These case stories intend to give an in-depth look at each school’s setting and the details of how ConnectED unfolded in each of the following places: Compton, California; Tuskegee, Alabama; and Orondo, Washington.
Maintaining Momentum of 1:1 Programs: Observations from the Apple and ConnectED Initiative
The Apple and ConnectED Initiative provides valuable lessons for practitioners, policymakers, and researchers about what it takes to sustain 1:1 programs in schools serving high concentrations of students facing socioeconomic barriers.
Bridging the Digital Access and Use Divides in the Apple and ConnectED Initiative
This report focuses on implementation of the Apple and ConnectED Initiative with respect to the dual digital divides along socioeconomic lines in access to technology and its use in instruction.
The Apple and ConnectED Initiative: Research Study Methods
This report describes the methodology of Apple and ConnectED Research, a six-year study of the Apple and ConnectED Initiative that uses a variety of qualitative and quantitative methods to tell a comprehensive story of implementation and outcomes.
Designing for Diversity Part 3- Implementation of the Equity and Inclusion Curriculum
In this paper, we provide suggestions for how state and local leaders can move towards transformation and change in curriculum use in schools and communities that serve students with diverse needs, strengths, and contributions to society.
Faculty Motivation to do Research: Across Disciplines in Research-Extensive Universities
This study investigated personal, contextual, and motivational factors that influence faculty research productivity across disciplines.
1:1 Teaching and Learning in the Apple and ConnectED Initiative: Lessons from Early Implementation
This report asks the questions, what does a promising start look like and what types of support can enable conditions for success? We ask these questions through the lens of the Apple and ConnectED Initiative…
Sustaining a 1:1 Program – Insights From Research
1:1 programs bring initial excitement and, later, deeper learning opportunities. But sustaining and funding over time is a challenge. This paper shares insights on sustaining 1:1 technology programs in economically challenged K–12 settings, based on a large research study of an iPad program.
Building Mathematical Identity After School: Results of a Cluster-Randomized Trial
This paper describes an afterschool program that is intended to connect math to realworld applications and to build math identity.