Schools today face ever-increasing demands in their attempts to ensure that students are well equipped to enter the workforce and navigate a complex world. Research indicates that computer technology can help support learning, and that it is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry. But the mere presence of computers in the classroom does not ensure their effective use. Some computer applications have been shown to be more successful than others, and many factors influence how well even the most promising applications are implemented.
Education & learning publications
Global Learning and Observations to Benefit the Environment (GLOBE) is an international environmental science research and education program. Through GLOBE, K-12 students are involved in authentic science investigations, led by GLOBE scientists who have designed the data collection protocols and who review and analyze the student data. Using the World Wide Web, GLOBE students report the measurements they have taken at their local study site to the Student Data Archive, which serves as a resource for both GLOBE scientists and students. Since GLOBE began in 1995, GLOBE students have entered millions of measurements into this archive and reviewed the resulting patterns and trends using tables, map visualizations, and graphing tools.
Abstract We provide an overview of our work in mining design patterns from the Educational Software Components of Tomorrow project. By identifying, crystallizing and organizing design patterns, we aim to address problems of reusability and interoperability that currently present critical bottlenecks for the rapid assembly of educational technology. We describe four categories of patterns: instantiation, […]
The Virtual High School (VHS) is a consortium of high schools that offer network-based courses taught by consortium teachers for students in participating schools. Each school contributes at least one teacher who teaches a VHS course online, typically in place of teaching a section of a regular course at the school. In the VHS model, the school also provides a site coordinator who handles administrative matters and supervises local students enrolled in VHS courses. The VHS teachers, with the help of experts, design netcourses to be offered over the Internet, using the LearningSpace™ software. Each school in the consortium can enroll 20 students in these netcourses for each section of a teacher’s time (i.e., one netcourse) that it contributes to the pool. The quality of the course offerings is controlled, in part, by requiring each VHS teacher to successfully complete a graduate-level netcourse (called the Teachers Learning Conference) on the design and development of network-based courses. The netcourse for teachers is intended to provide participants with appropriate educational strategies and technology skills.
As part of the National Early Intervention Longitudinal Study, information about the early intervention service systems in the 20 participating states was gathered. This article organizes this information into dimensions of a framework for describing early intervention systems at the state and local levels. Information collected indicates that considerable variation exists on all dimensions of the framework. Descriptive information is presented about how local jurisdictions are defined, eligibility criteria, what agencies are involved in early intervention, and models of intake and of service coordination, including vignettes for selected states. Research on the significance of this variation for how families experience early intervention is needed if better systems are to be implemented. Frameworks for describing early intervention systems are a necessary first step to this line of research. Future analyses from this study will look at the relationship between early intervention systems, services provided, and outcomes achieved.
Abstract Increasing the interoperability and reuse of mathematical tools is important within the overall process of K-12 mathematics education reform, as linked tools can enable better learning, and reusable tools make the most of limited developer resources. In this paper we describe our experience in creating interactive mathematics activities that incorporate interoperating tools from multiple […]