Digital Promise Reports and Publications
Permanent URI for this communityhttps://hdl.handle.net/20.500.12265/1
Browse
Browsing Digital Promise Reports and Publications by Title
Now showing 1 - 20 of 202
- Results Per Page
- Sort Options
Item Open Access 360 Filmmakers Challenge Key Findings from the Fall 2016 Program(2016) Riconscente, Michelle; Designs for LearningThe 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.Item Open Access A Framework for Digital Equity(Digital Promise, 2024-08) Jessica K. Jackson; Jeffrey Starr, Ed.D.; D'Andre Weaver, Ph.D.This publication outlines a new way of thinking about digital equity and how states, K-12, and higher education can achieve it. It introduces the Digital Equity Framework, a set of principles and guidelines designed to ensure equitable access, opportunities, and outcomes. The framework suggests strategies to bridge the digital access, design, and use divides outlined in the 2024 National Educational Technology Plan.Item Open Access A New Narrative: How Unlocking the Power of R&D Through Inclusive Innovation Can Transform Education(Digital Promise, 2024-01) Kimberly Smith; Viki YoungAcross the country, district-community teams are tackling pressing and complex educational challenges with Inclusive Innovation, an education R&D model that starts with centering the needs of those most impacted by these challenges. This paper shares the stories, solutions, outcomes, and learnings from years of deep collaboration in the words of students, parents, teachers, and district leaders who have worked together to tackle education challenges—and discusses how the Center for Inclusive Innovation, anchored in its core tenets, is building upon this work with the Inclusive Innovation 2.0 model.Item Open Access Accelerating Change: A Guide to the Adult Learning Ed-Tech Market(Digital Promise, 2017-02-01) Laxton, Amber; Berlin, Mike; Constantakis, PattiThis guide demystifies the adult learning landscape and addresses concerns of entrepreneurs and investors head-on.Item Open Access Accelerating Change: How Education Technology Developers Can Jump-Start a New Adult Education Market(Digital Promise, 2015) DeSchryver, David; Dlugoleski, DeirdreItem Open Access Access to Powerful Technology as a Catalyst for Career Pathway Engagement(Digital Promise, 2024-06) Amanda Wortman; Nick SchinerThis paper explores the opportunities and affordances presented when historically and systemically excluded (HSE) youth gain access to high-powered technology and tools in their school environment through an innovative program. Many research studies have shown the challenges HSE youth face in accessing high-value occupations, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). Despite the increasing demand for STEM jobs, pathways from schools to careers in these fields often lack effectiveness, especially among HSE students. The Reinvent the Classroom initiative, a collaboration between Digital Promise, HP, Microsoft, and Intel, aims to address this pathway challenge by integrating high-powered and effective technology into education. The initiative focuses on the idea that for students to meaningfully find their way to and through career and technical education (CTE) pathways, they must have the opportunity to find synergies among their interests, talents, and skills, and gain access to the required high-powered technologies that fuel powerful learning experiences. The HP Learning Studio at Anaheim High School serves as a catalyst for this journey, representing a significant step towards increasing student awareness, interest, and engagement in career and technical education pathways through exposure to technology and relevant learning opportunities. The studio provides students with access to high-powered technology and resources, fostering authentic, challenging, and collaborative learning experiences. Examples from Anaheim High School demonstrate how exposure to the HP Learning Studio sparks interest and leads to deep engagement in CTE pathways. The paper concludes by emphasizing the importance of aligning educational initiatives with student interests and community needs. By providing access to powerful learning opportunities, such as those facilitated by the HP Learning Studio, schools can empower students to pursue their passions and effectively prepare for future careers. The partnership between the Reinvent the Classroom initiative and Anaheim High School represents a promising approach to bridging the skills gap and promoting equitable access to jobs for the future for all students, especially those from historically marginalized communities. Through the integration of technology and innovative pedagogical approaches, schools can create transformative learning experiences that prepare students for success in the 21st-century workforce. But only by ensuring those technologies and pedagogies are available to all students can schools bridge the gap between K-12, an ever-evolving jobs landscape, and future-ready careers.Item Open Access AI and the Future of Learning: Expert Panel Report(Digital Promise, 2020-11) Roschelle, Jeremy; Lester, James; Fusco, JudiThis 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.Item Open Access AI Literacy: A Framework to Understand, Evaluate, and Use Emerging Technology(Digital Promise, 2024-06) Kelly Mills; Pati Ruiz; Keun-woo Lee; Merijke Coenraad; Judi Fusco; Jeremy Roschelle; Josh WeisgrauTo enable all who participate in educational settings to leverage AI tools for powerful learning, this paper describes a framework and strategies for educational leaders to design and implement a clear approach to AI literacy for their specific audiences (e.g. learners, teachers, or others) that are safe and effective. The first part of the paper describes a framework that identifies essential components of AI literacy and connects them to existing initiatives that districts have been implementing for decades. The second part of the paper identifies strategies and illustrative examples as guidance for educational leaders to integrate AI literacy in PK–12 education and adapt to their unique contexts.Item Open Access AI-Powered Innovations in Mathematics Teaching & Learning: Initial Findings(Digital Promise, 2024-09) Sierra Noakes; Alison Shell; Parker Van Nostrand; Alexis M. Murillo; Pati Ruiz; Babe LibermanThis report discusses findings based on responses to a request for information (RFI) led