The Academy of Digital Arts and Sciences (2011)

the academy of digital arts and sciences

"The greatest scientists are always artists as well."

Albert Einstein

Our Vision 02

Rationale 03

Scope and Sequence 04

Longitudinal Research Study 05

Overview 06

Program Elements 08

Project Elements 09

Academy Courses 10

CT Student Innovation Expo 12

CT Student Film Festival 13

Student Expectations 15

Contact 16

the academy of digital arts and sciences2011-2012

ourvision.The primary mission of the Academy of Digital Arts and Sciences is to motivate, engage, facilitate, and support the development of student artistic and creative skills in the use of digital media with a focus on applying those skills to the study of science and technology. The program facilitates the cross-discipline application of academic knowledge, creativity, design, and innovation skills integrated with digital media and applied to the study of science and technology. All courses feature problem-based learning and comprehensive projects as the foremost instructional activity for all students. The Academy of Digital Arts and Sciences program is a dynamic and exemplary model for 21st century teaching and learning that prepares students to be knowledgeable participants in our ever-expanding technological society.

In Daniel Pink’s book, A Whole New Mind (2005), he concludes that the “MFA [Master of Fine Arts] is the new MBA [Master of Business Administration]”. While art is now recognized as an essential focus and skill in the 21st century economy, the demand for engineers and scientists is increasing. In essence, the future of Connecticut and America is dependent upon the development of the next generation of scientists and engineers. Traditional approaches to science and engineering education are not adequate to meet the workforce needs of this century. The convergence of art, business, creativity, innovation, engineering, and science may become the hallmark of the 21st century and the answer for developing the next generation of American innovators.

"The future belongs to a very different kind of person with a very different kind of mind—creators and empathizers, pattern recognizers, and meaning makers. These people—artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers—will now reap society's richest rewards and share its greatest joys." - Daniel Pink

02 | The Academy of Digital Arts and Sciences

Our Vision

rationale.

Art and science have been connected for centuries, from da Vinci’s artistic study of the human body to Einstein’s use of the literary metaphor to explain his theory of relativity. Art has been used to describe and explain basic elements of the natural world and abstract ideas or discoveries. As science and technology become more interdependent, so, too, does the relationship between art and science. According to neuroscientist and author Jonah Lehrer, “The future of science is art!” Lehrer contends that art can become a source of scientific inspiration, and “art can make science better.” While students are growing up in a world surrounded by computers, digital media, and the Internet, they are all-too-often stifled and stymied in the use of these technologies in traditional high school courses. As the world continues to rely more heavily on science and technology to solve problems and meet human needs, more students are needed in related fields of study. The establishment of the Academy of Digital Arts and Sciences is intended to address these issues and to create a new interdisciplinary program of study for the 21st century that appeals to all high school students in the updated tradition of the Liberal Arts and Sciences education. The future of education may very well depend on a renaissance in the study of art and science.

"I believe that current formal education still prepares students primarily for the world of the past, rather than for possible worlds of the future." - Howard Gardner, 2006

The Academy of Digital Arts and Sciences | 03

Rationale

Grade 9 Grade 10 Grade 11 Grade 12

Traditional HS Courses

Academy Science & Math

Academy Technology

. English 9

. History 9

. World Language

. Phys-Ed/Health

. English 10

. History 10

. World Language

. Phys-Ed/Health

. Math 11

. English 11

. History 11

. World Language

. Phys-Ed/Health

. Math 12

. English 12

. History 12

. E3*

. Algebra21

. Skills21. Virtual Worlds & Simulations

. Bio21

. Geometry21. Chem21

. RD2**

. Digital Media & Moviemaking

. ECE***

. 3D Modeling& Animation

The Academy of Digital Arts and Sciences is designed for delivery as a contemporary sequence of courses within an existing high school course of study. The table below illustrates the sequence of required courses and electives. The numeral “21” indicates courses that meet current state curriculum standards but are taught in a 21st century context, e.g., Biology in the context of Biotechnology, or Chemistry in the context of Material Science.

A comprehensive or magnet high school must implement the Academy of Digital Arts and Sciences as a learning community that includes a mandatory science sequence with technical electives as illustrated above.

All students must take the 9th grade Skills21 course to successfully implement the academy model. This course introduces concepts of digital literacy.

