Monthly Archives: June 2011

Digitally Inclusive Communities

High Tech and Low Tech, we need all to be a part of the conversation

To get the conversation going, here are the principles from:
http://www.imls.gov/pdf/DIC-FrameworkBrief.pdf

What do you think?

PRINCIPLE 1: Availability and affordability

Communities need reliable and affordable access to broadband
technology infrastructure in order to be fully engaged and competitive
in today’s information-based world.

PRINCIPLE 2: Public access

In a world connected by technology, all people, regardless of income,
need access to information and communication technologies in order to
be fully engaged members of society, both economically and socially.

PRINCIPLE 3: Accessibility for people with disabilities

Communities should ensure the full participation of all their members,
by embedding accessibility to digital technology for people with
disabilities throughout their institutions, processes, and public
awareness efforts.

PRINCIPLE 4: Adoption and digital literacy

Beyond having access to technologies, people, businesses, and
institutions need to understand digital technologies and how to use
them effectively to achieve their educational, economic, and social
goals.

PRINCIPLE 5: Consumer education and protection

Consumers—both individual and institutional—
need accurate, unbiased information to
understand the technology options available
to them, including how to buy and maintain
equipment and how to safely navigate the
digital world.

PRINCIPLE 6: Education

Educational institutions should ensure that
students have the digital skills to fill the jobs of
today and tomorrow, and to reap the potential
rewards of lifelong digital learning.

PRINCIPLE 7: Economic and workforce development

Technology is a powerful engine of innovation
and economic growth in today’s world. For
individuals and businesses to succeed in this
environment, communities need to foster the
mastery of 21st century skills and encourage
use of technology for economic development.

PRINCIPLE 8: Civic engagement

Residents should be easily able to interact
electronically with community institutions,
government agencies, and one another, to
participate actively in community affairs.

PRINCIPLE 9: Public safety and emergency services

Communities can increase their
emergency responsiveness through
effective deployment of digital
technologies, ensuring the public
the best possible emergency
preparedness.

PRINCIPLE 10: Health care

Communities should have the digital
technologies necessary to support the health
care needs of their populations, especially
in areas with limited health care facilities, to
afford all their members access to the best
possible health care.

PRINCIPLE 11: Quality of life

Individual members of a community should
have access to technologies that promote
social engagement and the pursuit of
productive and creative interests.

And a bit more text from the open page:

What is digital inclusion— and why does it matter?

Digital Inclusion is the ability of individuals and groups to access
and use information and communication technologies. Digital inclusion
encompasses not only access to the Internet but also the availability
of hardware and software; relevant content and services; and training
for the digital literacy skills required for effective use of
information and communication technologies.

The National Broadband Plan, released by the Federal Communications
Commission in March 2010, noted that “absent action, the individual
and societal costs of digital exclusion would continue to grow.” The
Plan’s recommendations included a call to the Institute of Museum and
Library Services to provide leadership to libraries and
community-based organizations as they improve digital adoption and
use. The Proposed Framework for Digitally Inclusive Communities is
IMLS’s initial response to that request.

The vision

ALL PEOPLE, BUSINESSES,
AND INSTITUTIONS WILL
HAVE ACCESS TO DIGITAL
CONTENT AND TECHNOLOGIES
THAT ENABLE THEM TO CREATE
AND SUPPORT HEALTHY, PROSPEROUS, AND COHESIVE
21ST-CENTURY COMMUNITIES.

Steven Clift - http://stevenclift.com
  Executive Director - http://E-Democracy.Org
  Follow me - http://twitter.com/democracy
  New Tel: +1.612.234.7072

