innovative education projects

These 12 innovators are transforming the future of education

Quality education is vital in the UN Sustainable Development Goals, but this has been significantly disrupted by COVID-19. Image:  UNSPLASH/Ivan Aleksic

.chakra .wef-1c7l3mo{-webkit-transition:all 0.15s ease-out;transition:all 0.15s ease-out;cursor:pointer;-webkit-text-decoration:none;text-decoration:none;outline:none;color:inherit;}.chakra .wef-1c7l3mo:hover,.chakra .wef-1c7l3mo[data-hover]{-webkit-text-decoration:underline;text-decoration:underline;}.chakra .wef-1c7l3mo:focus,.chakra .wef-1c7l3mo[data-focus]{box-shadow:0 0 0 3px rgba(168,203,251,0.5);} Michele Parmelee

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• COVID-19 continues to disrupt schoolchildren’s right to a quality education.
• In March 2021, schools in 57 countries were still closed, according to the World Bank.
• Deloitte launched the World Class Education Challenge on the World Economic Forum's UpLink platform to search for innovators who are bridging gaps in learning and access.
• Deloitte will invest US$1 million in the 12 top innovations, announced today, supporting them to scale their solutions to impact more learners. This is part of Deloitte’s World Class ambition to provide educational opportunities to 100 million individuals by 2030.

Today’s students are tomorrow’s workers, problem-solvers and leaders. Access to a quality education is vital not just for children to thrive, but for social and economic development.

The United Nation’s Sustainable Development Goals set out that every child should have a free, quality primary and secondary level education. It’s estimated that the disruptions to education resulting from the COVID-19 pandemic have set back progress in educational gains by 20 years . While all students were impacted by the pandemic, the difference between the privileged, and those being left behind, has widened even further.

In India, for example, one study suggests nearly 40% of students in less privileged households have not been able to study at all. And the government estimates some 30 million schoolchildren have no access to smartphones, devices or the internet to attend school online.

World Class Education Challenge

Deloitte is committed to using this moment to truly catalyze change. We must identify what is working, the new ways and innovations that are delivering results for students, and scale them. To find ideas with the highest potential for impact and scale, Deloitte ran the World Class Education Challenge on the World Economic Forum’s UpLink platform.

The Challenge had three focus areas: providing equitable access for students being left behind; investing in teachers’ development; and equipping students with the skills they will need in 2030. It focused on finding solutions in Africa, India and Asia Pacific.

From almost 400 submissions, 12 innovators have been selected. These individuals and their organizations will work alongside Deloitte professionals to help address the global education crisis. They will also receive up to US$1 million in professional services on a pro bono basis and financial grants.

Announcing the Top UpLink innovators

The 12 innovations chosen to be Top UpLink innovators are:

Developed with the needs of African teachers in mind, Learnable is an augmented teaching assistant that allows teachers to compose and distribute dynamic, interactive lessons via a dedicated mobile app and WhatsApp. Lessons can be saved offline, so that students do not need constant internet access.

Nomad Education

Nomad Education is a free mobile app which offers 350 academic certificates that helps more than 1 million francophone children every year to succeed in their studies, whatever their social, geographic or academic background.

Pan-African Robotics Competition

The Pan-African Robotics Competition (PARC) is the largest robotics competition in Africa and has educated more than a 1000 African youth in Science, Technology, Engineering & Math (STEM), while also offering a Virtual Learning Platform (VLP) to enable the African youth to virtually learn to code, design and build their own robots. It also integrates a feature for collaboration and knowledge exchange.

A lack of quality STEM education directly impacts productivity and economic development in Nigeria. Millions of students have no access to traditional laboratories, which are expensive to build and maintain, says Oyebisi. StanLab is a cloud-based, 3D virtual laboratory platform, providing near real-life laboratory experience for students without access to physical laboratories.

UCT Online High School

UCT Online High School's mission is to turn physical limitations into digital opportunities for Africa’s children to access aspirational, quality secondary school education. Its purpose-built online school and free online curriculum pave the way for high quality, online and blended learning to be delivered at scale, and stimulate digital transformation of the education systems on the continent.

Call-A-Kahaani

Emotional intelligence, critical thinking and problem solving are key skills for the future of work. Call-a-Kahaani is Udhyam Learning Foundation's Interactive Voice Response (IVR) platform to empower youth with entrepreneurial mindsets, leveraging engaging interactive storytelling.

Ekatra is a tool for educators and organizations to deliver learning at scale, using text (including SMS and WhatsApp) message-based micro courses targeted to improve learning, with the mission to bring important knowledge to people no matter what their circumstances are.

Rocket Learning

Rocket Learning builds vibrant digital communities of parents and teachers to support foundational learning for some of the world's most underprivileged children. It is helping 20,000 teachers reach over 200,000 parents daily with contextualized content in their local language sent via WhatsApp groups. This supports parents with the crucial early years education, including teaching children to recognize letters and numbers.

ASIA PACIFIC

#GenEducators

An initiative of Generation Peace, this solution aims to empower educators to reinvent the way they teach. The web-based learning platform is designed to help Indonesian educators encourage innovation in their classrooms – and raise the next generation of critical thinkers. It offers practical tools, proven strategies, and best practices from around the world to inspire future change-makers.

Komerce is transforming the lives of rural Indonesian communities by unlocking e-commerce potential through education. The innovative platform teaches Indonesian youth e-commerce skills, and connects them with small and medium-sized enterprises in their rural towns, to both boost the local economy and provide opportunities for young people.

Scaling Skills That Matter

An innovation of The Posify Group, The Posify Academy is a student-led, evidence-based combined well-being and career development platform, arming youth with a sense of purpose and equipping them with future skills, so they can navigate this rapidly evolving world with confidence, and uncover and deliver their unique potential.

Tech-Voc Career Accelerator Program

An initiative of Edukasyon.ph, Tech-Voc Career Accelerator drives youth not in education, employment and training (NEET) in the Philippines to the frontlines of employment by transforming their interest into a passion for technical-vocational work through holistic skills development, industry training and linkages, and continuous learning.

The group of top innovators submitted to the education challenge were officially announced during the Sustainable Development Impact Summit. You can watch the session and find out more about the solutions here .

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Lessons from technology - 8 Innovative educational projects

The new school year is about to start all over the world. In the US, it started the 1st of August, In Europe, most schools start on the 1st of September. Nonetheless, a new school year is always exciting. Schools try to surpass themselves every new school year.

To do that, schools set up schoolwide projects, and teachers try to reinvent themselves using their creativity. Frontline Education reached out to us with the idea of combining amazing stories of schools transforming their processes with technology by setting up innovating projects.

This post will show you 8 educational projects that make excellent use of technology to make both small and big changes. We hope that these ideas inspire you.

Innovative classroom projects

1. the camera doesn’t lie.

When we think of innovative technology, terms like artificial intelligence and machine learning certainly come to mind. But teachers at Martin County School District in Florida are enhancing their classrooms with a more ordinary piece of technology — a camera.

“Any serious athlete watches footage of their performances,” April Strong, a former teacher and now instructional coach, told us. “Why not teachers, too?”

April started using video in two ways. First, by watching other experienced teachers who have recorded and shared their teaching videos. Then, by reviewing her own classroom instruction. To get started, she borrowed an iPad from the school’s media center and simply pushed record every single day. The value, she found, was not only in accountability to her craft, but it also brought clarity to her teaching—and still does.

“Video brought clarity to my practice so I could bring the greatest work to my classroom for my students. That’s the power of video. Nobody told me I had to do it. There was no other reason other than it was the perfect time because I was wondering what I truly looked like as a teacher. Video was, and is still, very clarifying. I might be using the most effective strategy ever, but if I don’t actually see it as my students saw it, I’m not growing and I’m not truly clear on if I hit my target. That’s what makes me most passionate about video in the classroom.”

Using video helped shape how April and Martin County School District teachers become the best in their profession. When asked how others should get started, her message was simple: “All you need is your cell phone, and a place to prop it up, and the bravery to literally just push that red button.”

EdTech Hack

2. Johnsonville Learning network

Anthony Johnson is a 4th & 5th-grade science and social studies educator. He’s also an Apple Distinguished Educator, TED Innovative Educator, Lego Master Educator, Defined STEM Certified Educator and Rowan-Salisbury Schools Teacher of the Year for 2016-17. AND the mayor of Johnsonville, his classroom.

Anthony’s classroom, called Johnsonville, focuses on three main elements: collaboration, critical thinking, and citizenship. Anthony’s goal is to inspire a love for learning. Johnsonville is a very busy place that encourages hands-on learning and uses interesting projects to teach students everything about science and social studies.

He uses “Hotweels” to teach students the basics of physics like Newton’s third law, “Spheros”, “Lego” and drones to teach them about forces and motion, and a 3D printer to teach them about the human body. Check out how he does this right here:

Innovative school-wide projects

3. ar school wall.

Augmented Reality is an excellent tool to plan an interactive learning walk in your school to show (new) parents around. Only recently, principal Joost Dendooven of the Mozaiek primary school in Belgium renovated his school’s hallway with a new eye-catcher: a photo wall.

The school selected more than 400 photos out of the school’s archive and placed them on the wall. Then, the school added an augmented reality effect to the photos on the wall using the HP Reveal app. In order to add augmented reality effects to the photo wall, the school looked for interesting newspaper articles and fun videos about their school activities.

When parents or other visitors enter the hallway, they get an iPad or iPhone with the installed AR-app. All they have to do is scan a particular photo on the photo wall with their device and the image will come to life with some background information, a newspaper article or a video.

Even around the school and on the playground, they added AR-effects with videos and explanations of school activities that took place.

4. Cutting Edge Rural

Forty-five miles west of Columbus, Ohio sits Graham Local Schools in rural Champagne County. Three buildings make up the entire school district: one elementary building, a middle school, and a high school. Rolling hills and fertile farmland are abundant in this section of Ohio, access to professional development and neighboring resources, however, are not. So when then-superintendent Dr. Kirk Koennecke began his role, his challenge was making sure teachers had opportunities to grow while balancing budgeting needs and the reality of how far a district can send their teachers for those opportunities.

That’s where technology and innovative thinking came in.

Like many rural districts, it’s not always easy for Graham Local Schools to access in-person professional development, so they began using a blended learning model, allowing remote teachers to learn on their own time, in the way that works best for them.

“We’ve really tried to become more progressive and personalize a model of professional learning at Graham where teachers get to choose from a menu of opportunities, most of which are led by our own staff.”

Dr. Koennecke utilized personalized learning pathways, where teachers can choose an area of development, allowing them to feel a greater connection to their educational journey. He wanted to empower his teachers and even started encouraging them to meet students and professionals where they are — on any platform.

“The last thing that we did is, we’ve tried to push social media use with our teachers. While we don’t require it, I’m very proud of the way the use of Twitter and Facebook and Instagram have grown in our district to try to meet people where they are, especially now students. Our Instagram accounts are growing and growing because we’re trying to push information to students. But Twitter is a way that all of our leaders and many of our teachers not only share and celebrate information in each other, but also learn.”

5. Appy Day

As there are many interesting educational events around the globe, the Primary school “Mozaiek” is worth your visit (if you’re from Belgium of course). Every school that focuses on using technology to optimize a students’ learning outcomes should consider sharing their ideas by organizing an inspirational day for all educators in the environment. It’s very important that other principals and educators learn from each other and step out of their comfort zone. There’s only so much to learn.

Appy Day focuses on practical classroom examples and several “spark”- sessions. 6 Belgian Top teachers share their knowledge of how an iPad can be the lever to a powerful learning environment. Appy Day also teaches visitors how a school can transform digitally in the most efficient way. Maybe your school is next to organize an “Appy Day”.

Innovative world-wide school projects

6. the kakuma project.

Koen Timmers , a top-10 Global teacher award nominee, is the driving force behind the Kakuma Project project. This project, started in 2015, is a group of more than 350 teachers from 75 countries over 6 continents willing to offer free education via Skype. They sent some laptops to the Kakuma Refugee Camp (Kenya), and started to teach via Skype.

Imagine up to 200 students taking a look at one single laptop screen. The teachers teach courses like Maths, Science, English, and Religion to the refugees.

Besides the main goal – to educate refugee students – this project also connects students from all over the world with the refugee students so they get a better understanding of what “living as a refugee” actually means.

7. The innovation playlist

First, watch this video that raises an important question: “What is school for?”.

Now, dive into these important questions: To what extent does this video reflect the perspectives of different constituencies in your school community? Would you be willing to ask your students to watch it? Why or why not?