In 10th and 11th grade, students continue the mandatory science sequence but can select technology electives based on their skills and interests. School districts are encouraged to offer all technology electives as part of the academy model, but students must be informed that they can only take an elective once.

In their senior year, students must take the Capstone Experience, which culminates with a research-based project.

scope andsequence.

. Physics21

Cap

stone Exp

erience

Colleg

e Read

iness

* Earth and Energy Science Essentials** Research, Design, and Development*** E-Commerce Entrepreneurship04 | The Academy of Digital Arts and Sciences

Scope and Sequence

Treatment

Comparison

Students participate in a longitudinal research study to examine the effects of the Academy of Digital Arts and Sciences. The overarching research question is:

Do high school students who participate in the Academy demonstrate a greater interest in and college career readiness in STEM areas than comparable students who do not participate in the Academy?

Our partners from the Education Development Center (EDC) will conduct this quasiexperimental longitudinal treatment-comparison group study.

longitudinalresearch study.

Pretest 9 10 11 12

Quasiexperimental Design:

Our programs and courses are based on sound, scientifically-based educational research. Our member schools will be critical partners to the growing body of research contributing to evidence-based practice. Each partner school’s Academy students will participate in the research study with complementary comparison students.


Longitudinal Research Study

center for 21st century skills

The Center for 21st Century Skills at EDUCATION CONNECTION is an innovative center that recognizes the need for creativity and technical expertise in our fast-paced global society. The Center is part of EDUCATION CONNECTION, the regional educational service center (RESC) for western Connecticut. As a Center, we work with state, regional, and local institutions to redesign education for the 21st century.

The Center utilizes available technologies to orchestrate a creative learning environment that simulates relevance to the 21st century workforce and global opportunities. Our primary objective is to develop a skilled workforce that can compete in a global economy and tackle the many challenges facing our future.

connecticut career choices

Connecticut Career Choices (CCC) is an initiative of the Connecticut Office for Workforce Competitiveness that is a carefully developed response to America’s most pressing workforce needs. CCC began in 2002 with six Connecticut high schools and grew to more than 40 high school pilot sites by 2009. Since its inception, the CCC program has engaged hundreds of CT urban and suburban educators and thousands of students in a variety of exciting academic and hands-on experiences that help to prepare them for the science, technology, engineering, and mathematics (STEM) careers of the future. Students and teachers also participate in a variety of experiential learning activities, such as career mentoring, company tours, guest speakers, student internships, and teacher externships that connect the classroom to the world of work. Research indicates that CCC students and teachers expand their knowledge of STEM-related careers, increase their STEM skills, and increase their understanding about the changing nature of the 21st century global economy. The CCC program is developed and managed by the Center for 21st Century Skills at EDUCATION CONNECTION.


Overview

CCC Web SiteView student work on the comprehensive CCC Web site! In addition to CCC student projects, you’ll find current news, established courses, courses under development, information on the rapidly-expanding Academy of Digital Arts and Sciences, and much more!

Connecticut Student FilmsThe CT Student Films Web site functions as a distribution, presentation, and submission site for Academy digital film and animation assignments. Academy participants can watch, review, share, and comment on their own and other student work.

IVCSThe International Virtual Collaboration Space (IVCS) is a private Second Life environment utilized as part of the Academy blended learning model. Students interact with college faculty and mentors, participate in meetings, and develop 3D models as part of their digital media assignments. At the end of the year, teams produce a virtual booth as part of the CT Student Innovation Expo.

Online Learning EnvironmentAll students and teachers are required to access Moodle for the online component of the Academy program. Each course contains the curriculum, sequence of activities, assignments, deadlines, resources, and discussion forums.

ctcareerchoices.org

ctstUDeNtFiLMs.org

avatar.NMc.org/ivcs

ctccoNLiNe.org

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the w

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Overview

BLENDED LEARNING The Academy uses a blended learning model to ensure the integration of Internet communication tools and World Wide Web (WWW) resources in all courses. Blended learning utilizes a teacher facilitated, student-centered environment that includes online and experiential components to strengthen classroom learning. Curriculum materials developed for a blended learning environment include instructional resources and student activities that utilize Internet and multimedia resources as a core component of the teaching and learning process. Online collaboration and communications tools further extend classroom discussion to include college faculty and business professionals.

The Academy of Digital Arts and Sciences program ultilizes research-based strategies and techniques to engage students in STEM education while developing essential 21st century skills.

