Digital Promise Reports and Publications

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360 Filmmakers Challenge Key Findings from the Fall 2016 Program
(2016) Riconscente, Michelle; Designs for Learning
The 360 Filmmakers Challenge engages young people to produce 360° films that make an impact. As part of the Oculus VR for Good initiative, the program aims to inspire the next generation of virtual reality (VR) creators and build student skills and confidence as producers with emerging technology. More broadly, the program takes aim at closing the Digital Learning Gap, recognizing that schools need more than just equitable access to technology — all students need opportunities to engage in active, creative uses of technology that support lifelong learning.
Accelerating Change: A Guide to the Adult Learning Ed-Tech Market
(Digital Promise, 2017-02-01) Laxton, Amber; Berlin, Mike; Constantakis, Patti
This guide demystifies the adult learning landscape and addresses concerns of entrepreneurs and investors head-on.
Accelerating Change: How Education Technology Developers Can Jump-Start a New Adult Education Market
(Digital Promise, 2015) DeSchryver, David; Dlugoleski, Deirdre
AI and the Future of Learning: Expert Panel Report
(Digital Promise, 2020-11) Roschelle, Jeremy; Lester, James; Fusco, Judi
This report is based on the discussion that emerged from a convening of a panel of 22 experts in artificial intelligence (AI) and in learning. It introduces three layers that can frame the meaning of AI for educators. First, AI can be seen as “computational intelligence” and capability can be brought to bear on educational challenges as an additional resource to an educator’s abilities and strengths. Second, AI brings specific, exciting new capabilities to computing, including sensing, recognizing patterns, representing knowledge, making and acting on plans, and supporting naturalistic interactions with people. Third, AI can be used as a toolkit to enable us to imagine, study, and discuss futures for learning that don’t exist today. Experts voiced the opinion that the most impactful uses of AI in education have not yet been invented. The report enumerates important strengths and weaknesses of AI, as well as the respective opportunities and barriers to applying AI to learning. Through discussions among experts about these layers, we observed new design concepts for using AI in learning. The panel also made seven recommendations for future research priorities.
Ambitious Mashups: Reflections on a Decade of Cyberlearning Research
(Digital Promise, 2020-09) Center for Innovative Research in Cyberlearning
This report reflects on progress from over eight years of research projects in the cyberlearning community. The community involved computer scientists and learning scientists who received NSF awards to investigate the design of more equitable learning experiences with emerging technology—focusing on developing the learning theories and technologies that are likely to become important within 5-10 years. In early 2020, the Center for Innovative Research in Cyberlearning's team analyzed the portfolio of past and current projects in this community, and convened a panel of experts to reflect on important trends and issues, including artificial intelligence and learning; learning theories; research methods; out-of-school-time learning; and trends at NSF and beyond.
The Art and Science of Learning: How New Mexico School for the Arts Uses Research
(Digital Promise, 2017) Liberman, Babe; Liberman, Babe
Breaking With the Past: Embracing Digital Transformation in Education
(Digital Promise, 2023-04) Jean-Claude Brizard
Today's businesses know that driving innovation is integral to succeeding not just in the present, but more importantly in the decades to come. Through the years, the innovation of digital technologies has transformed entire industries. Now it’s time to put those technologies to use and apply that same mentality to transform our schools. We need digital transformation of teaching and learning at scale across the United States. This report examines how the traditional one-size-fits-all approach to teaching and learning compares to more learner-centered, personalized frameworks; why we need to transition to them at scale; and how digital technologies can enable that scaling.
Bridging the Digital Divide for Low-Income Students
(Digital Promise, 2014-04-07) Digital Promise
Part of a series of case studies produced by Digital Promise examining the work of members in our League of Innovative Schools. Click here for more info on the League.
Broadening Participation in STEM College Majors: Effects of Attending a STEM-Focused High School
(AERA Open, 2018-11) Means, Barbara; Wang, Haiwen; Wei, Xin; Iwatani, Emi; Peters, Vanessa
To increase participation in science, technology, engineering, and mathematics (STEM) studies and careers, some states have promoted inclusive STEM high schools. This study addressed the question of whether these high schools improve the odds that their graduates will pursue a STEM major in college. State higher education records were obtained for students surveyed as seniors in 23 inclusive STEM high schools and 19 comparison schools without a STEM focus. Propensity score weighting was used to ensure that students in the comparison school sample were very similar to those in the inclusive STEM school sample in terms of demographic characteristics and Grade 8 achievement. Students overall and from under-represented groups who had attended inclusive STEM high schools were significantly more likely to be in a STEM bachelor’s degree program two years after high school graduation. For students who entered two-year colleges, on the other hand, attending an inclusive STEM high school was not associated with entry into STEM majors.
Centering Wellbeing: Advancing Social Emotional Learning for All
(Digital Promise, 2023-04) Christina A. Russell, Policy Studies Associates, Inc.