On Wed, Jun 22, 2011 at 9:32 AM, Steven Clift <clift@e-democracy.org> wrote:
> Please forward far and wide.
>
> In addition to these key links:
>
> * Building Digitally Inclusive Communities: A brief guide to the
> proposed framework
http://www.imls.gov/pdf/DIC-FrameworkBrief.pdf
>
> * Building Digitally Inclusive Communities: A guide to the proposed framework
http://www.imls.gov/pdf/DIC-FrameworkGuide.pdf
>
> * Proposed Framework for Digitally Inclusive Communities: Final Report
http://www.imls.gov/pdf/DIC-FrameworkReport.pdf
>
> Also see:
http://tascha.uw.edu/research/inclusionframework/
>
> To discuss the framework publicly, I encourage you to use the ongoing
> Digital Inclusion Network online community of practice (formerly the
> DigitalDivide e-mail list):  http://e-democracy.org/di
>
> (The “Digital Inclusion Network” perhaps referenced in the report
> process was different and involved use of a special online site for
> early draft input.)
>
> Cheers,
> Steven Clift
>
>

 

Broadening Engagement with a Little Help from Friends

 

Practicing Robotics, Skills for the Future

We all talk about broadening engagement.

 

FCC Chairman Genachowski shared this data with us.He acknowledges the Mobile Divide at a conference at the New America Foundation in January.

Barriers to Use

Affordability: 36 percent of non-adopters, or 28 million adults, said
they do not have home broadband because the monthly fee is too
expensive (15 percent), they cannot afford a computer, the installation
fee is too high (10 percent), or they do not want to enter into a
long-term service contract (9 percent). According to survey
respondents, their average monthly broadband bill is $41.

Digital Literacy: 22 percent of non-adopters, or 17 million adults,
indicated that they do not have home broadband because they lack the
digital skills (12 percent) or they are concerned about potential
hazards of online life, such as exposure to inappropriate content or
security of personal information (10 percent).

Relevance: 19 percent of non-adopters, or 15 million adults, said they
do not have broadband because they say that the Internet is a waste of
time, there is no online content of interest to them or, for dial-up
users, they are content with their current service.

Digital Hopefuls, who make up 22 percent of non-adopters, like the idea
of being online but lack the resources for access.
Few have a computer and, among those who use one, few feel comfortable
with the technology. Some 44 percent cite affordability as a barrier to
adoption and they are also more likely than average to say digital
literacy are a barrier. This group is heavily Hispanic and has a high
share of African-Americans.

Julius Genachowski wants to be the Federal Communications Commission
chairman who brings cheap and fast broadband to a technologically
backward nation — the United States.

Compared to countries like South Korea or Finland the United States has
fallen behind in the broadband rankings like a stock car with a blown
engine. Citizens pay too much for service that’s too slow, or don’t
have access to high speed internet at all.

The Digital Divide and Broadband Adoption

Branding the Digital Divide “the most important civil rights issue of our time,” the Chairman noted that about one-third of Americans have yet to adopt broadband. Further, only 56 percent of African-Americans have adopted broadband in their homes, which includes a 22 percent increase in their adoption rates last year. Equally dismaying is that “less than half of Hispanics, low-income Americans, and rural Americans have adopted broadband,” according to Genachowski. Citing MMTC’s recommendation, he emphasized, “Modernizing the Universal Service Fund from supporting yesterday’s telephone service to tomorrow’s broadband access service is imperative to increasing broadband adoption.” He also touched on ways to tackle digital literacy in education and small businesses.


So in the real world who does outreach, often called EOT to Broaden Engagement, Supercomputing , the Conference does, there is an Education section and a Broadening Engagement section of the communities .

Locally there are the BDPA , and Dr. Jesse Bemley . We work in Southeast Washington to make a difference.

BDPA has regional conferences to interest, engage, involve and support youth and community.

 

The Venue

 

Bowie State University

 

Founded in 1865, Bowie State is the oldest Historically Black College/University in Maryland and one of the ten oldest in the country. It is also a diverse university whose 5,400 students, along with faculty and staff, come from many ethnic backgrounds.

In addition to its 25 undergraduate majors, Bowie State offers 30 master’s, doctoral, and advanced certification programs. Its advanced research facilities include one of the world’s 100 most powerful supercomputers and a satellite operations control center managed in conjunction with NASA.

 

BDPA

 

 

BDPA (Black Data Processing Associates) is a non-profit organization of professionals working in or having an interest in the Computer Science and Information Technology fields. BDPA has a diverse representation of information technology professionals. Included amongst the organization’s members are programmers, analysts, engineers, managers, instructors, and entrepreneurs, to name a few.

