|Grantee Name:||CATAPULT LEARNING|
|Project Name:||Catapult Learning, LLC|
|Project Contact:||Gregg Levin|
|Mailing Address:||Catapult Online|
506 S. Central Avenue
Baltimore, MD 21202
A glaring achievement gap threatens the ambitious No Child Left Behind goal that all students will be proficient in reading and mathematics. Offering the convenience of anytime/anywhere access and the opportunity for enhanced individualized instructional content, supplemental educational services (SES) delivered by emerging mobile technologies can transform the way Title I schools help their low-income, under-achieving students.
Catapult Learning, a leading national provider of online supplemental educational services, and its education partners will harness and test emerging mobile technologies to deliver an expanded menu of standards-based supplemental educational services in reading and mathematics for middle school and high school students in urban and rural settings. The project will usher in the next generation of SES through a partnership with a leading provider of adult and family education programs, KET-The Kentucky Network, and thirteen LEAs in Georgia, Ohio, California and Pennsylvania.
The project will create new SES materials in reading and math, adapt existing SES materials for delivery by mobile technologies, craft technology-based materials for English language learners, and develop an online assessment system for SES students. Other components will engage SES parents and train SES teachers to incorporate mobile technologies in their instructional strategies. Specific deliverables and measurable outcomes, including improved student performance on state standardized tests, will guide the project.
A scientifically based research component, conducted by Rockman et al., will assess the effectiveness of various pedagogical approaches and differing types of technologies in boosting the achievement of SES students. As new SES materials are piloted and found to be effective, they will be deployed nationwide helping schools across the country close the achievement gap.
|Grantee Name:||MARYLAND PUBLIC TELEVISION|
|Project Name:||Learning Games to Go|
|Project Contact:||Gail P. Long|
|Mailing Address:||Maryland Public Television|
11767 Owings Mills Blvd
Owings Mills, MD 21117
Maryland Public Television (MPT) is a network of public broadcasting stations licensed to the state of Maryland and the Center for Technology in Education (CTE) at the Johns Hopkins University. Together, these organizations will lead development of Learning Games to Go (LGG), a series of four games with simulation elements that involve use of emerging mobile technologies. LGG will be designed to improve math instruction and student achievement at the pre-algebra level, while simultaneously improving students' vocabulary and reading comprehension skills. For this work, MPT and CTE will collaborate with the Education Arcade at the Massachusetts Institute of Technology (MIT), cutting-edge technology developers, partner school districts, middle school educators, and project advisors.
In addition to developing LGG, the partners will also: 1.) increase the resources available to mathematics teachers by culling the best existing video and digital resources (including simulations and games) and facilitating access to them; and 2.) develop resources and provide professional development that increase educators' skills in incorporating games, simulations, and other media into their mathematics teaching.
The primary focus of this project is improving mathematics instruction and achievement in schools that serve large numbers of disadvantaged students, particularly those from low-income families. The approach planned in the LGG project is based upon research concerning the learning preferences of today's "digital native" students. In developing LGG, the partners will ensure that this resource also aligns with national and state curriculum standards and that it reflects current thinking about high-quality mathematics instruction at the middle school level.
The partners will work closely with the evaluator, ORC Macro, to assess the implementation and effectiveness of LGG. Macros will conduct a scientific study employing an experimental design with random assignment to determine the effects of LGG use on student achievement.
|Project Name:||JUMP into Reading for Meaning (JUMP)|
|Project Contact:||Javier Elizondo|
|Mailing Address:||Pacific Resources for Education and Learning (PREL)|
900 Fort Street Mall
Honolulu, HI 96813
"Today's students think and process information fundamentally differently from their predecessors... Our students today are all 'native speakers' of the digital language of computers, video games and the Internet" (Prensky, 2001). PREL believes that capturing the student's palpable attraction to gaming media and then transferring the accelerated learning observed with gaming into the domain of literacy is one of the fastest and most economical ways to improve education today. This project, JUMP into Reading for Meaning (JUMP), puts the power of self-directed inquiry, social interaction, and engaging materials into the child's willing hand. JUMP is a research-based, situated-learning, game-based educational and instructional curriculum for supplemental educational services delivered on a handheld platform. JUMP is developed for fourth grade students to address the well-documented drop-off in standardized test scores as these students encounter progressively difficult texts and content, aptly labeled the "fourth grade slump." JUMP focuses on learning vocabulary through three content areas: science, mathematics and social studies. This proposal includes an experimental design research study to be evaluated externally by North West Regional Educational Laboratory (NWREL). Other project partners include Hewlett Packard, Inc., Scholastic Inc., the Hawaii State Department of Education and the Washington State Office of the Superintendent of Public Instruction. In addition, the project will be advised by a distinguished Advisory Panel that will include experts in education technology, reading, mathematics, science and social studies. JUMP meets both absolute priorities, and five of the competitive preference priorities.
