THE CURRENCY OF CONNECTIVITY

IMPROVING ACCESS, LITERACY AND CONTENT IN K-12

WHY IS DIGITAL INCLUSION IMPORTANT FOR EDUCATION?

THE US HAS INVESTED MORE BUT WITH FROZEN RESULTS

19701972

19741976

19781980

19821984

19861988

19901992

19941996

19982000

20022004

2006$0

$2,000

$4,000

$6,000

$8,000

$10,000

$12,000

$6,049

$8,790

Total Expenditure/Pupil (1970-2008)

$12,116

1971 1975 1980 1984 1988 1990 1994 1996 1999 2004 2008175

200

225

250

275

300

325

Reading and Math Achievement 1971-2008

9 year-olds

13 year-olds

17 year-olds

36 – PERCENT OF HOUSEHOLDS BELOW THE POVERTY LINE DO NOT HAVE INTERNET ACCESS AT HOME

22 – PERCENT OF NYC HOUSEHOLDS THAT DO NOT HAVE INTERNET SERVICE AT HOME

20 – PERCENT OF HOUSEHOLD THAT THE MOBILE PHONE IS THE PRIMARY DEVICE USED TO GET ONLINE

60 – PERCENT OF STUDENTS IN OUR SCHOOL WHERE ALL THREE ARE TRUE

ACCESSIT’S A QUESTION OF RESOURCES AND GEOGRAPHY

TACKLING ACCESS

• Partnership

• Create partnerships with local community pillars geographic located next to our students

• Subsidy for Hardware

• Take advantage of local mesh networks

• Downtown Brooklyn Partnership

• Red Hook

• DUMBO

ECOSYSTEM OF PARTNERS – IN THE HEART OF THE TECH TRIANGLE

LITERACY CREATING 21ST CENTURY SKILLS

EVERY STUDENT DESERVES TO BE DIGITALLY LITERATE

TACKLING MOBILE VS. DIGITAL LITERACY • Curriculum based approach

• Interest driven learning

• Provide technological infrastructure

• Provide skilled mentors to support and respond to scholar interests

• Create a mixed-age space

• Designed spaces build relationships and relevance with informal learning orgs

CONTENT - KEEPING EVERYONE ENGAGED

GAME-BASED COURSEWARE GENERATES REAL-TIME FORMATIVE ASSESSMENT DATA, ENABLING TEACHERS TO TAILOR INSTRUCTION TO BE STUDENT CENTERED AND MEET DIVERSE STUDENT NEEDS.

UTILIZE COURSEWARE, ASSESSMENT, AND ENRICHMENT ACTIVITIES TO OPTIMIZE AND ENHANCE DIRECT INSTRUCTION

STUDENT LEARNER PROFILES

TRACKING OPERATIONAL, INSTRUCTIONAL, AND ASSESSMENT DATA IN ONE PLACE

BUT THE QUESTION IS . . . IS IT WORKING?

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