DIGITAL PORTFOLIO The digital portfolio is an essential element for documenting and presenting student projects. Students and teachers collaborate on the submission of materials for the digital portfolio as it is used to reflect upon the development of student knowledge and skills over time. Students can customize their digital portfolio and share their work and personal interests through their own Web site, built with the same online tools used by professionals, like Wordpress. Every portfolio is accessible and viewable on the Web, and students are encouraged to share their site with peers, parents, prospective employers, and college admissions officers.

COmPREhENSIVE PROjECT All Academy courses feature a comprehensive project as the primary instructional strategy to develop student academic and 21st century skills. This research and development project simulates real-world experiences and responsibilities. Project-based learning allows these participants to develop relevant skills through technical writing, research, computer-assisted design, computer animation, digital audio/video, digital photography, and Web site development. Throughout the individual and group projects, students learn about emerging technologies, Internet-based services, and content specific to each course as they develop a company and assume positions in the company to complete a given challenge.

PERFORmANCE ASSESSmENT According to David Perkins (author, noted authority on education, and co-director of Harvard’s Project Zero), students need a transformational “threshold” experience to cement a lifelong interest in a particular discipline of study. The annual Connecticut Student Innovation Expo and Connecticut Student Film Festival makes this connection. The Expo and Film Festival are required performance assessments in order to ensure that all CCC students have the opportunity for a threshold experience. Student presenters explain their work to a distinguished panel of judges and receive awards and recognition in several categories. See pages 12–13 for more about the Expo and Film Festival.

ExPERIENTIAL LEARNING Experiential learning takes students and teachers beyond the classroom to experience the application of learning in a professional environment. Classroom speakers, company tours, job shadows, student internships, and teacher externships are important strategies for connecting classroom teaching and learning to business and higher education. Academy students and teachers meet at Connecticut colleges and corporate campuses to hear from invited speakers who are business professionals or experts in their fields. Participants also use tools such as SKYPE, for VoIP and video chatting, and IVCS, a virtual online environment. During these events, students engage in course-related workshops and activities as they collaborate across districts with other students and business mentors.

program elements.

SummER INSTITuTE FOR TEAChERSFor one week at the end of July, the Academy of Digital Arts and Sciences coordinates with teachers in the academy courses to communicate the pedagogical skills to embed 21st century online tools to present blended learning curricula to students. Teachers also identify 21st century skills in order to include these in the creation of activities, assignments, and assessments. Workshops on digital portfolios and project-based threshold experiences for students are part of the professional development.


Program Elements

PRESENTAt the Connecticut Student Innovation Expo and the Connecticut Student Film Festival, each team will present its solution in the following ways.

CHALLENGEEach year, Academy courses focus on the idea of social responsibility, such as “Moving Forward, Giving Back”. The work student teams do to solve these problems helps them not only to develop the skills needed for success in the 21st century workforce, but makes them active members of our global society.

RESEARCHStudents brainstorm, investigate case studies, and research ideas from a broad range of topics. Preliminary solutions are proposed, all research is properly cited, Internet domain names and company names are authenticated as original, and steps are taken to address and ensure environmental responsibility.

DEVELOPStudents form companies and assume roles in those companies to propose a viable and innovative solution to the given challenge. Depending on the course, development includes refining the solution, writing the business plan or white paper, learning new technical skills, networking with professionals in the field, organizing an advisory committee, and tackling the logistics of production and delivery.

DESIGNIn conjunction with the development and completion of projects, student teams create Web sites and marketing materials. Depending on the given challenge, Web sites may contain animations, computer simulations, maps, timelines, information on philanthropy and social responsibility, and student-produced films. To market their solutions, students design print advertisements, film posters, electronic newsletters, and business cards, and utilize social media to create an online media campaign.

Students in all courses are required to develop a solution to an issue or problem currently facing our society. Each challenge consists of one of the following components.

project elements.

Company Web SiteDepending on the project, online evaluation may include multimedia marketing materials, project description and research, business plan, white paper, software plugins, fully-automated online store, student-produced films, and more.

inteRaCtiVe eXHibition bootHStudent teams present their projects to the public and judges via a trade-show exhibit and/or a virtual exhibition booth. They describe their work, demonstrate their creative solutions to the challenge, generate enthusiasm for their products, network, and cultivate a high degree of professionalism in a business environment.lution.

oRal pReSentationRepresentatives from student teams present their work to a panel of business leaders, scientists, filmmakers, and higher-education faculty. These presentations are judged from a business perspective.