Rather difficult isn’t it? This video is one of the many resources on the innovation playlist, a playlist that wants to encourage educators and principals to change the old fashioned school system for the better. The Innovation Playlist can help your school make a positive and informed change. It represents a teacher-led model, based on small steps leading to big change. It shows you best practices from innovating educators and non-profits from across the US.

8. Teach SDGs

Teach SDGs stands for teaching Sustainable Development Goals. There are 17 SDG’s, such as “No poverty”, “Clean water and sanitation” or “Life below water”.

Teaching students about these topics and making them aware of these world problems is one thing. Engaging them to step up is another. Students need to look for “solutions” and pitch their idea. They can use social media and other tools to shape their project.

To give you an idea of the impact students can have: A school in Canada used a 3D printer to print coral reefs, a technique to make sure that the real coral reefs don’t fade. Another school found out about mealworms that consume plastic.

During this project, students make videos of what they’ve learned and share them with other schools so they learn from each other across the globe.

Looks like you got some new ideas for the starting new school year. I hope these innovative projects inspired you to think bigger and more creative. Or that they simply gave you some new ideas on how to develop your own teaching skills. If you need more on professional development, this post helps you to get started. And if you’re looking to digitize your lessons, you should try out BookWidgets . 👍

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We studied 3,000 new education ideas—here’s how to choose the best

Subscribe to the center for universal education bulletin, rebecca winthrop rebecca winthrop director - center for universal education , senior fellow - global economy and development @rebeccawinthrop.

July 20, 2018

This op-ed was originally published by Apolitical .

Despite a common refrain that education is slow to change, there is no shortage of novel and groundbreaking ideas in the sector.  Children in Brazil  are designing video games to teach each other biology lessons. In Ghana,  students are receiving training  in self-awareness and resilience even as they complete lessons in typical school subjects. Meanwhile,  in South Africa , high school graduates are testing out career paths as project managers and engineers, and getting their post-secondary education funded through a shared education program run by companies and schools.

At the  Center for Universal Education , we recently completed a global catalog of education innovations as part of our new book,  Leapfrogging Inequality: Remaking Education to Help Young People Thrive .

The catalog documents almost 3,000 education innovations from 166 countries around the world. The ideas come from both developing and developed countries, are implemented by a variety of actors (non-profits, governments, and the private sector) and range from new and untested to established and backed by evidence.

Deciding which innovations are valuable

While innovations in education are taking place around the globe, they are not all created equal—different ideas will lead to different outcomes.

So how should education policymakers evaluate what is the most valuable? In the words of one African minister of education: “Every single day I have people pitching their latest new innovative ideas to me, and I have no way of telling which ones are good.”

We argue that the most worthwhile innovations in education are those that have the power to rapidly accelerate progress and help give all children the full set of skills and competencies they need to thrive today and in the future. We believe ideas like these have the power to “leapfrog” education progress.

What is leapfrogging in education? The term is not commonly used in the education sector, and is more often employed to reference the rapid and non-linear progress made in telecommunications or banking. In Kenya, for example, the move to mobile banking from more traditional forms doubled the number of people with access to credit in less than four years. This was a leap forward from the previous pace of progress.

“The risks of trying a new approach are dwarfed by the risks of not finding ways to rapidly help all children develop the skills they need”

Making similar exponential progress in education will involve a mindset shift for policymakers. In most countries, mass education systems have been developed in a step-by-step fashion. First, they focus on getting kids into school (access), then they focus on academic achievement (quality) and then they focus on the relevance of what they are teaching for students’ future lives (relevance).

We argue that education policymakers have to address all three of these at the same time. Even for children out of school living in the most remote communities, the focus should be on how to help them develop the full breadth of competencies and skills they will need to thrive today—not five or 10 years from now once schools are built and materials are provided.

Take, for example,  the approach  that education leaders serving rural children in Brazil’s Amazon jungle have taken. In a few short years, children who previously only had access to primary school have gained access to secondary education with a curriculum that is specifically adapted to their context, culture and needs. Lessons are delivered via two-way video link with top content specialists lecturing from the region’s capital, supported by classroom management and coaching from mentoring teachers in the community.

A route to faster progress

Innovation is key to education progress. But how, concretely, can policymakers harness its power? After an extensive literature review, interviewing more than 100 thought leaders and analysing thousands of innovations, we have developed a framework, which we call the leapfrog pathway.

This has two core elements. First, the teaching and learning experience must be transformed to be increasingly student-centered. Second, the process of recognizing student learning—whether that is through national exams or classroom grades—must follow suit and be increasingly individualized.

To support these changes to the teaching and learning experience, policymakers will need to leverage technology. They will also need to diversify the people and places where learning takes place, so that often over-burdened classroom teachers can get effective support from other members of the community, peers, or technology.

The cost of slow progress

Ultimately, if we do not leapfrog in education, half of all youth  in the developing world  entering society (and the workforce) in 2030 will lack the basic secondary-level skills they need to survive. The risks of trying a new approach are dwarfed by the risks of not finding ways to rapidly help all children develop the skills they need to thrive. This holds equally true for the 30 percent of children in high-income countries, the 50 percent of children in middle-income countries and the 90 percent of children in low-income countries who will not develop necessary skills if we continue with business as usual.

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Centers, Projects, and Initiatives

The research centers, projects, and initiatives based at the Harvard Graduate School of Education are creating new horizons in education by putting innovative ideas into reality. These groundbreaking efforts bring together communities of scholars, practitioners, advocates, and learners to test theories, push research into practice, and develop solutions to improve education outcomes for all.

Center for Digital Thriving

Creates knowledge and research-based resources that help people thrive in a tech-filled world

Center for Education Policy Research

Puts vast data to practical use to address education policy questions and improve outcomes

Center on the Developing Child

Drives research-based innovations to achieve meaningful outcomes for children facing adversity

Supports the cradle-to-career place-based partnership field, driving systems-level change and opening personalized pathways to success for all children and families

Immigration Initiative at Harvard

Advances interdisciplinary scholarship and hands-on research about immigration policy and immigrant communities

Making Caring Common

Establishes guidelines for developing students with a solid moral compass and a passion for making a difference

Project Zero

Creates and fosters dynamic ideas and practices that help teachers zero in on creative ways to teach and inspire students

Public Education Leadership Project

Works to improve leadership competencies of public school administrators through professional development to drive greater educational outcomes

Reach Every Reader

Develops tools to support the vision that all children can develop the skills, knowledge, and interest to become lifelong readers

Saul Zaentz Early Education Initiative

Provides educators with the knowledge and resources to cultivate optimal early learning environments and experiences for students

Faculty Research Initiatives and Labs

In addition to the research centers above, faculty at the Harvard Graduate School of Education conduct individual projects across research, practice, and policy, collaborating with HGSE students and with colleagues and organizations across the field of education.

• Adolescent Ethnic-Racial Identity Development (AERID) Laboratory
• The Black Teacher Archive
• C.A.R.E.S. Lab   
• Collaborative on Academic Careers in Higher Education (COACHE)   
• Creative Computing Lab  
• Data Wise Project  
• Deeper Learning Dozen  
• Global Education Innovation Initiative  
• Justice in Schools  
• Language Diversity & Literacy Development Research Group  
• Language for Learning  
• Leadership Initiative for Faith and Education (L.I.F.E.)
• Project on the Next Generation of Teachers  
• READS Lab  
• Refugee REACH  
• The Rowe Lab  
• Transformative Justice Initiative  

MIT researchers win grants to develop and test 14 innovative ideas to improve education

The MIT Jameel World Education Lab has awarded $917,526 in Education Innovation Grants to support 14 research projects exploring a range of topics, including electrical engineering, extended reality, physical movement, and ecological sustainability. The grants will support researchers from 11 departments, labs, and centers across MIT.

“Our Education Innovation Grants support MIT research that can improve learning everywhere,” says Anjali Sastry, faculty director of the Jameel World Education Lab. “We share ideas, disseminate emerging findings, and collaborate with innovators who join us to lead global change in education. Educators in dozens of countries will learn from this year’s inspiring efforts to tackle core challenges in education with innovative new methods and means. Through light-up sneakers, glassblowing, and autonomous vehicles, grantees are enabling learning from curriculum-linked real-world projects, prototyping effective ways to embed evidence-based insights and research into the design of learning experiences, and enabling transitional learners to benefit from high-quality education.”

Since 2017, the Jameel World Education Lab, part of MIT Open Learning, has awarded more than $5 million in funding to MIT researchers for projects to address teaching and learning across the life cycle, from pK-12 to higher education to workforce learning. Over the years, grants have supported educational innovations across a rich variety of MIT fields: mechanical engineering, literature, architecture, computer science and artificial intelligence, aeronautics and astronautics, management, physics, and more.

“We are energized by the breadth and scope of topics from this year’s grantees,” adds Maria Segala, data, reporting, and grants administrator for the Jameel World Education Lab. “We look forward to connecting the innovative work of our grantees to the broader MIT community, Jameel World Education Lab member organizations, and educators and learners around the world.” The 2023 Education Innovation Grant researchers and their projects are:

"An online platform for explaining, promoting, and facilitating embodied education at MIT and beyond" — Jennifer Light, the Bern Dibner Professor of the History of Science and Technology and professor in the Department of Urban Studies and Planning

Light’s work on embodied education aims to close the gap between the growing body of research on movement and the learning process and the pedagogical strategies that educators use. Light seeks to find ways to help schools integrate physical activity and academic instruction at all levels — for example, teaching elementary school geometry through yoga, middle school physics through martial arts, and high school history through dance.

"Making implicit knowledge explicit: tacit knowledge transfer from expert glassblowing instructors to less-experienced students at the MIT Glass Lab" — Andrés Felipe Salazar Gómez, research scientist at MIT Open Learning; Alexandre Armengol Urpi, postdoc in the Department of Mechanical Engineering; and Sanjay Sarma, the Fred Fort Flowers and Daniel Fort Flowers Professor of Mechanical Engineering

Implicit knowledge is know-how that an expert is usually unable to verbalize, codify, or explicitly transfer to others. Salazar-Gomez and Sarma seek to understand representations of tacit knowledge using overt and covert attention signatures in a mentor/apprentice setting. This study will use scene point-of-view videos, eye tracking, and detailed instructions from glassblowing experts to naïve learners to create instructional resources that will be offered as novel instructional material.

"Games for climate education: developing game-based facilitation of the En-ROADS climate simulator" — Lana Cook, associate director of the MIT Systems Awareness Lab; and Eric Klopfer, director of the MIT Scheller Teacher Education Program and head of MIT Comparative Media Studies/Writing Climate Interactive ’s innovative climate change simulator En-ROADS has been very successful in engaging participants to think about the impact of alternative policies and actions to mitigate and reverse the effects of climate destruction. Yet, meaningful shifts in understanding, policy, and action require education and understanding at massively greater scales than are currently possible with the En-ROADS facilitation model. Cook and Klopfer seek to explore game-based facilitation.

"Minor notes: teaching the archival arts" — Joshua Bennett, Distinguished Chair of the Humanities and professor in MIT Literature

"Minor notes" addresses current gaps in K-12 literary arts education through a novel approach that combines archival research with collaborative art-making. Bennett plans to meet with a cohort of high school seniors and their faculty advisors to explore local community archives and compose original works of art inspired by the historical materials they discover in those spaces. 

"Promoting creative learning through Festivals of Invention and Creativity: building on a successful model from Brazil" — Ann Berger Valente, educational research manager at the MIT Media Lab; and Leo Burd, director of the Lemann Creative Learning Program at the Media Lab 

As part of its Brazilian Creative Learning Network program, MIT Media Lab’s Lifelong Kindergarten group plans to develop a set of resources and guides to deepen and broaden the reach of creative learning experiences through Festivals of Invention and Creativity in countries around the world. Valente and Burd will gather input and feedback during the development process from educators in Brazil, Chile, Mexico, South Africa, and other countries to iteratively refine the resources. "ODDS & MODS: Material circularity prototypes for rural communities" — Sheila Kennedy, chair of MIT Master of Science in Architecture Studies programs and professor in the Department of Architecture; and Caitlin Mueller, director of MIT Digital Structures Lab and associate professor in the Department of Architecture

Kennedy and Mueller aim to foster practical learning by engaging students in circular material economies through project-based research and demonstrations. The integrated curriculum will explore material circularity in architecture, empowering students to drive decarbonization and lead transformative changes in design and construction practices while utilizing innovative materials and reducing environmental impact.