 

There was a JEF FIRST Robotics Showcase and the Patriot also had a Showcase  of their Robotices

Students from JEF demonstrated the robots they built  and participated with in the Robotic competitions. Mr. Michael White is the coach of the robotic team for the Joint Educational Facilities
The Patriot Team also demonstrate their work and there are included in this newsletter some of the photos from their work during the year.

 

TECH Summit & the Advance Program Briefing to Industry Panel

BDPA’s Advance Program Briefing to Industry (APBI) panel was very exciting. Panel members shared challenges, best practices, and personal outlooks on what BDPA members can expect from various industry sectors relative to “Information Dominance.” 

This bi-directional exchange of ideas and concepts also allowed BDPA chapters, members, and guests to share ideas, concepts, and upcoming community STEM events with industry.

Participants were Captain Daniel Lakhani, U.S. Marine Corps; Rear Admiral Michelle Howard, U.S. Navy and 2011 BDPA Regional Technology Conference Keynote Speaker; Lisa Harbour-Carter (seated), Comcast; and Keith Scott of FireEye. They told their personal career stories to the audience and answered questions.It was an exciting presentation.

 

BDPA Regional IT Showcase

Dr. Bemley conducted this showcase.

Students from JEF gave presentations on Machine Learning, Virtual Humans, Artificial Life, Embedded Linux Based Mobile Operating System, and  Nanotechnology. The participating student were mostly high school students. Two of the students were undergraduates at Bowie State University.

 

Regional HSCC Champions Crowned

The Regional HSCC took place 9:00 to 5:00 at the Computer Science Building

. The Regional High School Computer Competition (HSCC) qualifying round was held Saturday, June 18, 2011 in Bowie, Maryland. Students from the District of Columbia, Maryland, New Jersey, and Virginia participated on the “prooving grounds” of Bowie State University.

 

High School Competition Challenge

BDPA-DC Team-1 (in photo) captured the Regional Title for their fifth consecutive year. BDPA New Jersey Team-2 and BDPA-DC Team-2 placed second and third respectively. Bowie State University and BDPA-DC co-host these semi-annual events to help students prepare for the scholarship round during the National HSCC. This year, the National HSCC will be hosted by BDPA Chicago during the National BDPA Technology Conference, August 3-6, 2011,at the Chicago Hilton. 

A digital media project to help communities and schools understand and see well crafted ideas

about diverse students using technology is from Edutopia.

 

The Digital Generation Project Edutopia’s in-depth coverage of students from around the country reveals how young people are using new media to learn, communicate, and socialize in new and exciting ways.

There is an achievement gap.All of today’s students do not fit the
stereotype of the kid glued to the computer or the television 20 hours
a day. A typical classroom is much more diverse, with students coming
from a range of backgrounds. Many do not have computers at home, some
have disabilities, and some are simply not interested in computer games.

The Lucas Foundation tells ius to sync up with the new generation of
connected learners. The Digital
Generation Project presents video portraits of the lives of young
students from around the country who are using digital media to learn,
communicate, and socialize in new and exciting
ways.http://www.edutopia.org/digital-generation-project-overview-video

The Digital Generation

http://www.edutopia.org/digital-generation

 

 

 

 

 

TECH Summit and APBI in Washington provides on-ramps for Chicago and Baltimore

The BDPA is a group helping to change the digital divide. They sponsor outreach to students, parents and businesses in minority areas of need. Recently they held regional conferences .

INFORMATION DOMINANCE

Learning about the Teragrid

 

bdpatoday photo: Thurman Jones

Information Dominance: Above (L-R), APBI Panelists: Captain Daniel Lakhani, U.S. Marine Corps; Rear Admiral Michelle Howard, U.S. Navy and2011 BDPA Regional Technology Conference Keynote Speaker; Lisa Harbour-Carter (seated), Comcast; and Keith Scott of Fire-Eye. Carl Brown, Center for Minority Business Development (CMBD) also served as one of BDPA’s 2011 distinguished APBI Panelists.


