Using Technology to Advance Young Children's Learning

In an article about IBM's new $1.3 million investment in five Race to the Top states' innovative early childhood initiatives, Shelley Pasnik, Director of EDC's Center for Children & Technology, observes: "With the right hands-on instruction, the use of technology to engage and enhance young children's learning experiences can make a lifelong impact...IBM is providing such technology and related services to states that have earned Race to the Top funding. No doubt these states, given their visionary approach to technology and education, will put these resources from IBM to good use as they strive to prepare children for a lifetime of learning and accomplishment."


PR Newswire

Publication Date: 

Thu, 09/20/2012

Identifying and Serving English Language Learners with Disabilities

An EdWeek article that discusses the U.S. Department of Education's plans to conduct an exploratory study of challenges to identifying English language learners with disabilities and providing appropriate services cites findings from a study conducted by EDC's Maite Sanchez, Carrie Parker, and Anna McTigue: “This issue has been a vexing one for school districts, where at times, English-language learners have tended to be over-represented in special education. Two years ago, the department released a similar study that examined the practices in three New York school districts. In that study, researchers found that district officials think teachers tend to be too quick to refer ELLs to special education, while teachers believe district leaders often wait too long to make a referral.”


Education Week

Publication Date: 

Sat, 07/07/2012

EDC Leads Smithsonian Early Science Learning Forum

Smithsonian Institute photo

EDC staff led the first in a series of Early Childhood Science Education Research Forums sponsored by the Smithsonian’s new Early Learning Collaborative Network, which is working to identify effective ways to promote informal early science learning, widely share best practices, and support early learning research.

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EDC Assisting Brigham with Informal Science Programming

Middle school student

EDC is providing technical assistance to Brigham and Women’s Hospital Center for Community Health and Health Equity, which is working on a strategy to support informal learning programs for middle school students interested in science. The Center wants to encourage students to pursue its high school and college programs and inspire students to work in the health field.

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New Projects Build Capacity for Online Learning

Conference brochure cover

EDC continues to help organizations around the country build capacity through online learning. This spring, our EdTech Leaders Online program kicked off three new projects and prepared to host its 8th Annual Online Learning Institute at the 33rd Annual International Society for Technology in Education (ISTE) Conference in San Diego.

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Math Practices Course for Massachusetts Teachers


EDC's new course, "Developing Mathematical Practices for Geometry, Algebra II, and Beyond: Grades 10–12," is being delivered statewide in partnership with the Massachusetts Department of Elementary and Secondary Education. The course was piloted at EDC Headquarters in Waltham on June 25–28 with 50 Massachusetts teachers from high-need districts, with follow-up sessions in October and November 2012.

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EDC, Tufts Students to Expand Chicago Afterschool Science in Cambridge

In spring 2012, a National Science Foundation Informal Science Education project led by Bryan Wunar, Exploring Trees and Ponds, will expand to two new afterschool program sites in Cambridge, Massachusetts. Currently under way in three afterschool programs in Chicago, the project helps informal science educators engage youth ages 10-14 in long-term observations of natural objects and use of digital photography to document changes.

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Online Algebra Can Broaden Access to Grade 8 Students

Student using calculator

The Institute of Education Sciences has published the Regional Educational Laboratory Northeast and Islands multiyear study “Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students,” which found that offering an online Algebra I course to algebra-ready grade 8 students who had no access to formal Algebra I positively affects achievement and high school course-taking patterns.

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