Film pReSentationParticipants in the Digital Media and Movie Making/Digital Media and Animation courses present their films at the Connecticut Student Film Festival. Each film project will be judged in a professional film environment.


Project Elements

Academy CoursesIn the fall of 2009, CCC began piloting the following courses in select schools as part of the Academy of Digital Arts and Sciences. The primary mission of the Academy is to motivate, engage, facilitate, and support the development of student artistic and creative skills in the use of digital media, and apply those skills to the study of science and technology.

Skills21 *+How has digital technology impacted the 21st century? How do we live, learn, and play in a digital world? The 9th grade Skills21 course helps students develop a foundation in 21st century skills and applies digital media as a pathway to developing and expressing an understanding of core scientific concepts.

Earth and Energy Science Essentials (E3) *+The Earth and Energy Science Essentials (E3) curriculum is a 9th grade introduction course, aligned to the CT Science Standards, that explores concepts in physical and chemical sciences in the context of critical environmental topics. While maintaining focus on making the connections between the impact of science and technology on the quality of our lives, E3 uses multiple pathways of scientific reasoning to develop global citizens of the future capable of making informed decisions and developing a model for a healthy, sustainable society.

Bio21 What impact will cloning, stem cell research, and antibiotic-resistant organisms have on humanity? Bio21 covers the most exciting fundamentals of life science in the context of biotechnology. This course focuses on cutting-edge technologies, current and controversial issues, people, practices, and future ideals. Students assume roles as research team members and contact science experts to form an advisory committee to guide them as they proceed with their projects. Students design a biologically-inspired product or technology.

Research, Design, and Development (RD2)Academic skills, communication, creative thinking, and problem solving are developed through the completion of a comprehensive team-based project. Each student team utilizes communications technologies and multimedia software to research, design, develop, and present a solution. Students form a technology company and assume roles in the company to deliver their solution to an innovation challenge. The educational emphasis is placed on digital media, innovation, the development of a white paper, and intellectual property management. Students create an online product that is relevant to the real-world.

Digital media and movie making (Dm3)Digital media can be used to educate, entertain, and persuade in a way comparable to, and better than, the traditional media formats of the past. The DM3 course develops digital media literacy, academic skills, and film making skills, and increase students’ knowledge of filmmaking careers. Students organize movie production teams and assume positions on a team to complete digital film projects to enter in the Connecticut Student Film Festival. Each year, students produce multiple film projects to promote, communicate, and deliver a message to a specified audience.

9th GRADE

* Mandatory Class + Academy Schools Only

10th GRADE


Academy Courses

Academy Courses

12th GRADE

Chem21Will nanotechnology be the key to solving the underlying problems of our civilization in the 21st century? How do we manipulate matter and engineer devices on a scale as small as one billionth of a meter? Nanotechnology is inherently interdisciplinary, drawing knowledge from physics, chemistry, biology, mathematics, materials engineering, electrical engineering, and mechanical engineering. Students work in research teams and apply artistic design and science research skills to develop simulations and visualizations of nanotechnology applications. This course addresses all CT SDE chemistry standards.

E-Commerce Entrepreneurship (ECE)As an introduction to the exciting world of e-commerce, students set up, develop, and maintain a fully-functional online store. Students participate in technical seminars and conferences facilitated by content experts, high school teachers, and technology professionals in order to complete this e-commerce business project. Each year, students develop an innovative for-profit or not-for-profit e-business along with a Web site capable of receiving Internet-based electronic payment.

3D modeling and Animation (3DmA) +How can digital animation and 3D modeling be used to educate, entertain, and persuade in a way comparable to, or better than, the traditional media formats of the past? The 3DMA course develops digital media literacy, academic skills, and animation/3D modeling skills that increase students’ knowledge of filmmaking careers with a focus on animation and 3D modeling. Students organize movie production teams and assume positions in a company to complete digital animation projects that will be entered in the Connecticut Student Film Festival.

Virtual Worlds and Simulations (VWS) +How are simulation and visualization tools used to explore new developments in science and technology? Can simulation and visualization be used to illustrate developments or discoveries that are impossible or impractical to carry out in a research lab? There are science simulations devoted to understanding viruses, turbulence, ecosystems, microchips, and both macro- and nanoscale environments. Students identify a topic of interest in science or technology and develop a simulation in a virtual environment to present the concepts related to the chosen field of study.

