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.
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.
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.
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.
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.
This study investigated personal, contextual, and motivational factors that influence faculty research productivity across disciplines.
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…
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.
This paper describes an afterschool program that is intended to connect math to realworld applications and to build math identity.