Washington, D.C.–During BDPA’s Regional Technology Conference held June 17-18, 2011 in Washington, D.C., the host chapter’s Advance Program Briefing to Industry (APBI) panelists shared challenges, best practices, and personal outlooks on what BDPA members can expect from various industry sectors relative to “Information Dominance.”

What was revealed during the summit about operational security (OPSEC), mobility, and wireless technology served as a precursor to industry challenges, best practices, and follow-on workshops to be presented during the National BDPA Technology Conference in Chicago, August 3-6, 2011 and next year’s national events in Baltimore, August 1-4, 2012.

The bi-directional exchange of ideas and concepts also allowed visiting BDPA chapters, members, and guests to share ideas, concepts, and upcoming community CYBER/STEM events with industry.

This year’s regional technology conference included the annual BDPA Community Awards Luncheon at the Washington, D.C. Navy Yard, a multimedia reception and studio tour hosted by media sponsor SiriusXM Satellite Radio, and an “Information Dominance” TECH Summit at Bowie State University featuring the Regional HSCC, IT Showcase, and Flight Simulations.

For more on these and related industry success stories, subscribe to  bdpatoday at http://bdpatoday.groupsite.com . Slide presentations of this past weekend’s workshops from Cisco Systems, Office of Naval Research, Fire-Eye, Comcast, JEF, Patriots Technology Training Centers, and BDPA will be posted to http://www.bdpa.org for BDPA Members and registered Regional Technology Conference attendees on or before June 30th, 2011.

 

APBI “take-aways”Did you know:

  • The United States Navy manages the world’s largestenterprise network and Mr. Terry Halvorsen, the Navy’s CIO (DONCIO), is scheduled to join us in Chicago for his third consecutive visit during your conference?
  • That Rear Admiral Michelle Howard commanded several U.S. 5th Fleet task forces, including CTF 151, the multi-national task force that conducted counter piracy operations in the Gulf of Aden, the Gulf of Oman, the Arabian Sea, Red Sea and the Indian Ocean Task Force which successfully rescued the Maersk Alabama from Somali pirates?
  • That Dr. Larry Schuette, who heads the office of innovation at the Office of Naval Research (ONR), presented to BDPA during Industry Day, MMOWGLI (Massive Multiplayer Online Wargame Leveraging the Internet ), an online game game designed to crowdsource ideas and strategies that may provide insight to some of our nation’s toughest problems?
  • That FireEye’s Malware Protection Systems offers next generation threat protection to leading Fortune 500 private sector and public sector clients and is hiring certified network engineers?
  • That Comcast Interactive Capital and DreamIt are now accepting applications and will select five (5) minority-led startups to participate in DreamIt’s three-month accelerator program taking place in Philadelphia this fall?
  • That CMBD is accepting applications for its Local Minority Business Enterprise (LMBE) Accelerator Program which is designed to help minority-owned construction firms based in Prince George’s County build the capacity to compete for large-scale construction contracts leveraging intense specialized training, C-Suite development, and on-site technical assistance?
  • That Bowie State University is the closest HBCU to Cyber Command, DISA, and NSA?
  • That the United States Marine Corps, with NROTC, officer programs, and combat support services opportunities at MARFORCYBER, is one of BDPA’s newest sponsors and will join us in Chicago this August?
  • That SiriusXM Satellite Radio is hiring mid-level and senior level IT professionals, hosted a sneak-preview and tour for BDPA, and will host a major IT Career Invitational on Wednesday, June 22nd, 2011?
  • That BDPA Members own these and other relationships with technical leaders in every verttical market?

 

 

Should This Be a Surprise?

 

 

Real learning about computers often requires hands on.

familiarity, and technofluency of teachers and parents is very important

Learning the Use of Technology

http://spotlight.macfound.org/blog/entry/playback-race-class-and-technology-use/


6.16.11How parental attitudes affect young children’s technology use; kids of color are using more media than white youth; and real-life examples of cloud computing and Twitter in the classroom. 

A Parental Digital Divide?: Parental attitudes toward young children’s use of technology greatly affect a child’s interest in and skill using new tools in a pre-school setting, according to a new UK-based study.

