Out-of-School Time

A Close-Up Look at the State of Cyberlearning and the Future of Learning with Technology

Teaser: 

Wendy Martin advances knowledge of how key aspects of education programs influence impact and participant experience. She specializes in leading formative research and collaborative co-design projects that deepen understanding of how to design effective educational technologies and integrate them into educational environments to enhance students' learning. Currently, Wendy is conducting an evaluation of the CS4All initiative in New York City with colleagues at the Research Alliance for New York City Schools. Wendy is also a staff member on the Center for Innovative Research in Cyberlearning (CIRCL) led by SRI and EDC. In this post, she discusses an October 2017 publication, "Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning with Technology" that she co-edited and co-authored.

Wendy Martin

Featured Blog: 

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Quick-Click Tour: EDC's New Resources

Mon, 09/18/2017

Author(s): 

Staff

This "Quick-Click Tour" tour offers a fast way to explore over 100 of the new resources—including videos, articles, toolkits, online resources, books, reports, and briefs—that EDC produced in FY17. Videos can be viewed within this issuu document.

Explore EDC's new resources in this quick-click tour

Length: 

18 pp.

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Everyone's Worried About Fake News: What Can Teachers Do About It?

In this article, EDC experts Eliza Fabillar, Tony Streit, and Bill Tally share their insights on the crucial importance of teachers fostering students' media literacy, informed use of social media, and civil discourse: "Not only do teachers need to help their students understand the difference between real and fake news stories, but they need to guide them in learning how to consume, understand, and create media that is relevant to their lives...In a democratic society, it’s every teacher’s responsibility to educate their students on how to be citizens, and being able to make sense of media is a critical part of that education...We need to make media literacy instruction more nimble to better address the media environments in which young people are spending time. This means talking about social media and having real conversations about truth, ethics, and the responsibilities of digital citizenship..."

Source: 

EDC Newsroom

Publication Date: 

Mon, 08/21/2017

Descriptors (Bodies of Work): 

Media Making to Make Sense of Media

Teaser: 

Wendy Rivenburgh and Kate Goddard are experts in youth media education and project-based learning. For 10 years, they have collaborated on programs including EDC's YouthLearn, Adobe Youth Voices (AYV), and the National Center on Afterschool and Summer Enrichment (NCASE). Wendy led communications for AYV and developed a wide array of profiles and resources, including the interactive AYV Program Guide and an app about AYV, The AYV Story. She manages communications for NCASE.  Kate led the scale-up efforts for AYV, including the development of online educator training and build-out and management of the online educator community. She supports the delivery of training and technical assistance for NCASE and the National Science Foundation’s Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (INCLUDES) project. In this post, they articulate the powerful—and urgent—opportunity to build young people’s media literacy through media making.

 

Featured Blog: 

1

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Engineering for Every K–12 Student: A Landscape Analysis of K–12 Engineering Education in the Greater Boston Region

Fri, 04/01/2016

Author(s): 

Daryl Williams (Tufts University), Catherine McCulloch, Tracy McMahon, Leslie Goodyear

This landscape study, funded by the National Science Foundation and developed collaboratively by EDC and Tufts University, takes a look at the state of K–12 engineering education in the Greater Boston region. Through targeted interviews with and a survey of Boston-area stakeholders, the authors aimed to learn where stakeholders’ interests overlap and where needs exist. The analysis was augmented by a review of literature and websites.

Engineering for Every K-12 Student: A Landscape Analysis

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Length: 

80 pp.

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New America Forum: What's Next for STEM Education?

Date: 

03/16/2017
Free Online Event

On March 16 from 1:00-2:30 p.m. ET, Cindy Hoisington will represent EDC as a featured panelist in the livestreamed New America Forum, “What’s Next for STEM Education: Boosting Teachers and Teaching, PreK–12." A nationally recognized expert in preschool and elementary school STEM education, Hoisington is a contributor to STEM Starts Early, one of several new reports that the panel will discuss.

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EDC Presents Afterschool Care Recommendations at Mass. State House

meghan-broadstone photo

Improving the quality of services that afterschool and out-of-school time (ASOST) programs provide will be complex and require collaboration among many decision makers and program staff, EDC’s Meghan Broadstone told a group of lawmakers and stakeholders at the Massachusetts State House on Tuesday, January 31.

Descriptors (Bodies of Work): 

Examining the Social Science

This article spotlights findings from EDC's study of the role that social media can play in promoting informal scientific discussions and discovery. An EDC research team led by Daniel Light and including Michelle Cerrone and Noah Goodman conducted the study over the past two years, and Light and Goodman are quoted: “Social media is a low-cost way for research institutions to engage the public in scientific exploration, especially in a time when science news largely goes uncovered by the press,” says Light. “Twitter is a way for people to keep alive the passion for science and learning that they felt as kids. Museums can really foster that.” “Twitter is a place where scientists, science enthusiasts, and others with little connection to the science world can all converse about things that matter to them,” says Goodman. “It can feel very personal.”

Source: 

EDC Newsroom

Publication Date: 

Thu, 02/02/2017

Descriptors (Bodies of Work): 

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