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Assesses the effect of access to home computers and broadband Internet on students' math and reading test scores and its potential to close the achievement gap for the disadvantaged. Considers the role of parental monitoring.
Women Employed Institute;
This handbook helps women learn the basics about career and education opportunities in information technology. The guide is for use by individual women, school counselors and other workforce development professionals to provide career and education advice.
Information Technology and Innovation Foundation;
Despite the growing use of computers and software in every facet of our economy, not until recently has computer science education begun to gain traction in American school systems. The current focus on improving science, technology, engineering, and mathematics (STEM) education in the U.S. school system has disregarded differences within STEM fields. Indeed, the most important STEM field for a modern economy is not only one that is not represented by its own initial in "STEM" but also the field with the fewest number of high school students taking its classes and by far has the most room for improvement—computer science.
Berkman Center for Internet & Society at Harvard Law School;
Smartphone adoption among American teens has increased substantially and mobile access to the internet is pervasive. One in four teens are "cell-mostly" internet users, who say they mostly go online using their phone and not using some other device such as a desktop or laptop computer.In overall internet use, youth ages 12-17 who are living in lower-income and lower-education households are still somewhat less likely to use the internet in any capacity -- mobile or wired. However, those who fall into lower socioeconomic groups are just as likely and in some cases more likely than those living in higher income and more highly educated households to use their cell phone as a primary point of access.
Physics Education Research Group at Colorado;
We present studies documenting the effectiveness of using a computer simulation, specifically the Circuit Construction Kit (CCK) developed as part of the Physics Education Technology Project (PhET) [1, 2], in two environments: an interactive college lecture and an inquiry-based laboratory. In the first study conducted in lecture, we compared students viewing CCK to viewing a traditional demonstration during Peer Instruction . Students viewing CCK had a 47% larger relative gain (11% absolute gain) on measures of conceptual understanding compared to traditional demonstrations. These results led us to study the impact of the simulation's explicit representation for visualizing current flow in a laboratory environment, where we removed this feature for a subset of students. Students using CCK with or without the explicit visualization of current performed similarly to each other on common exam questions. Although the majority of students in both groups favored the use of CCK over real circuit equipment, the students who used CCK without the explicit current model favored the simulation more than the other group
California Improvement Network;
This report provides an overview of technology based complex care management programs, including:Cook County Health and Hospitals System - Computer Assisted Quality of Life and Symptom Assessment of Complex PatientsUniversity of Missouri - TigerPlaceWenatchee Valley Medical Center - Health Buddy -- Patient Telemonitoring Program
Consortium on Chicago School Research at the University of Chicago Urban Education Institute;
With expectations for technology use and its potential costs continuing to rise, the Consortium on Chicago School Research sought to provide baseline information on educational technology -- the use of computers and the Internet for instructional purposes -- in Chicago public schools. We addressed three questions in a year-long study that included both quantitative and qualitative analyses: (1) What are the current levels of technology availability and use? (2) Are availability and use distributed equitably across students, teachers, and schools in the district? and (3) What essential organizational supports are necessary to encourage technology use in schools? We examine these topics by looking at nearly 100,000 responses to the Consortium's biannual survey of teachers and students in 434 of Chicago's schools, in addition to other administrative data. Further insight was gained through site visits to schools with model technology programs.This study was sponsored in part by the Chicago Urban League.
Public Education Network (PEN);
Recognizing a critical education reform issue, the Public Education Network applied to the Corporation for National Service (AmeriCorps) in 1994 for a grant to improve educational access to and use of technology. The resulting initiative is Fostering Instructional Reform Through Service and Technology -- Project FIRST. Project FIRST works to integrate technology into public school curricula and to increase community involvement in the process by using the unique resources and capabilities of local education funds (LEFs) and their business partners.Project FIRST and other similar programs are helping public schools across the country to become technologically sophisticated educational institutions. Project FIRST's considerable progress has come about, in part, because it addresses the need to modernize the instructional norms of many classroom settings. Project FIRST is effectively promoting information technology as a means of enhancing teaching and learning -- for both teachers and students.For many students from disadvantaged backgrounds, including most racial minorities, these advances will not be enough to bridge the computer experience gap. According to a study published in the April 1998 issue of Science Magazine, white students in high school and college are still much more likely than black students to have computers in their homes and to use the World Wide Web. While 73 percent of white students had a home computer, only 33 percent of black students did, even when accounting for differences in income, according to another report compiled by Vanderbilt University researchers. Elevating the level of technology use and access in schools located in disadvantaged communities to that in other schools throughout the nation is a challenge of enormous magnitude. There is still much work to be done to ensure optimum learning environments and outcomes for all students. Project FIRST's efforts are a step along the way.
Policy Research Center of the Andrew Young School of Policy Studies;
Advances in Computer and Networking technology hold the potential to revolutionize the range and class of economic environments and problems on which market forces can be brought to bear. So-called "Smart Markets" involve using networked computers to create a market or trading institution that might be too complicated to carry out by hand. A number of prominent authors (e.g., Plott, Smith, Ledyard, and many others) have suggested ways to organize industry-specific "Smart Markets" that hold the potential for vast improvements in the efficiency of operations in the industries for which they are specifically designed. Large classes of problems that were once the domain of regulators or committees might be decentralized using these new smart market techniques. The paper addresses a potential drawback of these systems and offers a solution. Specific problems that some smart markets attempt to address, such as finding optimal schedules, do not scale nicely. The computing resources needed to solve these problems might grow beyond any systems ability to handle them. Thus, there exists a potential for a smart market to be ruined by expansion after some initial success.
Freedman Consulting, LLC;
This report is an evaluation of the technology talent landscape shows a severe paucity of individuals with technical skills in computer science, data science, and the Internet or other information technology expertise in civil society and government. It investigates broadly the health of the talent pipeline that connects individuals studying or working in information technology-related disciplines to careers in public sector and civil society institutions. Barriers to recruitment and retention of individuals with the requisite skills include compensation, a perceived inability to pursue groundbreaking work, and cultural aversion to innovation.
Science, technology, engineering and math: for many students, especially young women, achievement in the "STEM" subjects will be the key to high growth rates, higher paying jobs and career advancement in the knowledge economy.Yet for years girls have under-performed at these subjects: dropping out early, expressing low interest, opting out of STEM degrees in college and out of STEM careers as college grads. There's even a name for this: the "leaky pipeline."It's not that girls can't achieve. In fact, girls not only score as well as boys in elementary school, but in societies abroad where math and science achievement is valued equally in both sexes, they continue to do well throughout their educational careers.Nor is it just the result of patriarchal school systems. Millions have been invested in improving a host of external education variables of this nature that may be holding girls back: hostility in the computer room, lack of female role models, masculine pedagogical models, etc. In some cases, high schools have even refused to let girls drop STEM classes, which has only succeeded in delaying the problem until they matriculate.What could be causing elementary school girls who excel at math and who love science, to suddenly lose all interest or develop low grades in these subjects in late adolescence and early teens? One important and under-explored answers is feminine gender norms. As girls age, they internalize gender norms that force them to make a choice between excelling at STEM or being feminine. And STEM loses.This report documents the existing literature and surveys the problem in depth, including new results of new focus group studies with young women of color.
Examines the impact of computer technology, especially the Internet, on nonprofit organizations and grantmakers. Takes lessons learned from online businesses and applies them to the nonprofit sector. Raises key issues for foundations to consider when funding technology projects.