Multimodal Literacies in the Early Years” explores what learning to be literate means for young children growing up in today’s media-rich world. Researchers from The Open University and Cambridge University completed case studies of 10 pre-school children in a Sure Start Children’s Centre and interviewed parents and staff. Among the key findings:

Home ownership of mobile phones, TVs, satellite, computers and internet was widespread, although two families in the lowest income band (>£10,000 per annum) had no computer, with implications for social inclusion/equality. Whilst safeguarding against their over-use, most parents recognised the potential of new technologies for their children’s learning, but were less sure about how to support screen-based literacy activities.

Some children were not allowed computer access at home, but did use mobile phones, TV/videos, and ‘smart’ toys which converged new and traditional technologies (e.g. talking books, interactive toys). We therefore found a ‘digital divide’ where some children in the nursery displayed strategic, meta-level literacy knowledge with new technologies derived principally from participation in supported activity at home, whilst children with less experience only participated in low-level activities or did not use them at all.

“There is a lack of guidance on how to support literacy with digital technologies,” researcher Rosie Flewitt told The Guardian. “The exception was with children with learning difficulties or physical difficulties, as practitioners had realized new technology could really help.”  Some of the more affluent families—as well as pre-school staff—were more likely to restrict access out of concern that early technology use can hinder educational and social development.

“Some children from highly educated, affluent families had very little exposure to new technologies,” said Flewitt, “whereas some children from less affluent families were given excellent support at home to develop their literacy skills through diverse uses of new technologies.”

The Guardian article also quotes experts who believe digital technologies can compromise healthy development for very young children. We’ve covered this issue in depth on Spotlight earlier this year. For more, read “Learning, Digital Media and Creative Play in Early Childhood.”

Youth of Color Use More Media: Minority youth are using an average of 13 hours of media a day, nearly 4.5 hours more than white youth, according to a new study by Northwestern University released last week.

The number of hours includes listening to music, watching TV, playing video games, using the computer, reading print media, and viewing movies. The report, Children, Media and Race: Media Use Among White, Black, Hispanic and Asian American Children,” (pdf) analyzes data from the 2010 Kaiser Family Foundation Generation M2 study on media use among 2,000 8- to 18-year-olds and the foundation’s 2006 Media Family study on another 2,000 children from birth to 6 years old. The study also found all groups read for pleasure 30 to 40 minutes a day.

The study’s authors—Ellen Wartella, Vicky Rideout and Alexis Lauri—wrote that the report aims to “briefly hit a national pause button: to stop and take note of these differences, to consider the possible positive and negative implications for young people’s health and well-being, and to reflect on how each of us can respond in our own realms—as educators, public health advocates, content creators, and parents—in a way that benefits children, tweens, and teens to the greatest extent possible.”

Another interesting piece of the research found that minority youth spend more time consuming media on mobile devices, including cell phones and iPods, than other groups. Last year, Spotlight spoke with S. Craig Watkins, an associate professor of media studies at the University of Texas at Austin who has written about the “participation gap” and the ways that black and Latino youth are embracing mobile technology. Read the story here.

Educators on Cloud Nine: We’ve been writing about the possibilities that cloud computing offers for education lately. In case you’ve been in the clouds yourself, the term to refers to storing data and applications online, removing the need for installing application software on a computer. The model got a lot of attention recently with the unveiling of Apple’s iCloud and Google’s Chromebook.

Before we jump to the conclusion that this is surely a game changer, we have to get beyond the slick unveilings at developer conferences and pay attention to how cloud computing is being integrated into schools. We’re always on the lookout for examples of how teachers are using new tools to enhance learning in classrooms. Turns out many educators are already using cloud-based technologies—and for more for more than just administrative management.

This great piece in THE Journal shares nine compelling detailed examples from educators around the country who are experimenting with new online tools like StudySync and Wixie. Some students are collaborating on projects such as literacy salons and podcasts, while others are mentoring younger students.