Additional CoursesCenter for 21st Century Skills offers additional electives in health science that can be taken by Academy students for additional credit.

Foundations of health Science and Technology (FhST)Foundations of Health Science and Technology is an overview of healthcare occupations and the skills required for success in the health service industry. The course includes academics in healthcare, ethics, teamwork, employability skills, health maintenance and safety practices, and information technology and its impact on the quality of healthcare. FHST examines the medical needs of a culturally diverse society, the legal responsibilities of healthcare providers, and the many different career paths available in healthcare.

Public healthThe field of public health is inherently multi-disciplinary and extends across the biological, quantitative, and social sciences. Public health isn’t just about individual patients. It requires health care professionals and researchers to look beyond singular cases to assess and examine entire populations. Because preventing disease is at the heart of public health, this course, designed for 11th and 12th grade students, takes into account society at large to better understand health-related behaviors and societal influences.

11th GRADE


Academy Courses

The CT Student Innovation Expo is the culminating experience for Connecticut middle and high school students engaged in innovative, cutting-edge education. These programs are the result of a collaborative effort by Connecticut business, government, K–12 education, higher education, and not-for-profit organizations that support programs for Connecticut urban and suburban students and teachers. Earch year, student-challenge projects are guided by a contemporary theme. Students will set up interactive booths at the Connecticut Convention Center to display and market their work to the public. In addition, students will present their projects to a panel of judges comprised of business professionals, higher-education faculty, and experts in various science and technology fields. This year’s Expo also includes the second annual CT Student Film Festival.

Throughout the Expo, attendees see exciting demonstrations of innovative, technology-driven activities that include creative problem solving, digital media, science research, Web site design, and interactive project displays.

juDGINGEach exhibition features an organized booth with relevant materials that demonstrate a unique solution, an effective variety of engaging marketing materials, and an original brand identity or promising research. In addition, each student team must be active in drawing visitors to its booth and be able to clearly explain the challenge and the team’s solution.

Team Web sites strive for easy navigation, error-free text, a captivating format, a wide variety of multimedia content, and an abundance of material (properly cited) that clearly relates to the challenge.

Students giving oral presentations for their teams must focus on clear articulation, proper speaking volume, steady speaking rate, good posture, and eye contact. Most importantly, judges expect to see a confident and enthusiastic presentation with team participation and support.

AWARDSDepending on the course, awards are given (but are not limited to) outstanding work in the following areas:

Advisory CommitteeBusiness PlanePortfolioExhibition BoothFilms (according to genre)App DesignTheme Award

Marketing MaterialsOral PresentationResearch ProjectTeam Leader Team PlayerWeb Site DesignWhite Paper

Expo Web SiteView past projects and updates on the Expo!

cteXPo.org

facebook.com/ctexpo


CT Student Innovation Expo

CT Student Film Festival OnlineFor more information or to view previous entries, visit:

ctstUDeNtFiLMs.org

facebook.com/ctstudentfilmfestival

The CT Student Film Festival is the culminating experience for Connecticut middle and high school students engaged in a variety of innovative, cutting-edge film programs in Connecticut. These initiatives are the result of a collaborative effort among Connecticut business, government, K–12 education, higher education, and not-for-profit organizations that support programs for Connecticut urban and suburban students and teachers.

Participants of the Digital Media and Movie Making (DM3) and 3D Modeling and Animation (3DMA) courses complete multiple film assignments and join other students from around the state by submitting their film projects to the Connecticut Student Film Festival (CTSFF) via http://ctstudentfilms.org. Submissions are shortlisted and judged by a panel of industry professionals and college faculty. The CTSFF provides an opportunity for future filmmakers to celebrate their work and compete for industry-inspired awards.

CuRRENT CATEGORIES

Outstanding PSA

Outstanding News Report

Outstanding Animated Short

Outstanding History Short

Outstanding Short (Middle School)

Outstanding Short (High School Fiction)

Outstanding Short (High School Non-fiction)

PREVIOuS juDGESA highlight of the Connecticut Student Film Festival is the involvement of industry professionals and college faculty during the evaluation process. Previous judges have included the following people.