"Climate and Environmental Justice (CEJ) inclusion: exploring CEJ teaching practices across departments, labs, or centers at MIT" — Christopher Rabe, postdoc of environmental and sustainability education with the MIT Environmental Solutions Initiative; and John Fernández, director of the MIT Environmental Solutions Initiative and professor of building technology in the Department of Architecture

Higher education institutions — including MIT — lack a full integration of CEJ into its environmental and sustainability programs. This exclusion leads to underrepresented students, including Black, Indigenous, and people of color (BIPOC) individuals, feeling discrimination and isolation within these programs. To truly address global climate justice, it is crucial for higher education to understand how CEJ is taught and its impact on BIPOC students' sense of belonging.

"Strengthening biomedical education curriculum in East Africa to incorporate hands-on learning and innovation" — Nevan Clancy Hanumara, research scientist in the Department of Mechanical Engineering; Alexander Slocum, the Walter M. May (1939) and A. Hazel May Chair in Emerging Technologies in the Department of Mechanical Engineering

While the scarcity of medical equipment in much of Africa is recognized, little attention has been given to local biomedical engineers who aspire to be innovators and develop context-appropriate medical devices. Hanumara and Slocum propose to create a scalable innovation module framework designed for East African biomedical students, based on the course 2.75/2.750 (Medical Device Design).

"MICRO 2.0: Cultivating students’ STEM identities through a blended learning research and education program" — Jessica G. Sandland, principal lecturer in the Department of Materials Science and Engineering and digital learning scientist in MIT Open Learning

Building on the success of Materials Initiative for Comprehensive Research Opportunity (MICRO), a program providing research opportunities to underrepresented undergraduate students, Sandland proposes MICRO 2.0: a blended program that combines online research, mentorship, workshops, and campus visits to foster participants' identities as STEM researchers and members of the materials science and engineering community. The program also seeks to address the underrepresentation of certain BIPOC groups in U.S. engineering doctoral programs.

"A climate toolkit for design thinking" — Aisling O’Grady, project manager at the MIT Energy Initiative; and Christopher R. Knittel, the George P. Shultz Professor and professor of applied economics in the MIT Sloan School of Management

A 2016 Science Magazine article revealed a disconnect between climate science progress and education resources, resulting in limited teacher time and awareness about climate change consensus. This lack of education hampers global youth engagement in climate solutions, which underscores the need to bridge the academic-societal climate education gap. O’Grady and Knittel propose creating a toolkit that focuses on impactful, student-centered climate education to support these efforts.

"Partnering with an Indigenous tribe to bring a successful STEM program for creating autonomous vehicles to the middle-school level" — Sertac Karaman, professor in the Department of Aeronautics and Astronautics

The Department of Aeronautics and Astronautics’ Design, Build, Fly model aircraft curriculum aims to teach essential engineering concepts through model airplanes, catering to underserved and under-resourced students. By adapting the program for younger middle school students lacking certain mathematical skills, Karaman proposes to provide kits and materials for learning aerodynamics, designing, building, and testing, fostering STEM interest from an early age.

"Studying educators’ practices in makerspaces to build a curriculum for maker skill learning" — Stefanie Mueller, the TIBCO Career Development Associate Professor in the Department of Electrical Engineering and Computer Science and head of the Human-Computer Engineering Group at the Computer Science and Artificial Intelligence Laboratory

Existing research into makerspaces mainly focuses on students’ experiences, neglecting educators’ perspectives. Mueller proposes that understanding educators’ viewpoints can guide the development of better educational tools and approaches, while studying diverse makerspaces across contexts can provide insights into effective practices.

"Light up kicks: engaging youth in shoe design using culturally sustainable pedagogy" — Cristina Sáenz, invention education manager at the Lemelson-MIT Program; and Michael Cima, the David H. Koch (1962) Professor of Engineering in the Department of Materials Science and Engineering and faculty director of the Lemelson-MIT Program

Lemelson-MIT researchers plan to create an inventive curriculum for elementary students between 9 and 11 years old, centered on building a prototype shoe with lights. The curriculum addresses waning interest in STEM among young learners, focusing on diversity and multiculturalism to engage students from different backgrounds in the innovation process. Ultimately, this curriculum aims to boost diversity in the innovation ecosystem. "Developing an ACT-R and error-based cognitive architecture for the development of virtual reality hands-on training" — John Liu, principal investigator of the Learning Engineering and Practice Group, lecturer in the Department of Mechanical Engineering and digital learning scientist at MIT Open Learning

Hands-on manufacturing skills are crucial for success in today's technology-driven world, but the rapid advancement of manufacturing technology creates a gap between industry needs and workforce training. Liu proposes that extended reality offers a promising approach due to its scalability and personalized feedback potential, particularly for non-traditional education pathways.

This article was republished with permission from the MIT News Office

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10 innovative programs for learning and teaching

We hear a lot about it. but do we really know what educational innovation is what’s it for how can we innovate in the classroom in this article we list practical experiences featured in the hundred global collection..

It’s become a buzzword and, since the beginning of the century, we’ve used it to apply to everything, including technology, of course, but also economics, fashion and culture and, definitely, education. From the Latin word innovare (the prefix in means in or within and novare is a verbal form of the word novus , meaning new), the term innovate seems to refer to the introduction of something new.

Applied to education, there are multiple definitions, theories and forms of educational innovation. However, in this article we aren’t going to discuss theories or definitions. We’ll go straight to the practice to highlight ten projects which, from a pedagogical standpoint, introduce new and “more effective and efficient” ways of teaching into the classroom. With this post we conclude our series on the 2022 HundrED Global Collection, in which we’ve reviewed some of the projects featured in the report.

RETHINKING SCHOOLS AS NEW LEARNING SPACES

Escuela nueva: a model of education for vulnerable environments.

One of the seven Hundred Hall Of Fame Innovations and the only from Latin America that’s been recognised. Escuela Nueva was created just over 30 years ago to improve the education received by children in rural schools in Colombia. Today it’s become a model of education for vulnerable environments that’s been successfully applied in 21 countries (with institutional support in many of them). How does it work? The students work in groups but each of them has his/her own personalised learning guide. The teacher proposes a topic and the children work on it first individually and then in groups. It’s a completely student-centred and active methodology based on “learning by doing”. The children form part of a self-organising and self-governing group under the supervision of the teacher. Teacher training also plays an important role in the Escuela Nueva model and the teachers are trained using the same methodology as that applied to the students.

Agora: School without lessons

The Netherlands

Agora is a school without lessons, without classrooms and without a curriculum. At Agora everything begins with the students. Their concerns lie at the heart of their own learning. They all decide, in partnership with their tutor, which “challenge” they’ll focus their work on. They begin to prepare it together by asking each other a set of questions: What will I learn? Who can I cooperate with to achieve a great end result? How long will it take me? After this initial preparation, the students prepare an “action plan” in which they decide who’ll be able to help them through each of the steps and where they’ll get the information from. During the implementation phase of the project, the students record all their progress, including where they’ve found the information, what they’ve had difficulties with and why, how they’ve resolved them and so on. At the end of the challenge the students submit their final work. Of course, they can do so in different ways, such as a video, a sculpture, a painting or a field trip, and they’ll show the others what they’ve learnt. The teachers, parents and students can attend the presentation at the student’s invitation. Finally, they’ll have a chat with their tutor to reflect on the whole process.

Community Learning Labs: Building education through dialogue

Community Learning Labs promotes inter-generational dialogue between students, parents and teachers, enabling them to build a kind of education that makes a better future possible together. Starting with a future ideal, the participants examine how it can be achieved through education, what skills will be needed to build it and how it can be taught and learnt. They then structure initiatives to carry it out, dividing themselves into groups to do so. This helps to generate a feeling that change is possible. Everyone then discusses and shares their ideas, encouraging collaboration and dialogue and turning education into a platform for co-creation and cooperation. Since its creation in Russia in 2016, it’s been implemented in 30 cities in eight countries, including Belarus, Latvia and Uzbekistan (for the time being, the working materials are only in Russian, although they’re working on their translation into English).

Dignitas Project: Making school an exciting place

Dignitas seeks to turn schools into exciting places that enable children to develop the skills and character they need to prosper in life. It does so through the educators, by training them and equipping them with the tools required for them to develop instructional leadership skills that enable them to create a classroom culture conducive to learning and participation. Dignitas turns the educators into catalysts of change in vulnerable schools. The programme’s teachers encourage the students to take part in the lessons, ask questions, reason and cooperate with their classmates.

Manzil Mystics: Learning through music

In India, most low-income state schools face the problem of poor levels of attendance, chiefly due to a lack of interest in education. Learning Through Music is a flagship programme of the Manzil Mystics organisation which aims to create safe spaces, bring happiness, instil confidence, foster creativity and activate the true potential of the children that take part in it. They learn to sing, write and compose songs and express their feelings and aspirations through music. It also acts as a magnet to increase school attendance and triggers other essential elements such as self-confidence, leadership and socio-emotional learning.

Defy Project: Design your own education and create it

In the DEFY (Design Education for Yourself) Project the goal is to change the way people think and ignite the spark of passion in each of the students so that they can learn to believe in their ability to educate themselves, others and their communities. In the DEFY Project education is much more than the mere transmission of knowledge, as it’s also a process of self-discovery and understanding of the needs of the local and global environment. Firstly, the community builds a learning space suited to their tastes and needs and then, with a computer and the internet, they begin working on projects in keeping with their preferences and interests. The students thus develop the skills they’re most passionate about and search for the knowledge they’re most interested in. They try, fail and try again, without any fear of judgement. Finally, they develop the confidence they need to embark on their own journey. In essence, they learn “how to learn” and do so within a community of people doing the same thing that supports them.

  Join for Joy: Gamifying School

Join for Joy This programme teaches primary school teachers in the most rural areas of East Africa to implement sporting and recreational activities in the local schools’ curricula, transforming the schools into “gamified” learning spaces. By doing so the children are encouraged to attend school and dropping out is prevented. Through play, the teachers learn how to teach the children to protect themselves against diseases such as AIDS, malaria and COVID-19. Topics that are taboo in many rural areas, such as sexual violence, child marriages and gender inequality, are discussed. The sporting and recreational activities are specifically aimed at developing the children’s life skills, including assertiveness, handling of emotions, empathy, self-confidence and respect. For children with disabilities, one of the most vulnerable groups, sports and games are powerful ways of making them look at their options rather than their limitations. Since 2011 the programme has reached more than 450,000 children and expanded to five countries.

DISRUPTIVE INNOVATION AND ENTREPRENEURSHIP

The metis fellowship: searching for dreamers to change education.

The aim of Metis is to find local innovators with ideas geared towards reinventing teaching and learning. It makes it easier for them to implement their ideas by helping them to obtain the resources, mentors and community that they require. To date, it’s supported 63 “dreamer” scholars who’ve created high-quality learning experiences with an impact on 1.3 million students in Kenya. It applies a domino effect model that uses the power of the networks, resources and access to like-minded people to inspire change.

Innovamat: Changing the way we learn maths

Traditional maths teaching has proved to be ineffective for many students. To reverse this trend, Innovamat has developed research-based curricular maths resources. With its methods, the children learn maths through manipulative material and highly dynamic lessons focused on problem-solving, communicational skills and critical thinking. Innovamat brings a change in traditional maths instruction and learning and it currently operates at more than 1,200 schools in Spain, Chile, Ecuador and Mexico, reaching 200,000 students and more than 12,000 teachers.

Self-Sustainable School Model

In Paraguay six out of ten children don’t finish secondary school because access to high-quality education is limited and expensive. The Self-Sustainable School Model addresses this problem by providing affordable, high-quality secondary education to low-income and mainly rural communities in Latin America and Africa. This model guarantees the quality and relevance of the programme by providing the students with the opportunity to learn entrepreneurial skills, thus helping to make the school economically viable. The students learn how to run competitive businesses and, while doing so, broaden their horizons with regard to what’s possible and improve their quality of life.