by the Bill & Melinda Gates Foundation and Digital Promise, which received nearly 200 responses that described a variety of innovative approaches to leveraging artificial intelligence (AI) for mathematics teaching and learning. As AI becomes increasingly prevalent in education, three key questions often drive conversations around this emerging technology: What does AI in education look like today; what are the risks to leveraging AI in education and how might those risks be mitigated; and, what should AI’s role be in education? The report shares findings to support both education leaders with decisions about AI as well as providers in learning more about market saturation and strategies to mitigate risks.Item Open Access Ambitious Mashups: Reflections on a Decade of Cyberlearning Research(Digital Promise, 2020-09) Center for Innovative Research in CyberlearningThis 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.Item Open Access An Ethical and Equitable Vision of AI in Education: Learning Across 28 Exploratory Projects(Digital Promise, 2024-10) Sierra Noakes; Alison Shell; Alexis M. Murillo; Parker Van Nostrand; Pati Ruiz; Shayla Cornick; Sana KarimThis report shares the learnings across 28 exploratory projects from teams across K-12 school districts, nonprofits, and nonprofit and for-profit edtech companies, leveraging AI to support numerous goals across K-12 educational settings. Through this report, we aim to highlight the early successes of AI, surface the key barriers that call for cross-disciplinary and collective problem-solving, and consider the potential for each sector to drive forward an equitable future for AI in education. Preliminary findings from these projects show early evidence of AI’s effectiveness in various tasks, including translation, speech recognition, personalization, organizing and summarizing large qualitative datasets, and streamlining tasks to allow teachers more time with their students. However, these projects also experienced challenges with the current capabilities of AI, often leading to resource- and time-intensive processes, as well as difficulties around adoption and implementation. Additionally, many surfaced concerns around the ethical development and use of AI. Through this work, we have seen exciting ways that cross-sector collaborations are taking shape and gained a large sample of examples that emphasize the need for co-design to build meaningful AI-enabled tools. We call on education leaders, educators, students, product developers, nonprofits, and philanthropic organizations to step back from our day-to-day and imagine a revolutionized education system.Item Open Access The Art and Science of Learning: How New Mexico School for the Arts Uses Research(Digital Promise, 2017) Liberman, Babe; Liberman, BabeItem Open Access Artificial Intelligence and the Future of Teaching and Learning(Digital Promise, 2024-03) Jeremy Roschelle; Judi Fusco; Pati RuizThis talk, entitled "Artificial Intelligence and the Future of Teaching and Learning" focuses on AI Literacy, giving background and definitions to give educators a foundation as they bring AI into their practice. Originally presented at the AI K12 Deeper Learning Summit, it frames the discussion of AI in Education in the context of how people learn and considers how AI may change the process. It further considers equity, ethics, bias in AI, and some hidden costs of AI to humans and the environment. Links to resources are given.Item Open Access Automated Essay Scoring in Middle School Writing: Understanding Key Predictors of Students’ Growth and Comparing Artificial Intelligence- and Teacher-Generated Scores and Feedback(Digital Promise, 2023-08) Hillary Greene Nolan; Mai Chou VangProviding feedback to students in a sustainable way represents a perennial challenge for secondary teachers of writing. Employing artificial intelligence (AI) tools to give students personalized and immediate feedback holds great promise. Project Topeka offered middle school teachers pre-curated teaching materials, foundational texts and videos, essay prompts, and a platform for students to submit and revise essay drafts with AI-generated scores and feedback. We analyze AI-generated writing scores of 3,233 7th- and 8th-grade students in school year 2021-22 and find that students’ growth over time generally was not explained by teachers’ (n=35) experience or self-reported instructional approaches. We also find that students’ growth increased significantly as their baseline score decreased (i.e., a student with the lowest possible baseline grew more than a student with a medium baseline). Lastly, based on an in-person convening of 16 Topeka teachers, we compared their scores and feedback to AI-generated scores and feedback on the same essays, finding that generally the AI tool was more generous, with differences likely driven by teachers’ ability to understand the whole essay’s success better than the AI tool.Item Open Access Breaking With the Past: Embracing Digital Transformation in Education(Digital Promise, 2023-04) Jean-Claude BrizardToday'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.Item Metadata only Bridging the Digital Divide for Low-Income Students(Digital Promise, 2014-04-07) Digital PromisePart 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.Item Open Access 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, VanessaTo 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.Item Open Access 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.Item Open Access Certifying Competencies and Skills with Micro-credentials in a Global Context(Digital Promise, 2023-06) Rita Fennelly-Atkinson; April WilliamsonIn 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.Item Open Access Challenge-Based Learning for Global Competence and Employability(Digital Promise, 2024-06) April WilliamsonChallenge-Based Learning (CBL) is an innovative pedagogical approach that empowers students to identify and design solutions to real issues within their communities. Students use available materials and technologies to develop and implement community-based projects addressing the UN Sustainable Development Goals (SDGs). This presentation orients educators to using CBL to develop global competence and employability skills and shares a range of free resources that educators across levels, disciplines, and geographies can use to implement projects in their classrooms.