A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge

Wed, 06/01/2016


Joyce Malyn-Smith, Charoula Angeli, Joke Voogt, Andrew Fluck, Mary Webb, Margaret Cox, Jason Zagami

Co-authored by EDC's Joyce Malyn-Smith, this article addresses the challenges of adding computer science as a separate school subject to the core K-6 curriculum. Two challenges discussed include : (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers need to teach the curriculum. The first issue is discussed within a perspective of designing an authentic computational thinking curriculum with a focus on real-world problems.

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Workforce Education Models for K-12 STEM Education Programs: Reflections on, and Implications for, the NSF ITEST Program

Thu, 12/01/2016


Joyce Malyn-Smith, David Reider, Kirk Knestis

This article, published in the Journal of Science Education and Technology,  proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation’s Innovative Technology Experiences for Students and Teachers (ITEST) program. This model aims to help program designers and researchers address challenges particular to designing, implementing, and studying education innovations in the ITEST program, considering ongoing needs and challenges in STEM workforce education in the USA.




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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


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



80 pp.

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STELAR Webinar: Digital Badging


Free Online Event

Join the STEM Learning and Research Center at EDC (STELAR) from 3:00-4:00 pm ET as they explore the use of digital badges in two National Science Foundation (NSF)-funded Innovative Technology Experiences for Students and Teachers (ITEST) projects! Like traditional merit badges, digital badges are earned by learning new skills, but unlike their embroidered counterparts, each digital badge contains an electronic record of the specific competencies that have been mastered. During this webinar, EDC's Jim Diamond

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iDESIGN: Designing and Implementing a Culturally Relevant Game-Based Curriculum

Tue, 03/14/2017


Jim Diamond, Roberto Joseph

EDC's Jim Diamond co-authored chapter 10 ("iDESIGN: Designing and Implementing a Culturally Relevant Game-Based Curriculum") of the book Culture, Learning, and Technology: Research and Practice. Published by Routledge, Culture, Learning, and Technology explores the theoretical and philosophical views of culture, learning, and technology (CLT), presents research studies that examine various aspects of CLT, and showcases projects that employ best practices in CLT.

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


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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New CADRE Toolkit Shares Effective Dissemination Strategies


  Leana Nordstrom brings a diverse set of communications and project management skills to EDC's STEM education initiatives. Currently, she manages the CADRE (Community for Advancing Discovery Research in Education) resource network that EDC leads for the National Science Foundation's (NSF) Discovery Research PreK-12 Program. In this role, she oversees the project’s social media outreach and other communications, contributes to the project’s website content, and manages the logistical aspects of CADRE’s work. As the communications lead for EDC’s Oceans of Data Institute (ODI), she disseminates the work of ODI’s portfolio of projects through newsletters, a website, blogs, press releases, and social media. In this post, Leana describes a user-friendly toolkit that CADRE has developed to help researchers strategically disseminate their findings to support the field in improving STEM education. The toolkit also provides guidance for anyone who wants to communicate important messages to key target audiences.   

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Pilar Gonzalez

Email Pilar Gonzalez

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Pilar Gonzalez is an experienced educational researcher who is committed to using formative and summative research to gather evidence about educational interventions that promote educational equity and academic achievement for struggling students. Her main areas of interest and expertise are educational technology, English Language Learners, and content-area literacy.

Gonzalez leads the iZone Short-Cycle Evaluation Challenge, an evaluation project for the New York City Department of Education’s Office of Innovation to help the Department and its educators evaluate and pilot education technology tools in the classroom and build their capacity for evaluative thinking. She also leads the research portion of Playing with Data, a study funded by the National Science Foundation that is supporting teachers in data-driven decision-making.

Previously, Gonzalez managed research projects about social studies and science education, teacher professional development, early childhood education, digital micro-credentials, tablets in schools, and educational video games.

Gonzalez is co-author of a chapter about digital micro-credentials for teachers, “Digital Badges for Professional Development: Teachers’ Perceptions of the Value of a New Credentialing Currency,” published in Foundation of Digital Badges and Micro-Credentials.

Before joining EDC, Gonzalez taught English as a Second Language in New York City schools, and worked as a research and policy intern at New Visions for Public Schools, a non-profit school support and charter management organization. 

Gonzalez received a BA in History and Science from Harvard University, an MA in Sociology and Education/Education Policy from Teachers College at Columbia University, and an MS in Education/Teaching English to Speakers of Other Languages from Long Island University.  She is certified in Project Management in Development (PMD Pro).


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Research Associate II

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96 Morton Street, 7th Floor
New York, New York 10014



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.”


EDC Newsroom

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Thu, 02/02/2017

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EDC and Partners Expand Computer Science Education

Young Women Working On Computer

With grants totaling $27 million from government, foundation, industry, and higher education partners, EDC is leading a PreK-12 initiative to broaden student access to high-quality computer science (CS) learning. The goal of the initiative is to ensure that all students are computer literate by the time they graduate from high school, are ready to succeed in a wide variety of careers, and are prepared to be informed decision makers in an increasingly wired world.

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