Why this selection? What features do these projects share? On the basis of these features, can we provide some keys to the definition of educational innovation? Let’s see:

•   The student lies at the centre of the system. This is a recurrent feature in the history of pedagogical innovation and one which appears to have ceased to play a “secondary role” during this decade to become the key pillar of educational systems (at least at the theoretical level of educational policies). In contrast to the traditional teaching system, in which the students are mere passive recipients of information, in these educational proposals the students are placed at the centre of the whole process, focusing on their characteristics, abilities, context and educational needs as the basis upon which their learning is designed. The students become involved and play active roles in their own education. They decide on what, how and when.
• The teachers become mediators and designers of experiences. In all the innovations featured above the teachers have a key role to play, but it’s a very different role from that of the traditional learning concept. The teachers become mediators between knowledge and the students: they guide and help the students to take ownership of the learning and they also design, develop and propose activities that help the students to carry out their self-learning process.
• Technology complements and helps but doesn’t replace. The new technologies are conceived as a valuable and fundamental support, but never as a substitute for the teachers’ role in the classroom. Moreover, the teachers’ role becomes even more important, given that, on the one hand, they have to “hybridise” their pedagogical and didactic performance with technology so as to increase its effectiveness, and, on the other, they guide their students through the proper use of these new technologies.
• Collaboration. Whether it’s among students or teachers and students or it includes the families and communities, cooperation and collaboration in their numerous forms are particularly relevant in educational innovation projects. It’s evident that current-day society requires (and will require) increasing collaboration between everyone to overcome the major challenges. Moreover, teamwork isn’t just an ability to be learnt in itself, as it also contributes to the development of other important skills, such as responsibility, empathy, interdependence and critical thinking.
• New contents/new competences: There appears to be a generalised consensus that a comprehensive kind of education at this stage of the century must necessarily include the development of a range of skills that can help learners to live in a complex and changing society. Mere academic knowledge is no longer enough. The need to teach these skills is an educational innovation in itself. But there are also new skills, contents and capacities that require new teaching methods and processes. Can anyone imagine how to teach something like empathy or perseverance with a traditional model in which the teacher speaks without looking and the students listen without paying attention or understanding?
• The importance of the context: the socio-cultural and local context in which the teaching unfolds is also of fundamental importance in all educational innovation projects. And so it should be; the environment in which a person lives and develops should form part of his/her education and learning process. This relationship with the context can (and should) take place in a number of ways, in order to design a kind of learning that’s suitable for the context of each student, to use this context as the object of study and to involve the community and families in the students’ education.

All the projects featured above propose new ways of teaching and learning that advocate a shift towards a model more in keeping with the needs of today’s world and its agents, the protagonists of the future, the students. They provide important hints and lessons that we shouldn’t lose sight of. Let’s capitalise on the experience and wisdom of those who’ve been there before. Let’s lead by example.

*This article forms part of a series in which we analyse the initiatives and programmes featured in the HundrED report. In the first post of this series we explain the selection criteria and how the HundrED report is drawn up. In the second we explain and analyse some of the digital initiatives and programmes for socio-educational intervention in vulnerable contexts . In the third we analyse initiatives devoted to teaching and learning the skills for 2030 or the so-called 21st-century skills . In the fourth we focus on programmes that develop citizenship and digital skills.

You may also be interested in…

Observatory Innovative Solutions

Observatory Approaches

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There are many challenges to providing high-quality education to children around the world. Poverty, conflict, inequalities, and other impediments can mean millions of kids don’t get a fair shot at entering and succeeding in school.

Read More: 9 Facts to Know About Education Around the World

Thankfully, some of the most creative people around the world are putting their minds to the task of overcoming these problems.

All around the world, educators are finding innovative ways to ensure children have access to the education on which bright futures are built. Global Citizen campaigns on the United Nations’ Global Goals for Sustainable Development , and providing access to quality education is goal number four. You can take action on this issue here .

Take Action: 263 Million Children Need Help Getting in the Classroom

Check out six of the most creative approaches to education happening all over the planet below.

1/ Office of African-American Male Achievement - Oakland, CA

In the Oakland Unified School District, African-American males face a series of unique challenges to their education. They are at the highest risk of dropping out of high school, represent the highest number of chronic absences, and are disproportionately susceptible to violence, among other factors .

All of these facts led to the creation of the Office of African American Male Achievement ( OAAMA ) in 2010, an administrative body dedicated to improving academic and life outcomes for African-American youth in Oakland. This program was the first of its kind in the US, despite the fact that young black men face similar educational challenges around the country.

This revolutionary program was developed to meet the specific needs of African-American males by partnering with community leaders, parents, district staff, and educators. OAAMA works with youth during after school classes and programs aimed at empowering their academic achievement, while working at the institutional level to research and reform policies that benefit Oakland’s most vulnerable subgroup.

2/ eLearning - Sudan, Africa

“eLearning,” an innovative program developed by education NGO War Child Holland seeks to bring educational opportunities to children whose schooling has been disrupted by violent conflict. Piloted in Sudan, the program is being developed to scale up to other violence-stricken regions of the world, where it is estimated that over 30 million children are denied schooling due to conflict .

eLeaning Sudan is all about teaching children basic mathematics to students in their own villages. When conflict occurs, children may be denied the opportunity to travel outside their communities for schooling- this program allows kids to continue learning even when their are no teachers through the use of specially designed education programs to be learned via tablet devices.

Making education fun, and more importantly accessible, can make a huge difference when children live in areas lacking basic institutional structures due to conflict. In creating educational pathways that can be deployed without the need for these structures, eLearning could be an important first step in patching access to education for victims of conflict worldwide.

3/ Lively Minds’ Play Schemes - Ghana, Africa

Educational charity Lively Minds developed this creative program to help pre-school aged youth in Ghana develop early interest in education through the use of games called Play Schemes. Without even knowing that they are learning, young children play games that teach them fundamental skills necessary to entering into formal education systems.

Serving up to 160 children per week, Play Schemes works by dividing participants into cooperative groups as they rotate through a series of challenges designed to improve the intellectual, language, and socio-emotional skills necessary for school-readiness.

Play Schemes also incorporates lessons of health and hygiene into their curriculum for children, with special lessons delivered to mothers as well. Lively Mind’s is easy to set up, and relies on locally made resources to ensure their program can be replicated in almost any area.

4/ Literacy Education and Math Labs - Colombia, Panama, Dominican Republic

The ability to read and write is absolutely essential to securing high-quality education no matter where you live. The Literacy Education and Math Labs ( LEMA ) system, developed by non-profit Literacy4All , was designed to be a replicable program pushing children to develop reading, writing, and math skills all over the world.

Over one in four adults around the world cannot read, and in low-income countries, it is estimated that over 171 million people could be lifted out of poverty with only this basic skill, according to Literacy4All’s website . Learning these skills begins in childhood, and through programs like LEMA it is possible to break the global poverty cycle through education.

“Learning Coaches” are recruited and trained to run these fun programs where students learn by playing educational games. The system has a proven track record of improving reading, math, and writing schools through the use of their board-game learning approach.

5/ More Than Money - Nigeria, Africa

Created by Junior Achievement Nigeria back in 1999, this urban education program seeks to teach children in fourth, fifth, and sixth grade all about responsible money management. Focusing on issues like saving money, opening a bank account, and even some fundamentals of business management, this program seeks to bridge the gap between the classroom and the workplace.

Work-readiness is an important educational outcome in Nigeria, and as such this program is heavily focused on getting students to think about what it takes to operate a business. The program’s curriculum moves from basic financial literacy, to simple business economics, then eventually covers more nuanced topics like business ethics.

What’s really cool about this program is that its success led to the eventual development of an app, built to educate anyone who is interested in the same messages, regardless of where they are in the world.

6/ Sra Prou Vocational School - Sra Prou Village, Cambodia

This educational project is innovative in that the creation of an educational building became a part of the education itself. The school, developed by Finnish architectural firm Architects Rudanko + Kankkunen in 2011, was crafted using local techniques and materials by villagers. The idea was that in creating the building, many of these workers would develop the skills needed to engage in other construction projects down the line.

In helping to build the vocational center, which now doubles as a general meeting spot and place of democratic decision making for villagers, those engaged in the project equipped themselves with sharable knowledge that they could then teach to others in the new building.

The project cleverly brought together design, community building, and natural resource management to create a cycle of education that will provide job training for generations to come.

Defeat Poverty

These 6 Education Programs Are Changing How People Learn Around the World

Oct. 31, 2017

Funding Available for Innovative Education Projects and Programs

A fund offered through Princeton University’s School of Public and International Affairs will support creative, interdisciplinary research projects and programs addressing important issues in education.

Now in its sixth year, Overdeck Education Innovation Fund will award small grants of up to $10,000 for multiple innovative faculty and student research projects, as well as education programs. Priority will be given to proposals that are cross-disciplinary as well as those that align with the following focus areas:

Early Impact: with the goal of increasing the likelihood that all children enter kindergarten “ready to learn” and experience early school success.

Exceptional Educators: with the goal of increasing the retention of effective educators in K-9 so that more children have access to teachers who empower them to reach their full potential.

Innovative Schools: with the goal of expanding access to tech-enabled, student-centered K-9 learning environments, intentionally designed for any student to thrive.

Inspired Minds: with the goal of building the next generation of creative problem-solvers by expanding access to engaging and challenging STEM learning experiences.

There are two categories for proposals: education research projects and education program projects. Proposals will be judged on quality, originality, and impact in the field. Proposals from across the “research continuum” — from planning grants to data collection and analysis — or those linked to innovative pedagogy and program implementation are welcome.

Proposals may be submitted by individual faculty members, Princeton students, or groups of faculty or students. All submissions must include a Princeton faculty member as the principal investigator. For student applications, this person will typically be their adviser or the director of their program.

For both research and program projects, grant requests are permitted on a rolling basis. Submissions are limited to one proposal per faculty member or student. All proposals should include a letter of intent (no more than five single-spaced pages) and a detailed budget providing the following information:

• Overview of the project.
• Project goals and objectives.
• Project activities.
• Fully developed project budget.
• Background on faculty, students, and other participants involved in the project.

For full guidelines and more information, contact Valerie Smith, program administrator at the Education Research Section ( [email protected] u ).

The Overdeck Family Foundation was established in 2011 by John and Laura Overdeck to celebrate the life-changing power of education while challenging the status quo of today’s systems.. The Foundation funds compelling, innovative research that will measurably enhance education inside and outside the classroom.

Laura Overdeck graduated from Princeton University in 1991 and currently serves on the Department of Astrophysical Sciences’ Advisory Council. She is a former member of the Board of Trustees at Princeton University and of the Woodrow Wilson Advisory Council, which is now known as the Princeton School of Public and International Affairs’ Advisory Council.

Innovar o Morir

Innovative Educational Projects: Methodologies and Tools

Milthon Lujan Monja

Updated on: December 21, 2023

Can you imagine a classroom where technology is not just a tool but an engine for learning? A space where creativity and problem-solving are at the core of education? Innovative Educational Projects are the key that opens the doors to this future and paves the way toward Education 4.0 .

Innovative Educational Projects have become a crucial tool for enhancing teaching and learning processes; as the implementation of this approach turns the student into an active participant.

In this article, we will delve deep into the universe of Innovative Educational Project s . We will define what these projects are, their characteristics, inspiring examples, and why they are so important for the future of education.

What are Innovative Educational Projects?

The International University of La Rioja (UNIR) reports that Innovative Educational Projects, or educational innovation projects. “is characterized by addressing the needs or problems of an educational institution from a different perspective through new and creative activities that foster learning originally.”

Educational innovation projects are initiatives that seek to transform teaching and learning by implementing new strategies, methodologies, and tools. They are characterized by the following:

• Creative:  They seek original solutions to the educational needs of the present.
• Student-centered:  They promote active and participative learning.
• Technological:  They integrate information and communication technologies (ICT) in a meaningful way.
• Collaborative:  They involve the educational community in their design and implementation.

Through the use of educational innovation projects, you can address a wide range of educational challenges, from the lack of student motivation to the need for greater inclusion in the classroom. In this regard, Lamscheck (2023) emphasizes that this type of project focuses on the expected impact on students and, therefore, on the competencies of teachers, trainers, administrators, and the support of the surrounding systems.

Importance of educational innovation projects

In a constantly changing world, education cannot be left behind. Educational innovation projects are essential to:

• Adapt to the needs of 21st-century students:  Today’s students are digital natives and have different learning styles than previous generations. Educational innovation projects can help educators connect with these students and provide them with a more relevant and engaging education.
• Improve learning outcomes:  Evidence shows that educational innovation projects can have a positive impact on student academic achievement.
• Develop 21st-century skills:  Educational innovation projects can help students develop essential skills for success in the 21st century, such as creativity, problem-solving, teamwork, and communication.
• Foster innovation in schools:  Educational innovation projects can create a culture of innovation in schools, where educators and students are motivated to experiment and try new ideas.

Santaolalla et al., (2020) report that there is statistically significant evidence that educational innovation projects have a positive impact on children, with significant improvements in the learning of Mathematics and Social Sciences.

