uses children’s current interests and passions, such as music and sports, to help them explore exciting future careers in science, technology, engineering and mathematics (STEM). The site was designed for and by children—over 300 young people have participated in the design and launch of this one-of-a-kind collection from the initial concept to design, usability testing, and launch.
This design study uses information technologies to enhance pre- and in-service professional development programs within National Science Foundation’s Math and Science Partnerships (MSPs). The project informs the MSPs about online tools and techniques, consults with a set of MSP projects, develops selected MSPs’ capacity to incorporate effective online professional development, collaborates with MSP evaluators that use online technologies, and assesses the prospects for conducting further work in this area.
The Center for Improving Technology in Education (CITEd) supports general and special education teachers, specialists, and administrators in developing systems that effectively integrate instructional technology so that all students achieve high educational standards. CITEd provides this support through innovative professional development, technical assistance, and Web-based resources.
The e-BIZ project’s mission is to help Macedonia’s small and medium enterprises compete globally and domestically by giving them access to information and communications technologies (ICTs). Having access to ICTs enables the country’s businesses to attract and communicate with customers, employ efficient supply and distribution channels, and modernize their business processes. The strengthening and expansion of business that results from ICTs leads to the creation of new jobs. e-BIZ is an initiative of USAID’s dot-ORG program.
Global Kids and GameLab, an independent game company, have developed an innovative curriculum for engaging minority youth in the development and dissemination of online games. Called Playing for Keeps (P4K), the games are designed to educate youth around the world about important social issues.
Global Kids will conduct P4K on an annual basis as an afterschool program, enabling participating students to publish one professional-level, Web-based game each year.
EDC serves as technology advisor in the development of an online toolkit designed to aid afterschool educators in the integration of technology and academic content. SEDL’s technical assistance effort is funded by the U.S. Department of Education to support their 21st Century Community Learning Center program, a $1 billion effort to fund afterschool programming.
EDC offers youth development professionals and educators comprehensive services and resources for using technology to create exciting learning environments. Created by the Morino Institute and now led by EDC, YouthLearn provides user-friendly tools to help organizational leaders and staff start or strengthen afterschool and in-school programs.
Strengthening Operations for Learning And Results (SOLAR) is a training and technical assistance (T/TA) planning and evaluation process. Project SOLAR is designed to support Head Start programs in their staff improvement and overall program improvement goals. The project is developing a Web-based T/TA tool suite to assist local Head Start program leaders in developing and managing T/TA plans. The centerpiece of the tool suite is a set of five staff performance inventories that allow managers to record, analyze, and compare assessments of staff skills and knowledge.
GSDL provides high-quality digital resources to: (1) help educators promote interest and engagement with STEM (science, technology, engineering and mathematics) education by learners of all ages, particularly females; (2) encourage learners to pursue science education and future careers in science; (3) provide an inter-disciplinary examination of the role of gender in the creation, teaching, and learning of science; and (4) build community among all interested users for the purposes of inquiry, information exchange, best practices development, and mentoring.
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?
The National Science Digital Library (NSDL) is an online portal for education and research on learning in
Science, Technology, Engineering, and Mathematics (STEM). The NSDL Youth Resources project (NYR) is designed to increase utilization of the NSDL by middle school students and their teachers by adding relevant, high-quality and engaging content. The project focuses on the quality, accessibility, and interactivity of content to determine what student’s identify and conceptualize as high-quality online STEM content.
EDC is developing a web-based course on pandemic preparedness and response for communities. The primary audience is local decision-makers and practitioners, with additional modules for specific audiences.
Working in collaboration with Save the Children, EDC is using its existing organizational structures in Blantyre to design and produce a minimum of 10 audio programs as part of an IRI pilot program for strengthening Early Childhood Development (ECD) in Malawi’s Community Based Child Care Centers (CBCCs). During the pilot phase, EDC is overseeing the full development of ECDIRI programs; this includes scriptwriting, studio production, collaboration with Save the Children on pilot roll out, and formative evaluation of lessons.
The Living Room Candidate is an online exhibition developed by the Museum of the Moving Image that presents more than 250 television commercials from every U.S. presidential election since 1952. The site includes a searchable database and features commentary, historical background, election results, and navigation organized by both year and theme.
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.