Corey Boutilier (IndependentFilm.com), Sabrina de los Rios (Blue Sky Studios), Guy Ortoleva (Tripeg Studios), Nikki Usbay (Triple Threat Television), Charles Miller (CT Film and Digital Media Task Force), Liam O’Brien (Chair, Dept. of Film, Video and Interactive Media, Quinnipiac University), Marty Lang (Independent Filmmaker), Teddy Flandreau (ESPN), Eric David Smith (ESPN), Thomas R. Clifford (Award-Winning Producer/Director, New Media Business Communicator), Paul Pfeffer (CPTV), Leah Clapman (PBS News Hour Extra), Elizabeth Berryman (PBS News Hour Extra), Keith Larsen (Director/Preditor, RKL Pictures).

CT Student Film Festival


partners

center for21st century skills

Frank LaBanca, Ed.D. | Director of the Academy of Digital Arts and [email protected], ext. 142

jane Donn | Managing [email protected], ext. 138

matthew Worwood | Digital Integration [email protected], ext. 160

Kerry Donahue | Science Education [email protected], ext. 163

justine LaSala | Science Curriculum [email protected], ext. 163

Advantihttp://www.advantisolutions.com/

CT College of Technology Regional Center for Next Generation manufacturinghttp://nextgenmfg.orgKaren Wosczyna-Birch | [email protected] or 860-244-7608

The Connecticut Film Festivalhttp://www.ctfilmfest.com/

CT Pre-Engineering Programhttp://cpep.orgBruce Dixon | [email protected] or 860-769-5281, ext. 13

CT State Department of Educationhttp://www.sde.ct.gov

EDuCATION CONNECTION | Regional Educational Service Centerhttp://www.educationconnection.org

IBmhttp://www.ibm.com

The Office for Workforce Competitivenesshttp://www.ct.gov

Palace Theaterhttp://www.palacetheaterct.com

PBS Newshourhttp://www.pbs.org/newshour

Powerstation Eventshttp://www.powerstationevents.com

Quinnipiac universityhttp://www.quinnipiac.edu

Tim hunter Designhttp://www.timhunterdesign.com

The Travelers Foundationhttp://www.travelers.com

Emily Neumann | Digital Learning [email protected], ext. 159

Sarah Schauss | Program [email protected], ext. 233

Alexander Tregaskis | Technical [email protected], ext. 176

Karen moore | Internship Program [email protected], ext. 150

Debbie Giacin | Budget and Experiental [email protected], ext. 192

The Center for 21st Century Skills at EDuCATION CONNECTION http://skills21.org

EDUCATION CONNECTION does not discriminate in any of its programs, activities, or employment practices on the basis of race, color, national origin, ancestry, sex, religion, age, disability, veteran, marital, or family status. To file a complaint of discrimination, write USDA Director, Office of Civil Rights, Washington, DC 20250-9410.

The CCC program is funded in part through grants 0402494 and 0703011 from the National Science Foundation Advanced Technology Education.

The Academy of Digital Arts and Science is funded by the Investing in Innovation (i3) grant from the U.S. Department of Education.

Connecticut Career Choices is funded in part by the Connecticut Office for Workforce Competitiveness and managed by the the Center for 21st Century Skills at EDUCATION CONNECTION and Battelle Technology Partnership Practice.

Center for 21st Century Skills at EDUCATION CONNECTION recognizes the need for creativity and technical expertise in our fast-paced global society. Our vision is for innovation in secondary education through the integration of 21st century skills into the teaching and learning process. We seek to contribute to a common course of action in addressing rising academic and student expectations, and the demands of a more globally competitive workplace.

© 2011-2012 Center for 21st Century Skills at EDUCATION CONNECTION All rights reserved.

P.O. Box 909, 355 Goshen Road, Litchfield, CT 06759-0909<http://www.skills21.org> <http://www.educationconnection.org> <http://www.ctcareerchoices.org>

Produced by the Center for 21st Century Skills at EDUCATION CONNECTION

The contents of this booklet were developed under a grant from the U.S. Department of Education, Investing in Innovation (i3) Program. However, those contents do not necessarily represent the policy of the U.S. Department

of Education, and you should not assume endorsement by the Federal government.

"Education is growth. Education is, not a

preparation for life; education is life itself. "

John Dewey

© 2011–2012 Center for 21st Century Skills at EDUCATION CONNECTION

Documents

The Academy of Digital Arts and Sciences (2011)