|Grantee Name:||UNIVERSITY OF OKLAHOMA|
|Project Name:||K-20 Networks of Emerging Technology (NET)|
|Project Contact:||Linda Atkinson|
|Mailing Address:||University of Oklahoma|
3100 Monitor Avenue
Norman, OK 73072
Research suggests that mobile technologies, such as graphing calculators and handheld computers, can improve student learning because they enhance student engagement and teacher instructional reflection (Penuel & Yarnall, 2005; Kulik & Kulik, 1991; Randel, Morris, Wetzel, & Whitehill, 1992; Roschelle, 2005; Vahey & Crawford, 2002). Research also shows teacher training around instructional strategies and educational technology leads to higher student learning, and that Japanese-style "lesson study" shows particular promise (Fletcher Flynn & Gravett, 1995; Marzano, Giddy, & Dean, 2000; Stevenson & Stigler, 1992). Based on these findings, we propose to create up to eight handheld games and simulations to engage more than 5,000 Oklahoma eighth and ninth graders in learning key "gateway" mathematics and reading skills, and then rigorously test the power of such games and simulations to improve student learning. Participating teachers will engage in lesson study and review student progress through Web-based assessments. Oklahoma is a high-poverty state with historic low-test scores in secondary mathematics and language arts, and this program is designed to test a model of focused technological and structured professional support to accelerate student learning. In our evaluation, our primary research explores whether student learning increases more when a teacher lesson study program is supplemented with the use of handheld games and simulations by students. We will conduct a three-level HLM analysis to test this theory by assigning 30 schools (n=-1700 students) randomly to two experimental conditions (lesson study only, and handheld augmentation). Complementary research questions will focus on low-income student achievement, effectiveness of lesson study, and cost-effectiveness of lesson study and lesson study augmented by handheld games and simulations.
|Grantee Name:||OHIO BOARD OF REGENTS|
|Project Name:||Middle-School Achievement Through Technology Rich Interventions|
|Project Contact:||Tim Best|
|Mailing Address:||Ohio Board of Regents|
30 East Broad Street
East Broad Street
Columbus, OH 43215
The Middle school Achievement through Technology-Rich Interventions (MATRIX) Project is a partnership among K through 16 organizations in Ohio, Kansas, New Mexico and California. The Ohio Board of Regents is the lead agency, with partners including ALTEC and the Center for Research on Learning at the University of Kansas, New Mexico State University and the Learning Games Lab, the Alliance for Distance Education in California, local school districts, and Quantum Simulations. The purpose of the MATRIX Project is to improve middle school reading and mathematics achievement of students in urban and rural schools not meeting their AYP for two years or more. The project will develop curriculum unit and games using the emerging technologies of PDAs, iPods and videocameras, along with Quantum Simulations' online Artificial Intelligence Assessors and Tutors, and AutoSkills' Reading and Mathematics Academy. Teachers at 12 Intensive Sites will receive professional devolvement including mathematics content, reading and reading in the content area, use of assessment, and use of the curriculum, to provide after-school programs for students who are not meeting their targeted achievement. A rigorous experimental evaluation design will be used to determine the effectiveness of this supplementary program. The project will emphasize a leadership and parent involvement strand and will produce a professional development and parent involvement guide for schools that adopt the MATRIX program. During years three through five, extended training and dissemination will take place through state systems, high-speed networks, conferences and workshops. The focus will be on the partner states, Mississippi, Massachusetts, Texas and Puerto Rico, and their success in reaching pre-service and in-service teachers. Wexford, Inc., a non-profit educational agency, will conduct the evaluation and experimental design study.
|Grantee Name:||UNIVERSITY OF WISCONSIN|
|Project Name:||Augmented Reality Simulation Games for Mathematics and Literacy Learning with Emerging Mobile Technologies|
|Project Contact:||Dr. Kurt D. Squire|
|Mailing Address:||University of Wisconsin-Madison|
225 N. Mills Street
Madison, WI 53703
This project seeks to leverage the effectiveness of augmented reality (AR) simulation games on mobile computers with global positioning systems to improve middle school mathematics and literacy instruction and student achievement in those fields. Its target populations are under-served urban middle school students and teachers.
This project is proposed by the University of Wisconsin System through the Academic Advanced Distributed Learning (AADL) Co-Laboratory GAPPS (Games and Professional Practice Simulations) Group, the Massachusetts Institute of Technology, and Harvard University. It is built upon its investigators' earlier work in mobile learning technologies, simulations, game design, and the pedagogy of games and learning.
Through the Wisconsin Cooperative Educational Service Agency #1, professional development workshops will be provided to help teachers develop AR simulation learning games that support state standards for reading and mathematics. Teacher- training will be followed up by on-site visits to classrooms.
A rigorous, research-driven scientifically based inquiry, directed by Harvard University's Learning Technologies Program, will evaluate whether the AR mobile simulation games can significantly improve student learning as evidenced by the Iowa Test of Basic Skills in mathematics and literacy.