In Florida’s Palm Beach County, for example, students and teachers are using Adobe Connect Pro tools to collaborate before, during, and after field trips:

In advance of a recent trip to a local state park to explore its different ecological zones, for example, Palm Beach students met online with park rangers via a video chat to ask questions, obtain beach reports, and gather other pertinent information. Once out in the field, students were armed with laptops, cameras, and scientific probe devices that allowed them to gather data for use in the classroom the next day. Final reports (both written and video) were completed online and shared with teachers back at the school. Teachers were able to connect with the students in real time with feedback to the information they were uploading, ask additional questions, and even immediately grade the assignments students were completing back at the park.

“Using technology, teachers can make the lesson much more compelling and extend past a single day’s trip,” says Kim Cavanaugh, the district’s technology program specialist. “They can also latch onto the enthusiasm immediately, and use it as a motivational tool for students.”

Read the full piece here.

 

 

 

 

simSchool earns Wave 1 grant from Next Generation Learning Challenges!

Westlake Village, Calif., May 24, 2011 – Next Generation Learning Challenges (NGLC) has awarded a grant to the “simSchool modules Project” sponsored by the Association for the Advancement of Computing in Education (AACE) in collaboration with CurveShift (simSchool) and Pragmatic Solutions, Inc. (Leverage) Key partners also include University of North Texas, Society for Information Technology and Teacher Education and FableVision as well as Kean University and Marygrove College who are the first of twelve institutions of Higher Education to be announced to support the module development.

The Wave 1 award will fund deeper learning modules for learning to teach via simSchool, a game-like simulation that develops teaching skills. simSchool will be disseminated via an international network of colleges of education and be scaled to reach all future teachers in the U.S. simSchool dynamically simulates classroom learner behaviors, emulates teaching and learning activities, and has been shown to generate relevant benefits concerning mastery of deeper learning outcomes such as self-efficacy, critical thinking, complex problem solving and collaboration.

“Our goal is to enhance our simSchool platform, a ‘flight simulator’ for teachers, to become a fully-realized teacher training platform for higher education” said David Gibson Ed. D. CurveShift Founder. “By incorporating meaningful instructional modules and deep analytics, we know we can help pre-service teachers better contextualize and target their own learning and improve their overall self-efficacy as current college students and future educational professionals,” continued Gibson.

The simSchool module project was selected from a field of more than 600 pre-proposals and 50 finalists. NGLC focuses on identifying and scaling technology-enabled approaches to dramatically improve college readiness and completion by addressing a continuum of interrelated issues spanning secondary and postsecondary education from grades 6 through college. NGLC is led by EDUCAUSE in partnership with The League for Innovation in the Community College, the International Association of K-12 Online Learning, and the Council of Chief State School Officers. The Bill & Melinda Gates Foundation, and the William and Flora Hewlett Foundation helped design the Next Generation Learning Challenges, and fund the initiative.

About simSchool and CurveShift:

simSchool is a classroom simulation that supports the rapid accumulation of a teacher’s experience in analyzing student differences, adapting instruction to individual learner needs, gathering data about the impacts of instruction, and seeing the results of their teaching. It’s a virtual learning environment where instructors can explore instructional strategies, examine classroom management techniques, and practice building relationships with students that will translate into increased learning. The students may be virtual, but their very real behaviors are based on decades of psychological and behavioral research. The results teacher users experience are real and measureable, too, and include improvement in general teaching skill, improved confidence in using technology, and an increased belief that the teacher-user has the skills and ability to make a difference in a child’s life. Using simSchool has even been shown to improve pre-service teachers’ performance in teacher preparation courses and attitudes toward inclusion of special needs students. In these ways and more, simSchool enables transformational experiences for teachers to help them become more effective leaders in their classrooms and learning communities. For more information on simSchool, please visit www.simSchool.org.

CurveShift designs and distributes high quality digital tools and resources for K12 teacher and organizational effectiveness. CurveShift owns over $12 million worth of digital content, platforms, authoring tools and courseware aimed at K-12 teacher preparation and development. CurveShift’s founders and their colleagues developed these assets over the past decade through government grants and contracts. Many of the products are already successful and in use across many industry segments. For more information on simSchool, please visit www.curveshift.com.