The Working Group on Social Emotional Learning (SEL) and Learning Differences was launched in 2021 as an initiative of the Global Cities Education Network (GCEN). Fourteen school districts each worked to implement a unique action plan designed to strengthen SEL supports in their district, including for students with learning differences. Districts drew on expertise and resources shared in the working group and adapted the strategies to meet their needs. The learning centered on deep dives into two international school systems: a virtual site visit to Surrey Schools (British Columbia, Canada) and an in-person convening in Melbourne (Victoria, Australia). This report features four case studies and shares lessons learned and strategies implemented by the districts.
Certifying Competencies and Skills with Micro-credentials in a Global Context
(Digital Promise, 2023-06) Rita Fennelly-Atkinson; April Williamson
In this session, we introduced our platform of competency-based micro-credentials for educators (https://microcredentials.digitalpromise.org/explore), as well as resources and best practices to support using micro-credentials to meet a variety of adult learner needs across K-12 education, higher education, and workforce contexts. We provided examples of how educational institutions can leverage micro-credentials to recognize and incentivize the implementation of quality pedagogical strategies in any learning environment. In addition, we shared an overview of Digital Promise's global education work, including a case study of how micro-credentials will be leveraged in our blended learning pilot in Haiti, and examined options for using, adapting, and developing micro-credentials in a variety of global contexts.
Changing a Rural Community’s Expectations Through 24/7 Learning
(2014-08-27) Digital Promise
Part of a series of case studies produced by Digital Promise examining the work of members in our League of Innovative Schools. Click here for more info on the League. To stay up to date on future case studies, sign up for our email newsletter.
Commentary on Interest-Driven Creator theory: a US perspective on fostering interest, creativity, and habit in school
(Springer Open, 2019-10-25) Roschelle, Jeremy; Burke, Quinn
In this commentary on Interest-Driven Creator (IDC) theory, the authors reflect on the proposed three-step cycles of (i) sparking students’ interest, (ii) fostering individual creativity, and (iii) inculcating lifelong learning habits. Each component of IDC theory pulls together a wide span of prior research and emphasizes active roles for students. Although the context of IDC as a prototype for educational reform is K- 12 Asian classrooms, we note that some US schools are also mired in a focus on test scores. This is especially true among the US most struggling, low-income schools, where a lack of electives and afterschool programs correspond to diminished student perceptions about their own autonomy as learners and their future creative potential. Thus, while IDC is an important provocation for curricular reform in Asia, there is also the need to broaden its scope and begin to explore the potential of IDC as a leadership tool beyond Asia. The wider learning sciences community, the commentary concludes, is uniquely suited to support such an extension, and there are many opportunities for productive international collaboration.
Computational Thinking Boosters: Algorithmic Thinking 3-8
(Digital Promise, 2021-01) Tackett, Traci; Ruiz, Pati; Iwatani, Emi
A 30-minute webinar, designed originally for third through eighth-grade teachers in KY Appalachia, introduces ideas for integrating computational thinking (and specifically the notion of algorithms) into lessons across different content areas.
Computational Thinking Boosters: Algorithmic Thinking in K-2
(Digital Promise, 2021-01) Tackett, Traci; Ruiz, Pati; Iwatani, Emi
A 35-minute webinar, designed originally for kindergarten through second-grade teachers in KY Appalachia, introduces ideas for integrating computational thinking (and specifically the notion of algorithms) into lessons across different content areas.
Computational Thinking Boosters: Data & Analysis in K-2
(Digital Promise, 2020-11) Tackett, Traci; Ruiz, Pati; Iwatani, Emi
A 20-minute webinar, designed originally for third through eighth-grade teachers in KY Appalachia, introduces ideas for integrating computational thinking (and specifically the notion of data and analysis) into lessons across different content areas.
Computational Thinking Boosters: Data and Analysis 3-8
(Digital Promise, 2020-11) Tackett, Traci; Ruiz, Pati; Iwatani, Emi
A 25-minute webinar, designed originally for third through eighth-grade teachers in KY Appalachia, introduces ideas for integrating computational thinking (and specifically the notion of data and analysis) into lessons across different content areas.
Computational Thinking for a Computational World
(2017) Angevine, Colin; Cator, Karen; Roschelle, Jeremy; Thomas, Susan A.; Waite, Chelsea; Weisgrau, Josh
Computers, smartphones, smart systems, and other technologies are woven into nearly every aspect of our daily lives. As computational technology advances, it is imperative that we educate young people and working adults to thrive in a computational world. In this context, the essential question for American education is: In a computational world, what is important to know and know how to do? This paper argues that computational thinking is both central to computer science and widely applicable throughout education and the workforce. It is a skillset for solving complex problems, a way to learn topics in any discipline, and a necessity for fully participating in a computational world. The paper concludes with recommendations for integrating computational thinking across K-12 curriculum.
Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead
(Digital Promise, 2021-12) Mills, Kelly; Coenraad, Merijke; Ruiz, Pati; Burke, Quinn; Weisgrau, Josh
Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.
Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead, Quick Start and Discussion Guide
(Digital Promise, 2021-12) Mills, Kelly; Coenraad, Merijke; Ruiz, Pati; Burke, Quinn; Weisgrau, Josh
We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This quick start and discussion guide is a resource for educators to learn about and build capacity for students to engage in computational thinking.

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