Technology & Learning

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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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



Supporting Students’ Success in Online Courses: Insights and Implications


Jacqueline Zweig and Erin Stafford lead research that deepens understanding of the role of online learning in K–12 students’ academic experiences and provides insight into factors that may influence students' success in online courses. In their work for the REL Northeast & Islands at EDC and the REL Midwest Virtual Education Research Alliance, Jacqueline and Erin specialized in designing instruments to gather information on key stakeholders’ experiences with online learning. In 2016, Jacqueline and Erin joined other leading researchers from across the country in serving as Fellows for the Michigan Virtual Learning Research Institute. In this post, Jacqueline and Erin share some of the findings from their research and consider implications for future research.

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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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New Directions for Educational Media

Wed, 02/01/2017


Shelley Pasnik, Carlin Llorente, Naomi Hupert, Savitha Moorthy

This 2-page brief presents 8 new directions drawn from the authors' report Reflections on the Ready To Learn Initiative, 2010 to 2015 that educational media producers can take to better foster all children's school readiness and success. Since 2006, EDC and SRI have worked together on a series of efficacy studies and evaluations of Ready To Learn resources.

Ready To Learn Brief



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Library of Congress turns to EDC as Research Collaborator

Bill Tally

EDC is the key research collaborator for the Library of Congress Teaching with Primary Sources (TPS) program, which helps educators use its enormous collection of digitized primary source materials in the classroom. After helping pioneer TPS nearly 20 years ago, EDC has seen the program become the cornerstone of the educational outreach the Library of Congress conducts to all 50 states.

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Waves of Change: Using Interactive Audio Instruction to Support the Hardest to Reach


Rachel Christina, PhD, designs, implements, and evaluates research-based education initiatives around the world, with emphases on early childhood development, literacy, school quality improvement, and teacher and school leader professional development. Currently, Rachel leads EDC’s Basic Education and Literacy technical team. In this capacity, she has overseen the refinement and strategic rollout of EDC’s signature Read Right Now! literacy program and has advanced the worldwide use of EDC’s highly effective interactive audio instruction methodology for reaching the most disadvantaged children with early childhood programming. In this blog post, Rachel explains why it is vital for all young children to be able to access high-quality early childhood programs, and describes the powerful role that EDC’s approach to interactive audio instruction can play in providing high-quality, cost-effective early childhood programs at scale.

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