Areas for educational innovation

In which areas can we innovate?

Researcher Barraza (2013) describes the areas where educational innovation can be developed:

a) Institutional innovation

• Policies:  negotiation of conflicts and decision making.
• Administrative:  planning, direction, organization, communication and evaluation.

b) Curricular innovation

• Diagnosis:  definition of models and construction of information collection strategies.
• Curriculum structuring:  definition of models and approaches.
• Curriculum evaluation:  definition of models and construction of information collection strategies.

c) Didactic innovation

• Didactic planning:  preparation of records, construction of models and definition of processes.
• Didactic intervention:  construction of didactic strategies and means for teaching.
• Assessment of learning:  design of instruments and construction of strategies.

How to innovate in education?

Currently, the Technological Pedagogical Content Knowledge (TPACK) model and the “Flipping the Classroom” concept have gained popularity to promote innovation in educational practices.

TPACK model

The Technological Pedagogical Content Knowledge (TPACK) model is based on the approach of allowing teachers to identify the knowledge they need to improve the teaching-learning process through technological applications. In this way, the teacher must understand that there is no single way to use technology in the classroom.

TPACK is based on three primary knowledge areas: pedagogical, content, and technological; combining them, seven specific knowledge are obtained:

• Content knowledge (CK)
• Pedagogical knowledge (PK)
• Technological Knowledge (TK)
• Pedagogical content knowledge (PCK)
• Technological content knowledge (TCK)
• Technological-pedagogical knowledge (TPK)
• Techno-Pedagogical Knowledge of Content (TPACK)

According to Salas (2019), the use of the TPACK model allows teachers to identify the aspects that influence the development of educational practice, the understanding of the factors on learning and the creation of school activities through digital tools.

More information about TPACK at: http://tpack.org/

Flipped Classroom

Several researchers highlight that the Flipped Classroom model, also known as the inverted classroom, is a teaching method that is based on learning by doing and not memorizing. In this way, students become an active part of the teaching-learning processes.

The flipped classroom promotes that students study and prepare lessons outside of class, relying on new technologies, the teacher acts as a guide.

Researcher Brame (2013) emphasizes that in essence, Flipped classroom allows students to have their first exposure to new material (readings or videos) outside of class, and then use class time to assimilate knowledge, through problem-solving, discussion, or debates.

Among the advantages of flipped classroom are:

• Students are the protagonists
• Consolidates knowledge
• Promotes diversity in the classroom
• Deeper and more lasting learning over time
• Improves the development of skills through individual and collaborative work
• Greater motivation in the student

More information about Flipped Classroom (FC): https://www.theflippedclassroom.es/

Tools for educational innovation

Beyond formulating a project, you need to know the tools available to become an innovative teacher.

What tools are available to promote educational innovation? Here are three of the most important tools for educational innovation:

Design Thinking

Design Thinking can be applied in the classroom to solve problems or address challenges, offering solutions that respond to the needs of society.

“Design thinking is basically a human-centered and oriented process that believes in the value and experiences of users,” says Adams (2017). Recently, Butler et al., (2023) demonstrated the usefulness of design thinking to drastically increase the creative self-efficacy and problem-solving skills of high school students, attitudes about teamwork, and the tendency to seek feedback.

The stages of design thinking adapted to the educational process are:

• Empathize:  Define the challenge and create a project.
• Define and interpret:  Share what you have investigated as if it were a story, turn problems into opportunities through idea-generating questions.
• Ideate:  Unleash your imagination and creativity to generate solution proposals.
• Prototype and experiment:  Build prototypes and identify aspects that need to be improved.
• Test and improve the idea:  Define success and document progress.

If you are interested in learning more about Design Thinking for educators, you can download IDEO’s toolkit here.

Co-creation

Co-creation is a work methodology in which the users of a design are considered “partners in its creation” (Anquela, 2018). In other words, it is the users who can express their needs.

According to Mollie et al. (2018), the value co-creation process allows institutions and students to work together to improve the student experience and increase the capacity to act as partners.

Anquela (2018) emphasizes that co-creation is something that can be closely related to collective intelligence, which is defined as the intelligence that arises from the collaboration of many individuals.

Project-Based Learning (PBL)

Project-based learning is a methodology that is developed collaboratively and confronts students with situations that lead them to propose solutions to specific problems, as defined by Cobo and Valdivia (2017).

PBL is student-centered and revolves around student-driven research of a problem. The project requires teamwork between students and concludes with a significant final product.

According to Toledo and Sánchez (2018), the project-based learning methodology requires students to be active and responsible for their own learning. The implementation of a project, according to Cobo and Valdivia (2017), can be carried out in the following stages:

• Project planning and organization
• Research on the topic
• Definition of objectives and work plan
• Implementation
• Presentation and evaluation of results

Finally, Rees et al., (2019) emphasize that to promote the adoption of PBL, educational technology innovators could communicate existing technology or create technological innovations that provide: (a) outreach tools for sourcing and team-building projects; (b) authoring tools for sharing and remixing curricular materials; (c) project management tools for managing and tracking teams; and (d) coordination software to manage all stakeholders.

Examples of Innovative Educational Projects

• Flipped classrooms: In a flipped classroom, students learn new concepts at home through videos, readings, or other online resources. In class, they work on practical and collaborative activities to apply what they have learned. Rodríguez-Carmona and Herrero (2018) present two flipped classroom methodology projects; in them, the student was proposed to carry out prior training to the sessions with the teacher.
• Project-based learning: Project-based learning allows students to learn through research and real-world problem-solving. Syakur et al., (2020) used project-based learning to promote English language learning and demonstrated improved student learning.
• Gamification: Gamification uses game elements to motivate students and make learning more fun. López et al., (2023) report that gamification improves student motivation and skills.
• Virtual and augmented reality: Virtual and augmented reality can provide students with immersive and memorable learning experiences. Audiffred et al., (2022) report the use of virtual reality glasses to study Human Anatomy using different 3D Virtual Reality applications; even though they did not find significant differences in learning, its use as a learning tool is important.

Designing educational innovation projects

To create successful Innovative Educational Projects, it is essential to follow a clear methodology that can be based on:

• Identifying the educational need or problem to be solved.
• Researching and analyzing possible solutions.
• Designing the project creatively and innovatively.
• Implementing the project with the participation of the educational community.
• Evaluating the results and making necessary improvements.

Within the framework of Education 4.0, Miranda et al., (2021) highlights four central components that will serve as a reference for the design of new Innovative Educational Projects:

• Competencies
• Learning Methods
• Information and Communication Technologies
• Infrastructure

Resources for designing Innovative Educational Projects

You can find a number of resources on the internet that can inspire and guide you in the formulation of educational innovation projects. Here are some:

• Edutopia :  Edutopia is a non-profit organization that offers resources and ideas on educational innovation, effective teaching practices, and professional development for educators.
• International Society for Technology in Education (ISTE):  ISTE provides standards for the effective integration of technology in education and resources for education professionals.
• Project-Based Learning:   PBLWorks is an organization that focuses on project-based learning (PBL). They offer resources, curriculum, and training for educators interested in implementing PBL.
• Khan Academy :  Khan Academy offers a variety of free online educational resources. It can be a valuable source for inspiring innovative educational practices.
• Common Sense Education :  This organization provides resources for educators on digital literacy, digital citizenship, and the responsible use of technology in the classroom.
• Kahoot! :  Platform for creating interactive educational games.

Remember to adapt these resources to your specific needs and the characteristics of your educational environment.

Conclusions

Current teaching and learning practices need to be innovated to ensure that students develop their creativity and learn. Remember that educational innovation is an ongoing process and that we can all contribute to its development.

In this article, we have provided you with some general concepts and tools that can guide you to become an innovative teacher by implementing educational innovation projects.

Innovative Educational Projects are a powerful tool for transforming teaching and learning. If you are looking for ways to improve education in your community, we invite you to explore the world of educational innovation and to participate in projects that make a difference.

You can also access the links to the educational innovation training videos of the Innovative Teaching Across Continents (InnovaT) project in the following document (page 7) .

Finally, we invite you to explore the exciting world of educational innovation. Investigate, participate, design, and share your ideas. The future of education is in our hands, and educational innovation projects are an important tool.

If you have found this information useful, please do not hesitate to share it with your friends, colleagues, etc.

Adams J. 2017. El pensamiento de diseño en la educación . International Baccalaureate Organization (IBO).

Anquela R. 2018. Cómo fomentar la cocreación en el aula . Red Social Educativa.

Audiffred_hinojosa, A., Pantoja_bedolla, F. P., & Miranda_Leal, S. (2022, October). Research is formalized curiosity: Use of technology in the classroom is that enough virtual reality project . In Proceedings of the 14th International Conference on Education Technology and Computers (pp. 139-143).

Butler Allison G. , Heather P. Lacey, Michael A. Roberto, Deborah Hanney & Nina Luiggi (2023)  Innovation Nation: Teaching middle school students to be design thinkers , Middle School Journal, 54:3, 17-28, DOI: 10.1080/00940771.2023.2185436

Cobo G. y S. Valdivia. 2017. Aprendizaje basado en proyectos . Instituto de Docencia Universitaria. PUCP. 16 p.

Barraza A. 2013. ¿Cómo elaborar proyectos de innovación educativa? Universidad Pedagógica de Durango. 96 p.

Brame, C. (2013). Flipping the classroom . Vanderbilt University Center for Teaching.

Lamscheck-Nielsen, R. (2023). RESILIENCE FOR INNOVATION PROJECTS IN THE EDUCATION SECTOR . In EDULEARN23 Proceedings (pp. 6460-6469). IATED.

López Carrillo, D., Calonge García, A., Rodríguez Laguna, T., Ros Magán, G., & Lebrón Moreno, J. A. (2019). Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices . Electronic Journal of E-learning, 17(2), 93-106.

Miranda J., C. Navarrete, J. Noguez, J.M. Molina-Espinosa, M.S. Ramírez-Montoya, S.A. Navarro-Tuch, M.R. Bustamante-Bello, J.B. Rosas-Fernández, A. Molina. The core components of education 4.0 in higher education: three case studies in engineering education , Comput. Electr. Eng., 93 (2021), Article 107278,

Mollie Dollinger, Jason Lodge & Hamish Coates (2018) Co-creation in highereducation: towards a conceptual model , Journal of Marketing for Higher Education, 28:2, 210-231

Rees Lewis, D.G., Gerber, E.M., Carlson, S.E. et al. Opportunities for educational innovations in authentic project-based learning: understanding instructor perceived challenges to design for adoption . Education Tech Research Dev 67, 953–982 (2019). https://doi.org/10.1007/s11423-019-09673-4

Rodríguez-Carmona, L. M., & Herrero, Á. P. (2018). La metodología flipped classroom en educación superior. Resultados de uso de LYNDA como recurso para las pre-clases/Application of LYNDA as a teaching resource in the project of educational innovation in the excellence of teaching . Revista de la SEECI, (46), 77-92.

Salas R. 2019. Modelo TPACK: ¿Medio para innovar el proceso educativo considerando la ciencia de datos y el aprendizaje automático? Entreciencias: Diálogos en la Sociedad del Conocimiento, vol. 7, núm. 19. DOI: https://doi.org/10.22201/enesl.20078064e.2018.19.67511

Santaolalla, Elsa, Belén Urosa, Olga Martín, Ana Verde, and Tamara Díaz. 2020. “ Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project ” Sustainability 12, no. 17: 6748. https://doi.org/10.3390/su12176748

Syakur, A., Musyarofah, L., Sulistiyaningsih, S., & Wike, W. (2020). The effect of project-based learning (PjBL) continuing learning innovation on learning outcomes of english in higher education . Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(1), 625-630.

Toledo P. y J. Sánchez. 2018. Aprendizaje Basado en Proyectos: Una Experiencia Universitaria . Profesorado, Vol. 22, No 2.

UNIR. 2020. La metodología TPACK: en qué consiste este modelo y cuáles son sus ventajas .

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45 Best Education Grants for Teachers and Schools

Looking for school funding? Bookmark this list.

It’s no secret that teachers spend money out of their own pockets to make sure students have the tools and resources they need to learn. In fact, a 2021 teacher-spending survey by nonprofit adoptaclassroom.org found that 30% of teachers spend $1,000 or more of their own money on their classrooms during the school year. And they shouldn’t have to do it. Fortunately, there are many companies and organizations that offer education grants, and teachers can definitely use them!