About Leverage™ Adaptive Learning Platform and Pragmatic Solutions, Inc.

Leverage™ Adaptive Learning Platform was developed by Pragmatic Solutions, Inc. under military specs to support large-scale, simulations, virtual environments, and learning management systems. Central to Leverage’s capabilities is the ability to seamlessly manage millions of user accounts, collect terabytes of data, execute thousands of business rules, and deliver real-time analytics and feedback to multiple classes of end users without impacting the flow or delivery of content or game play. Leverage currently serves as the backend framework for programs in government, business, education, research, corporate training, and commercial entertainment. Tens of thousands of content objects, dynamic media tools, game scenarios, and user-specific items and messages flow in and out of Leverage’s centralized database and interfaces hourly to users in 40 countries around the world. For more information on Leverage or Pragmatic Solutions, Inc., please visit www.pr-sol.com.

Pragmatic Solutions, Inc. headquartered in Westlake Village, CA, is a data modeling innovator with extensive organizational expertise in creating stable, scalable database and server architecture conducive to business information and learning management systems. Over the past decade, Pragmatic has worked at the leading edge of systems design, exploring how advanced data collection, inference and analysis tools can be used to impact performance, engagement, and learning in simulations, games, virtual worlds, and other interactive web environments. Pragmatic’s systems currently influence tens of millions of users’ online experiences around the world.

Association for the Advancement of Computing in Education (AACE)
AACE (founded in 1981) is an international, educational, and professional organization dedicated to the advancement of the knowledge, theory and quality of learning and teaching at all levels with information technology. For simSchool Modules, AACE will house “modules” created by participating partners in EdITLib, an open source library of education and information technology digital resources. http://aace.org/

Society for Information Technology and Teacher Education (SITE)
SITE promotes the development and dissemination of theoretical knowledge, conceptual research, and professional practice knowledge through the SITE conference, books, collaborative projects with other organizations, and the Journal of Technology and Teacher Education. SITE (founded in 1990) is a society of the Association for the Advancement of Computing in Education (AACE). During the simSchool Modules project, SITE will operate as a communications hub, both promoting the project to its global constituency of higher ed institutions and helping disseminate news on going progress and research results. http://site.aace.org/

University of North Texas (UNT)
UNT is a student-focused, public, research university located in Denton, Texas. One of Texas’ largest universities, UNT offers 97 bachelor’s, 88 master’s and 40 doctoral degree programs within the university’s 12 colleges and schools. During the simSchool Modules project, UNT will serve as the Research Center on Teaching and Learning with simSchool. http://www.unt.edu/

FableVision
Boston-based FableVision Studios creates award-winning websites, games & activities, animated films, interactive graphic novels, museum kiosks, digital storybooks, desktop applications, and iPhone apps. FableVision is dedicated to helping ALL learners reach their full potential and to telling “stories that matter, stories that move.” During the simSchool Modules Project, FableVision’s team will help direct creative and business development toward improving user experiences and enhancing the simSchool brand. http://fablevision.com/

About NGLC

NGLC reflects a unique synergy resulting from the blended expertise, leadership, and credibility of both institutional and technology leaders who share a commitment to resolving the educational challenges our students – and the country – faces , and to expanding the adoption of proven innovations within timelines that will demonstrate measurable impact on the problems of the day. NGLC is led by EDUCAUSE in partnership with the League for Innovation in the Community College, the International Association for K-12 Online Learning (iNACOL), and the Council of Chief State School Officers (CCSSO). Funding is being provided by the Bill & Melinda Gates Foundation and The William and Flora Hewlett Foundation.

For More information on the Phase 1 NGLC Program: www.nextgenlearning.org.

Become a Friend on Facebook: www.facebook.com/simSchool
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Join our Linked Group: simSchool

CONTACT:
Stacy Kruse
Director of Serious Games & Education
Pragmatic Solutions, Inc.
32123 Lindero Canyon Road
Suite 216A
Westlake Village, CA 91361
Phone: 818-517-9489
E-mail: stacy@pr-sol.com