Reports and Reviews

Get in the Loop: Engaging Youth in Computer Programming with Scratch

University of Idaho
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At a time when the United States increasingly demands more qualified STEM workers, there is a shortage of students interested in pursuing careers in science, mathematics, technology and engineering. This shortfall can be attributed in part to students’ lack of preparation and exposure to relevant STEM topics during their K-12 studies (Rockland et al, 2010), the pedantic, lecture-based manner in which these subjects are typically taught (Ebenezer & Zoller, 1993), and the stigmas associated with these disciplines (Sax, et al, 2010; Girls Scout Research Institute, 2012).

Field Guide for Education in Idaho

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This field guide, which was created by Idaho Business for Education (IBE) in partnership with the J.K. and Kathryn Albertson Foundation and Strategic Intelligence, provides a wealth of useful information on the state of education in Idaho.

Systematic Integration of Technology for STEM Support in a Special Education Classroom

University of Idaho
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The National Research Council (NRC) mandates that, “educational interventions cannot assume a typical sequence of learning; they must be individualized, with attention paid to the contribution of each of the components factors to the goals most relevant for an individual child” (2001, p.83). With the advancements of instructional technology, it becomes possible to evaluate whether technological tools support or negate academic outcomes for each individual.

1-to-1 Evidence: Evaluation Guidelines for Schools, Districts, & Leaders

University of Idaho
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This report provides educators and leaders with necessary information about the history and evidences of 1-to-1 initiatives in the United States and offers guidelines for creating evaluation plans that are valuable for informing larger practice.

As such, this report's goal is to provide schools and districts with the initial understandings they need to begin their one-to-one journeys with direction and realistic expectations for collecting evidence and to provide valuable information to decision-makers so that they can understand what evidence exists to support one-to-ones, what evidence can be gathered, and how institutions must go about this process.

Public Domain e-Books in the Study of Classical Literature

University of Idaho
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Royce Kimmons, PhD
University of Idaho

Many technology integration initiatives and attempts to reduce the digital divide center on the simple ideas of increasing student access to educational resources and using new technologies like e-book readers to improve learning (Clark, Goodwin, Samuelson, & Coker, 2008; Flynn, 2013; Kanvinde, Rello, Baeza-Yates, 2012; Landoni & Shiratuddin, 2003; Moore, 2009). In the pre-digital world, access to content and educational resources was limited due to a variety of factors including physical limitations (e.g., printing of books) and copyright. In conjunction with expanded uses of the internet, we have seen numerous attempts to provide resources that bypass these complicating factors by 1) converting sources previously bound to physical objects (e.g., books, journals, etc.) to digital formats that can easily be shared, copied, and distributed and by 2) clarifying (and in some cases redefining) issues of copyright, of which public domain and various “copyleft” licensing systems like Creative Commons, MIT, and GNU are important examples. ...

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