It’s often time-consuming, however, to find the grants that are worth your time to fill out an application. Here is our big list of school grants and classroom education grants for teachers, separated by category so you can easily find the ones that best work for you and your school. While we’ve included an overview of the application guidelines, it’s important to read them directly on the programs’ websites for the most complete and accurate information.

(We are always looking for more resources! Want to submit your education grant to us for review? Send details, including the grant amount and deadline, to [email protected]!)

Jump to a section below:

• General Education Grants

Professional Development Grants for Teachers

• STEAM Education Grants
• Literacy Education Grants
• Arts Education Grants
• School Grounds Education Grants

Tips for Applying for Education Grants

Applying for classroom grants might seem like navigating a maze, but with a few smart strategies, you can find your way to success. Here are some quick tips to help you get started.

• Look for grants that feel like a perfect match for your classroom, project, or organization.
• Carefully read the grant guidelines so you understand exactly what the funder is looking for.
• Create a proposal that feels like it was made just for them, from the way it’s structured right down to the nitty-gritty details.
• Open with an executive summary that packs a punch—it should quickly tell the story of your project, why it’s amazing, and how it lines up with the funder’s dreams and desires.
• Keep your plan straightforward: what you aim to do, how you plan to do it, and why you’re the one to make it happen.
• Map out a budget that makes sense and shows you’ve thought everything through.

Before you hit send, double-check your work for any typos and make sure you’ve ticked all the boxes. A well-crafted proposal doesn’t just showcase your project’s potential—it shows you’re serious, thoughtful, and ready to make things happen.

General Education Grants for Teachers and Schools

Donorschoose.

• What It Is: Create a fundraiser that allows others to donate toward goals like new school resources or classroom projects. Get crayons, books, cleaning supplies, technology, and more to help students get back to learning.
• Award: Varies
• Deadline: Ongoing
• Application Requirements: For teachers or full-time educators who work directly with students.

Voya Unsung Heroes

• What It Is: Recognizes innovative and progressive thinking in education by providing grants for educators to fund classroom projects.
• Award: $25,000 (first place), $10,000 (second place), and $5,000 (third place). Each of the 50 finalists will receive an award of $2,000.
• Deadline: April 19, 2024
• Application Requirements: Full-time educators, teachers, principals, paraprofessionals, or classified staff with effective and innovative projects that improve student learning. Must be employed by an accredited K-12 public or private school located in the United States.

Mitsubishi Electric America Foundation

• What It Is: Dedicated to helping young Americans with disabilities maximize their potential and fully participate in society. A major program emphasis is inclusion: enabling young people with disabilities to have full access to educational, vocational, and recreational opportunities, and to participate alongside their non-disabled peers.
• Award: $10K to $100K/year, for one to two years
• Deadline: MEAF accepts online proposals from July 15 to November 1 to be considered for the following year’s funding.
• Application Requirements: MEAF defines youth from birth through college age (about 26).

ConocoPhillips

• What It Is: ConocoPhillips offers Charitable Investment Grants in the areas of education, the arts, health and safety, natural resources, civic and social services, and disaster relief.
• Deadline: July 31
• Application Requirements: To qualify for a ConocoPhillips charitable contribution in the United States, organizations must be either IRS-recognized 501(c)(3) public charities, government subdivisions, or accredited schools/systems.

Ezra Jack Keats Foundation

• What It Is: Mini-Grant programs give teachers and librarians a unified, flexible way to meet Common Core goals, and offer students a fun experience, a sense of achievement, and a source of pride.
• Deadline: September 30
• Application Requirements: Public schools, public libraries, preschools, Head Start programs located in the United States and U.S. commonwealths and territories, including Puerto Rico and Guam. Only one application per library or school may apply.

Association of American Educators Foundation

• What It Is: Classroom grants can be used for a variety of projects and materials, including but not limited to books, software, calculators, math manipulatives, art supplies, audiovisual equipment, and lab materials.
• Award: Up to $500
• Deadline: October 1, March 1
• Application Requirements: For full-time educators who have not received a grant or scholarship from AAE in the past two years. AAE members receive additional weight in the scoring rubric.

Casey’s Cash for Classrooms Grant Program

• What It Is: In 2021, Casey’s awarded $1 million to benefit K-12 public and nonprofit private schools through 99 grants. Categories include physical improvements, material needs, teacher support, and community engagement. (Note: Open to K-12 public and private schools within Casey’s 16-state footprint: IA, IL, IN, AR, NE, MO, KS, KY, MI, MN, ND, OH, OK, SD, TN, WI.)
• Award: $3,000 to $50,000
• Deadline: November 30
• Application Requirements: An organization may only submit one application during the current cycle. A K-12 public or nonprofit private school in Casey’s 16-state footprint can receive more than one donation if submitted by different organizations. These organizations must have tax-exempt status under Section 501(c)(3) of the Internal Revenue Code, listed on the IRS Master File, and conduct activities within the United States.
• What It Is: Providing after-school enrichment, tutoring, or vocational training for low-income individuals and families in the United States.
• Award: $250 to $5,000
• Deadline: Quarterly—April 15, July 15, October 15, and December 31
• Application Requirements: Organizations must have a Spark Good account and be verified by Deed, Walmart’s third-party verification service provider. All grants are disbursed through electronic payment, so organizations must provide electronic payment information to complete the approval process. They must also meet specific tax criteria outlined on the program’s website .

U.S. General Services Administration Computers for Learning Program

• What It Is: K-12 educators can apply for this computer grant, which aims to provide students in disadvantaged communities with equipment for their schools.
• Deadline: Registration is ongoing
• Application Requirements: Must be a school or educational nonprofit organization with a National Center for Education Statistics (NCES) number, serve some portion of pre-K through 12, and be located in the United States (including U.S. Virgin Islands, American Samoa, Guam, Commonwealth of Puerto Rico, Commonwealth of Northern Mariana Islands).

Pets in the Classroom Grants

• What It Is: This small grant provides financial support toward the purchase of a classroom pet.
• Award: Varies depending on the pet store you choose.
• Deadline: Applications open for each school year in August.
• Application Requirements: Teachers in public or private schools from pre-K through 9th grade level qualify. School librarians are also eligible to apply. High school grades 10 through 12, homeschools, home daycare centers, and home-based preschools do not qualify.

Jordan Fundamentals Grant

• What It Is: This education grant provides funding for schools with the goal of improving academic outcomes, school communities, teacher-student relations, and teacher development.
• Award: The average award is $10,000 but can vary.
• Deadline: April 15
• Application Requirements: For public school teachers or paraprofessionals working with students in grades 1 through 12 in the United States (all 50 states and the District of Columbia). At least 50% of the school’s student population must be eligible for the free or reduced school lunch program at the time of application.

Albert Einstein Distinguished Educator Fellowship Program

• What It Is: This grant offers a unique professional development opportunity for K-12 teachers who have taught STEM subjects for at least five years. These educators participate in 10- or 11-month positions in federal agencies or U.S. congressional offices across the country before returning to the classroom.
• Award: $6,000 monthly stipend, $1,000 monthly living expenses
• Deadline: See website for key dates .
• Application Requirements: Candidates must be U.S. citizens with at least five years of full-time teaching experience in a STEM field, excluding student teaching. Applicants should have taught full-time in a public or private K-12 school for five of the past seven years, with current employment in such settings or as a district official. A letter of recommendation from a school district official among three required letters and the ability to secure a leave of absence for an 11-month program participation are also necessary.

Fund for Teachers

• What It Is: These self-designed awards allow educators to create their own unique professional development grants for teachers based on what they know they need to grow.
• Award: $5,000 to $10,000
• Deadline: January 18, 2024
• Application Requirements: For those who teach full-time in a public, private, charter, or religious school with at least 50% of instruction in a classroom or classroom-like setting (including a library, gym, or pull-out scenario), who will return to the classroom the following year, and have completed three years of teaching by the conclusion of the 2023-24 school year.

NEA Foundation Learning & Leadership Grants

• What It Is: These grants are for teachers and school administrators who are current NEA members. They support educators from districts with limited budgets with the funding to access professional development opportunities.
• Award: Between $1,500 and $5,000
• Deadlines: May 1, 2024
• Application Requirements: For teachers, education support professionals, or specialized instructional support personnel who are current NEA members. Current NEA Foundation grantees are ineligible for this funding opportunity.

McCarthey Dressman Teacher Development Grants

• What It Is: A grant for teachers that can provide individual or small teams of K-12 teachers the opportunity to engage in insightful professional growth and training to bring fresh and innovative teaching strategies and methods to the classroom.
• Award: Up to $10,000 per year for a maximum of $20,000 over two years.
• Application Requirements: For licensed K-12 teachers employed in public or private schools who have the background and experience to complete the project successfully and are willing to work in collaboration with the foundation.

STEAM Education Grants for Educators and Schools

Dell technologies.

• What It Is: The Dell Technologies Grants Support Program helps get your technology projects funded. As a free service, the Grants Program provides customized reports and consultations regarding ongoing annual technology grants that align with your project.
• Application Requirements: Grants are for public agencies.

National Girls Collaborative Project

• What It Is: Mini-grants are awarded to girl-serving programs that focus on science, technology, engineering, and mathematics (STEM) to support collaboration, address gaps and overlaps in service, and share exemplary practices.
• Award: $1,000
• Application Requirements: At least two programs from distinct organizations listed on the NGCP Program Map must collaborate, with one chosen as the lead, located in a state or region currently offering mini-grants. Preference is given to innovative projects involving first-time collaborations. Projects must extend beyond a single day unless they are part of a larger event.
• What It Is: The foundation awards grants and supports programs that have a particular focus on STEM education and around empowering women in the United States and India.
• Award: $5,000 to $50,000
• Application Requirements: Organizations seeking funding must be tax-exempt under Section 501(c)(3) and classified as public charities under Section 509(a) of the Internal Revenue Code, excluding private foundations and for-profit entities. Churches and religious organizations can qualify for non-sectarian community-benefiting activities. Though some unrestricted funding is available, the foundation predominantly supports specific projects.
• What It Is: For education grants, Verizon Foundation funding is intended to support, among other things, projects that promote science, technology, engineering, and math (“STEM”), including, for example, summer or after-school programs, teacher training, and research on improving learning in STEM areas through use of technology. New applications are by invitation only.
• Application Requirements: Organizations must not replicate public agencies’ efforts, maintain auditable records, adhere to legal standards for registration and reporting, and uphold high business ethics. Additionally, organizations receiving mixed income and those operating in support of these entities are eligible, with specific conditions for K-12 schools, which must be not-for-profit and registered with the NCES. For more, read the full requirements .

Toshiba America Foundation Grants

• What It Is: Supports inquiry-based projects designed by individual teachers and small teams of teachers for use in their own classrooms to improve teaching and learning in science and mathematics.
• Award: Up to $1,000 for K-5, up to $5,000 or over $5,000 for grades 6-12.
• Deadline: October 1 for K-5. March 1, June 1, September 1, and December 1 for under $5k for grades 6-12. May 1 and November 1 for over $5k for grades 6-12.
• Application Requirements: For elementary, middle, or high school teachers with a creative proposal for enhancing STEM (science, technology, engineering, and math) education through project-based learning with quantifiable results, consider identifying specific tools, resources, or technologies that could make learning math and science engaging and enjoyable for your students.
• What It Is: AEP has a special interest in science, mathematics, technology, the study of energy and a sustainable environment, and energy efficiency.
• Award: $100 to $500
• Deadline: Midnight on the third Friday in December
• Application Requirements: For pre-K-12 teachers who live or teach in the AEP service area, or communities with major AEP facilities.

American Chemical Society

• What It Is: The ACS-Hach High School Chemistry Classroom Grants support ideas that enhance classroom learning, foster student development, and reveal the wonders of chemistry.
• Award: Up to $1,800
• Deadline: June 1, 2024
• Application Requirements: For high school chemistry educators teaching in a U.S. or U.S. territory school.

Gravely and Paige Grants for STEM Teachers

• What It Is: The Gravely and Paige Grants provide grants for elementary schools and middle schools in the United States to promote STEM innovation in the classroom, with an emphasis on academic programs.
• Award: Up to $1,000
• Application Requirements: Teachers specializing in STEM subjects at U.S. elementary or middle schools, particularly those serving economically disadvantaged students, are prioritized for these awards. Selection criteria include the teacher’s expertise, the potential for effective use of the grant, and financial need. Applicants must submit a detailed proposal outlining their project, a budget detailing fund utilization, and a letter of recommendation from their school’s principal.
• What It Is: A clear connection to science, technology, engineering, or mathematics (STEM) with an emphasis on aerospace must be included in the grant proposal.
• Deadline: August 31
• Application Requirements: Grant proposals must explicitly link to STEM fields with a special focus on aerospace. Eligible applicants are K-12 classroom teachers, with funds disbursed directly to their schools. Teachers must be active AIAA Educator Associate members before the grant is awarded. Note that each school may receive a maximum of two grants annually. Moreover, allocated funds must be exclusively used for the expenses detailed in the original application.

