This report offers a framework for reviewing CoolThink@JC’s accomplishments to date and computational thinking education (CTE) initiatives in other jurisdictions.
Scaling Up Coolthink@JC Implementation Study Baseline Report
This report is the first in a series from an implementation study being conducted by SRI International (SRI).
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.
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?
Sustaining a 1:1 Program – Insights From Research
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.
Measuring Chinese middle school students’ motivation using the Reduced Instructional Materials Motivation Survey (RIMMS): A validation study in the adaptive learning setting
This study validates a measure of student motivation, the Reduced Instructional Materials Motivation Survey, with a sample of Chinese middle school students using an adaptive learning system in math.
A principled approach to designing a computational thinking practices assessment for early grades
In this paper, we discuss the development of and results from a validated CT Practices assessment for 4th-6th grade students.