NCTM’s Mathematics Education Trust

• What It Is: Funding ranges from $490 to $10,000 and is available to help math teachers, prospective teachers, and other math educators improve the teaching and learning of mathematics.
• Award: Up to $24,000
• Deadline: May 1 and November 1
• Application Requirements: The guidelines for each grant are unique. Please see the list of awards to find the specific requirements.

National Science Foundation Discovery Research Grant

• What It Is: NSF offers this ed-tech grant to provide funding for STEM programs for pre-K–12 educators with financial need.
• Award: Varies
• Deadline: Submit a full grant proposal by the first Wednesday in October each year.
• Application Requirements: Choose the award on the list to review the specific guidelines.

ASM’s Kishor M. Kulkarni Distinguished High School Teacher Award

• What It Is: A grant to recognize the accomplishments of a high school science teacher who has demonstrated a significant and sustained impact on pre-college-age students.
• Award: $2,500
• Deadline: June 30
• Application Requirements: Eligible candidates for this opportunity must be either full- or part-time high school teachers actively employed in the USA or Canada. Ideal candidates are those who have previously received ASM Foundation K-12 Teacher Grants or have graduated from the ASM Materials Camp Teachers Camp program. Additionally, any ASM member can submit a qualified application or nomination for consideration.

Edward C. Roy Jr. Award for Excellence in K-8 Earth Science Teaching

• What It Is: The award is designed to recognize one teacher of grades K-8 each year for their leadership and innovation in earth science education.
• Award: $2,500 and $1,500 grants to attend NSTA Conference
• Deadline: TBA for 2025
• Application Requirements: Must be full-time K-8 earth science teachers in the United States or United Kingdom, demonstrating a comprehensive approach to instruction. Required application materials include an essay, a detailed CV or resume, a recommendation letter from the principal, two additional recommendations from educational peers, and a standout earth science lesson plan.

Innovative Technology Education Fund

• What It Is: Supports the integration of innovative technology in education to improve engagement and learning outcomes.
• Deadline: January 31
• Application Requirements: Grants are typically awarded for a one-year period. Applicants must have the endorsement and backing of their superintendent or head of school, as well as their Information Technology department. Recipients are required to showcase adherence to grant conditions via quarterly reports, mid-project visits, and a final report. Eligible applicants are those whose charter has been in effect for at least three years. Proposals can target individual or multiple grade levels, whole schools, or involve partnerships with a 501(c)(3) nonprofit organization that supports students and/or teachers from accredited or charter schools.

Literacy Education Grants for Teachers and Schools

Believe in reading.

• What It Is: Believe in Reading awards grants to existing and provably successful literacy programs.
• Award: Up to $10,000
• Application Requirements: Believe in Reading grants are for established literacy programs with a proven track record of success for at least two years. Eligible recipients must possess tax-exempt status under IRS Code Section 501(c)(3) or an equivalent for educational entities, including public libraries; applications from organizations with pending tax-exempt status are not accepted. The grants support a wide range of reading and literacy initiatives for all ages, encompassing adult literacy, English as a second language (ESL) projects, and Braille programs for the blind or visually impaired.
• What It Is: Provides books for school/educational libraries for disadvantaged students.
• Award: Up to $20,000
• Deadline: Applications are due in February. Please check the application for the precise deadline.
• Application Requirements: School libraries within alternative education settings, such as youth detention centers, in the United States and its territories that cater to disadvantaged youth are eligible to apply for grants. Individuals working across multiple schools may submit separate applications for each or a single district-wide application if they oversee multiple libraries. Libraries serving pre-K–12 students are eligible, and previous applicants, including past grant recipients, are welcome to reapply annually.

International Literacy Association

• What It Is: The Diane Lapp & James Flood Professional Collaborator Award recognizes an ongoing professional collaboration between two or more people who regularly contribute to the professional knowledge base of literacy educators.
• Deadline: March 15
• Application Requirements: Collaborative teams of two or three professionals, known for functioning as a unit in their field, can be nominated or self-nominated for recognition. These teams should have a history of working together on various projects that have significantly contributed to the advancement of literacy education over a minimum of five years. Eligible contributions may include a body of research and practice evidenced through publications or impactful field-based projects that explore new literacies, foster literacy collaborations, or enhance literacy engagement. To qualify, all team members must be members in good standing with the ILA and maintain their active membership throughout the nomination process.

Dollar General Literacy Foundation

• What It Is: Schools, public libraries, and nonprofit organizations that help students who are below grade level or having trouble reading are eligible to apply.
• Deadline: March 7 (Youth Literacy Grant), May 19 (Summer Reading Grant)
• Application Requirements: Schools, public libraries, and nonprofit organizations that help students who are below grade level or having trouble reading are eligible to apply.

The Lois Lenski Covey Foundation

• What It Is: The Lois Lenski Covey Foundation awards grants to organizations that operate a lending bookmobile that travels into neighborhoods populated by underserved youth. For preschool through 8th grade.
• Award: $500 to $3,000
• Deadline: September 1
• Application Requirements: The LLCF Bookmobile Grant Program offers funding for acquiring books for children from preschool through grade 8, encompassing Early Reader to Young Adult and Hi-Lo books. Eligibility is restricted to organizations operating within the United States, its territories, or commonwealths. Recipients of the grant are required to submit a brief questionnaire post-award and provide evidence of how the grant funds were utilized.

American Association of School Librarians Innovative Reading Grant

• What It Is: Members of the American Association of School Librarians can apply for this curriculum grant that supports planning and implementing programs to encourage students, particularly struggling learners, to read.
• Deadline: February 1
• Application Requirements: Applicant must be a personal member of AASL.

The Laura Bush Foundation Grant

• What It Is: This grant is intended for high-needs schools with a significant percentage of students who qualify for the free or reduced lunch program.
• Application Requirements: To qualify, a certified librarian or paid professional must oversee the school library’s collection and maintenance. Eligible public schools must meet Title 1 criteria, including neighborhood, charter, and magnet schools. Private and parochial schools can apply if at least 50% of their students are eligible for financial aid. Applicants must have a designated library space accessible for all students to borrow books. The application requires a digital signature from the principal and complete financial documentation, including the school/district’s W-9 and a voided check or bank letter. Grant funds are strictly for purchasing books, e-books, and magazines for the school library, excluding expenditures on shelving, furniture, equipment, staffing, software, videos, classroom book sets, or similar items.

Arts Education Grants for Teachers and Schools

Max and victoria dreyfus foundation.

• What It Is: The Max and Victoria Dreyfus Foundation awards grants to organizations for whom a small amount of money can make a big difference. The foundation will consider requests to support schools, museums, and cultural and performing arts programs.
• Award: $1,000 to $20,000
• Application Requirements: The application demands comprehensive details including organizational and contact information, confirmation of nonprofit status, a history of past awards or requests, and a synopsis of the organization’s mission and programs. It also requires a plan for the potential use of funds, a formal letter of request, the most recent IRS Form 990 (if applicable), a detailed program budget (for program support applicants), and a copy of the IRS letter confirming Section 501(c)(3) status, excluding private foundations. If the application progresses, additional financial data, such as the last four IRS Form 990s, will be necessary for further evaluation.

Classics for Kids Foundation

• What It Is: Money granted toward the following instruments: violins, violas, cellos, double basses.
• Deadline: June 30, September 30, December 31, and March 31
• Application Requirements: Schools and nonprofit organizations dedicated to incorporating fine instruments into their programs and can demonstrate a genuine need alongside a commitment to raising matching funds are ideal candidates for the Classics for Kids matching grant program.

The Mockingbird Foundation

• What It Is: The Mockingbird Foundation offers competitive grants to schools and nonprofit organizations that effect improvements in music education for children.
• Award: $100 to $10,000
• Deadline: January 15
• Application Requirements: Grants are awarded to 501(c)(3) nonprofits, entities with a 501(c)(3) sponsor, or U.S. government entities like public schools, with required proof of status for full proposals. Exclusions include individuals, research, fundraising events, religious or political programs, and non-U.S. organizations. Applicants must ensure non-discriminatory practices in employment and service delivery.

P. Buckley Moss Foundation for Children’s Education Grants

• What It Is: For projects within schools serving all children that integrate the arts into educational programs. The purpose for this grant is to aid and support teachers who wish to establish or maintain an effective learning tool using the visual arts within the school day.
• Award: Up to $1,000
• Application Requirements: Candidates must focus on creating and applying a hands-on visual art educational resource.

Mr. Holland’s Opus Foundation

• What It Is: Provides vital support services to school districts and new musical instruments to underfunded music programs nationwide. Gives under-represented youth access to the many benefits of music education, leading them to success in school, and inspiring creativity and expression through playing music.
• Application Requirements: By invitation only

Education Grants for School Grounds

Good sports.

• What It Is: Get sports equipment for your school.
• Award: Equipment from their catalog
• Application Requirements: Eligibility for this program requires U.S.-based organizations serving youths ages 3 to 18, particularly in high-poverty areas, with a participation fee of $299 or less. The organization should ensure regular access to physical activity, which does not need to be a structured sports program. For schools, there must be no tuition charges, and over half of the students should qualify for free or reduced lunch.

Whole Kids Foundation

• What It Is: Through their Garden Grant Program, schools and nonprofit organizations turn outdoor spaces into powerful hands-on learning gardens that connect kids with food, spark their curiosity, and support classroom curriculum.
• Award: $3,000
• Deadline: March 1
• Application Requirements: K–12 schools or nonprofit organizations in the United States and Canada.

KidsGardening Youth Garden Grants

• What It Is: Supports school and youth educational garden projects that enhance the quality of life for students and their communities.
• Award: Varies, includes cash and gardening supplies
• Deadline: 2024 date TBA
• Application Requirements: Schools, nonprofits, and youth programs across the United States can apply. Grant awardees are required to complete a year-end report including 5 to 10 digital images of the garden, parental release forms to accompany images of children, and a narrative about the impact of the garden program.

The Herb Society of America’s Classroom Herb Garden Grants

• What It Is: Supports the development of herb gardens in schools as a way to stimulate students’ interest in herb planting and gardening.
• Award: $300
• Deadline: To apply for a 2025 grant, visit the website in the summer of 2024 for more information.
• Application Requirements: K-12 educators who are interested in creating or maintaining an herb garden with their students. The project should have a clear educational outcome related to the study of herbs.

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More From Forbes

Deploying 6 innovation methods to transform early childhood education.

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Alejandro Gibes de Gac

Alejandro Gibes de Gac seemed to have little reason to seek new challenges. The nonprofit he founded, Springboard Collaborative, had received a $10 million unrestricted grant from MacKenzie Scott in 2022, and it had signed eight-figure contracts with large US school districts such as Los Angeles and Baltimore. Focused on building collaboration between parents and teachers for Pre-K through Grade 3 education, Springboard was crushing its goals for successful upskilling of parents to help bring lesson plans home, enabling kids to meet academic goals.

But Gibes de Gac wondered what it would take to equip every parent to tutor their elementary schooler in a light-touch way that would complement Springboard’s more intensive intervention. So he created a Public Benefit Corporation called Paloma Learning to pursue this vision. In an interview, he explained six innovation practices he used and the fruit that they bore:

1. Start with Empathy – Gibes de Gac is a well-recognized and well-credentialed expert in early childhood education, with degrees from Harvard and the University of Pennsylvania, a stint with McKinsey & Company, and time teaching in a tough urban school. That doesn’t stop him from continuing to listen intently to educators in the field.

He explains, “The particular light bulb moment for Paloma came actually from an educator. She essentially laid out the product that we just built. She would create a blurb for each family on their kid not in the indecipherable standards you see in a report card, but something super simple and actionable with a goal that’s winnable in 10 weeks. I’d learned from Springboard that if you paint the finish line too far away, it’s really hard to achieve behavior change. This woman was giving families resources to guild their child toward an achievable goal.”

2. Define the Problem to Solve – This teacher was inspiring and effective, but what she did took a tremendous amount of work. Gibes de Gac framed the innovation objective succinctly in our discussion. “Everything that teacher did outside of relational interaction with the families can be automated. You can ingest both the structured data of classroom assessments and the unstructured data of an educator’s judgment, then generate a family-friendly report. It could be multimodal so for some families it would be a short video, or a visual, or a way to hear it in five different languages. None of that needs to require the teacher’s time or energy, and parents shouldn’t have to hunt for the right resources at the right time to help a kid make progress.”

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Paloma combines student interests with learning needs to produce personalized education plans

3. Start from a Foothold – The challenge could have required significant software development to fully solve, even with a massive boost from AI foundational models. Fortunately, experience from Springboard told Gibes de Gac where to start. “This method doesn’t work if you don’t start with relational trust, and that’s hard to build if you don’t have a face-to-face moment together. Those are built into the school year in the form of parent-teacher conferences, but they’re horribly utilized for both educators and families. Neither party feels like they’re getting much from the experience. So that became the right place to start. This isn’t even AI-related, but we started with scheduling. It blows my mind how manual a process that still is. From there, our system gives educators drop-down menus to personalize a report for a student. It also gives them a few trust-building questions to begin a conference with, which you don’t want to skip.”

4. Consider Paths for Early Adoption – Paloma assessed three possible routes to commercialization. Gibes de Gac recounts, “If you go through the educator, you have to be really intentional about offering time savings back in order to not be rejected out of hand. So what if we go directly to the family? We heard from parents that, no, it really matters to me that this comes from my child’s teacher. So, we go first to school districts in order to reach the educators, who then reach the families.”

5. Build the Roadmap – Gibes de Gac is naturally animated, but when he turns to how the business has built up he becomes incandescent. Parents can leave teacher conferences with not only a clear narrative about their child, but an AI-tailored 10-week plan of how to build the kid’s skills through regular interactions at home.

Then, on Mondays, families receive a short video walking them through a phonics lesson to lead with their kids. Tuesdays and Wednesdays, Paloma sends families short books that help them ensure their child’s mastery of the specific skills they’re focusing on that week. The Wednesday books are extra-special, since they’re personalized to kids’ interests—from princesses to underwater sea creatures—and students are visually rendered as protagonists in their own books. Paloma overlays these books with coaching tips to help families deliver rigorous instructional support. Thursdays and Fridays are dedicated to math, including personalized story problems.

Gibes de Gac says, “The kid’s excitement is what drives the adult behavior and then that starts to create a flywheel.”

6. Pilot – Paloma piloted the tool with a district school in Queens, NY alongside two charter networks: KIPP Chicago and Rocketship Public Schools. In the partner schools, 82% of all families in participating grade levels have successfully tutored their children using Paloma. Participating families are completing 2/3 of all daily tutoring sessions in their entirety, meeting the dosage standards for high-impact tutoring. As a measure of habit development, Paloma tracks the ratio of Daily Active Users / Monthly Active Users. Their current DAU/MAU is north of 50%, compared to Duolingo at 30% and Instagram at 29%. Based on pilots like these, Paloma proved its system while also learning about what to improve.

It's still early days for Paloma, but indicators are promising. These six steps used in its ascent are ones that didn’t just work for Gibes de Gac. They apply to innovators in any field.

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Innovative Technology Experiences for Students and Teachers Resource Center (ITEST RC)

Status: archived, important information for proposers.

All proposals must be submitted in accordance with the requirements specified in this funding opportunity and in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. It is the responsibility of the proposer to ensure that the proposal meets these requirements. Submitting a proposal prior to a specified deadline does not negate this requirement.

Supports the development of a resource center that will actualize strategies for equity in STEM education, partnerships for preparation in STEM careers, and innovative uses of technologies in teaching and learning for pre-K-12 students.

The Innovative Technology Experiences for Students and Teachers (ITEST) program is an applied research and development program that seeks to actualize a diverse future STEM (science, technology, engineering, and mathematics) and ICT (information and communication technologies) workforce that is prepared to meet pressing local, societal, and global challenges. Because STEM and ICT careers increasingly rely on technologies and computing, the ITEST program funds projects that engage youth, from pre-kindergarten through high school, and pre-K-12 educators in equitable, innovative technology learning and education experiences within and across STEM disciplines in formal or informal settings. These projects build youths’ interest and knowledge in STEM careers, and they prioritize the full inclusion of all groups to include those that have been underrepresented, underserved, or excluded from STEM educational opportunities. This ensures that NSF is better postured to leverage the full spectrum of diverse talent across the country.

This solicitation calls for a Resource Center for the ITEST program. The Resource Center will support diverse, multi-sector stakeholders in actualizing the three pillars of ITEST: (1) strategies for equity in STEM education, (2) partnerships for career and workforce preparation, and (3) innovative use of technologies in teaching and learning. It is expected that this Resource Center will facilitate individual and collective dialogue, reflection, and action relative to these pillars, while supporting stakeholders in the conceptualization, actualization, and communication of ITEST projects.

Updates and announcements

Itest: resource center solicitation webinar, program contacts, awards made through this program, organization(s).

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A&T to Lead “Ag Tech Corridor” Project with $1M from National Science Foundation

By Lydian Bernhardt / 03/15/2024 College of Agriculture and Environmental Sciences

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EAST GREENSBORO, N.C. (March 15, 2024) – As North Carolina’s top economic driver, agriculture is practiced in every corner of the state. But most of the research and technological innovation that could be available to the $103 billion industry comes from companies and universities in the comparatively small, urban areas of the Triad and Triangle.

That imbalance can leave farmers without exposure to research-based techniques and new technologies, particularly those that can help lower the barriers to market entry for limited-resource farmers so that they can be successful in the face of climate change and develop entrepreneurially, said Gregory Goins, Ph.D., associate dean for research in the North Carolina Agricultural and Technical State University College of Agriculture and Environmental Sciences.

Starting this spring, N.C. A&T will lead a project that aims to break that bottleneck. Funded by a $1 million grant from the National Science Foundation’s Regional Innovation Engines , Goins will lead a team of university, N.C. Cooperative Extension, business and research partners in developing a plan to share information and technology faster and more broadly across the state by building an “ag tech corridor” from central North Carolina to the east.

“New farmers, underserved farmers and those with small-scale acreage need information to develop farm management practices to implement methods that protect the environment, produce the highest quality food and provide a reliable family income,” Goins said. “Our team seeks to develop a plan to bring information from industry to farmer, particularly in underserved areas, to help them mitigate climate impacts, lower the barriers to market entry that they face, and boost the agricultural sector’s economic output.”

The project, called Climate-Responsive Opportunities in Plant Science (CROPS), brings together researchers from Duke University, East Carolina University, North Carolina State University, University of North Carolina at Chapel Hill and Wake Forest University; specialists and county agents from N.C. Cooperative Extension; industry partner N.C. Biotechnology Center; and nonprofit research institute Research Triangle International with the N.C. Community College System. Together, they will create a plan to develop a 42-county Agricultural Tech Innovation Corridor to enable improvements in agriculture to reach underserved areas of the state faster. 

Through a mix of educational programming, workforce development activities and startup grant funding, the 10 institutions will provide educational programs that deliver up-to-date information on such topics as farming technologies, agricultural business management and natural resource conservation, Goins said. The project also proposes ways to help small producers identify new crops and livestock enterprises that have the potential to increase farm income and assists them in developing community-based local food systems.

The program also has a strong work force development component to foster small-scale farmland economic performance as well to increase diversity in farming, Goins said. The program will stress climate-smart techniques and ways to create climate resilience, and provide information about technologies to help agricultural operations thrive. Programs are free to participants.

A&T is the first and only historically Black university to lead one of NSF’s “Engines,” grant-funded projects designed to promote science and technology as regional economic drivers. With a potential investment of $1.6 billion in the next decade, Engines is one of the largest investments in regionally-based research and development in U.S. history, according to the foundation. Since January, the foundation has awarded 10 projects in 18 states. North Carolina is the only state with three Engines awards.

“Thanks to our history of serving small, limited-resource and minority farmers, A&T is well positioned to lead this effort,” Goins said. “Trust will be key in closing the gap between them and access to traditional agricultural support programs, help them take advantage of strong, inclusive, and resilient marketing opportunities, resolve heirs property issues, provide newer technology solutions where traditional methods are being used and increase their representation in farming.”

The program will begin this spring with listening sessions across the state, said Biswanath Dari, Ph.D., assistant professor and natural resource specialist at N.C. A&T Cooperative Extension.

“We will make farmers the crucial role-players in this project by going to them and seeing what they need,” he said. “Then, we’ll address those needs with farmer-focused, participatory programs.”

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MIT researchers win grants to develop and test 14 innovative ideas to improve education

The Jameel World Education Lab awards more than $900K in Education Innovation Grants to researchers across MIT.

The MIT Jameel World Education Lab has awarded $917,526 in Education Innovation Grants to support 14 research projects exploring a range of topics, including electrical engineering, extended reality, physical movement, and ecological sustainability. The grants will support researchers from 11 departments, labs, and centers across MIT.

“Our Education Innovation Grants support MIT research that can improve learning everywhere,” says Anjali Sastry, faculty director of the Jameel World Education Lab. “We share ideas, disseminate emerging findings, and collaborate with innovators who join us to lead global change in education. Educators in dozens of countries will learn from this year’s inspiring efforts to tackle core challenges in education with innovative new methods and means. Through light-up sneakers, glassblowing, and autonomous vehicles, grantees are enabling learning from curriculum-linked real-world projects, prototyping effective ways to embed evidence-based insights and research into the design of learning experiences, and enabling transitional learners to benefit from high-quality education.”

Since 2017, the Jameel World Education Lab, part of MIT Open Learning, has awarded more than $5 million in funding to MIT researchers for projects to address teaching and learning across the life cycle, from pK-12 to higher education to workforce learning. Over the years, grants have supported educational innovations across a rich variety of MIT fields: mechanical engineering, literature, architecture, computer science and artificial intelligence, aeronautics and astronautics, management, physics, and more.

“We are energized by the breadth and scope of topics from this year’s grantees,” adds Maria Segala, data, reporting, and grants administrator for the Jameel World Education Lab. “We look forward to connecting the innovative work of our grantees to the broader MIT community, Jameel World Education Lab member organizations, and educators and learners around the world.”

The 2023 Education Innovation Grant researchers and their projects are:

“An online platform for explaining, promoting, and facilitating embodied education at MIT and beyond” — Jennifer Light, the Bern Dibner Professor of the History of Science and Technology and professor in the Department of Urban Studies and Planning

Light’s work on embodied education aims to close the gap between the growing body of research on movement and the learning process and the pedagogical strategies that educators use. Light seeks to find ways to help schools integrate physical activity and academic instruction at all levels — for example, teaching elementary school geometry through yoga, middle school physics through martial arts, and high school history through dance.

“Making implicit knowledge explicit: tacit knowledge transfer from expert glassblowing instructors to less-experienced students at the MIT Glass Lab” — Andrés Felipe Salazar-Gomez, research scientist at MIT Open Learning; Alexandre Armengol Urpi, postdoc in the Department of Mechanical Engineering; and Sanjay Sarma, the Fred Fort Flowers and Daniel Fort Flowers Professor of Mechanical Engineering

Implicit knowledge is know-how that an expert is usually unable to verbalize, codify, or explicitly transfer to others. Salazar-Gomez and Sarma seek to understand representations of tacit knowledge using overt and covert attention signatures in a mentor/apprentice setting. This study will use scene point-of-view videos, eye tracking, and detailed instructions from glassblowing experts to naïve learners to create instructional resources that will be offered as novel instructional material.

“Games for climate education: developing game-based facilitation of the En-ROADS climate simulator” — Lana Cook, associate director of the MIT Systems Awareness Lab; and Eric Klopfer, director of the MIT Scheller Teacher Education Program and head of MIT Comparative Media Studies/Writing

Climate Interactive ’s innovative climate change simulator En-ROADS has been very successful in engaging participants to think about the impact of alternative policies and actions to mitigate and reverse the effects of climate destruction. Yet, meaningful shifts in understanding, policy, and action require education and understanding at massively greater scales than are currently possible with the En-ROADS facilitation model. Cook and Klopfer seek to explore game-based facilitation.

“Minor notes: teaching the archival arts” — Joshua Bennett, Distinguished Chair of the Humanities and professor in MIT Literature

“Minor notes” addresses current gaps in K-12 literary arts education through a novel approach that combines archival research with collaborative art-making. Bennett plans to meet with a cohort of high school seniors and their faculty advisors to explore local community archives and compose original works of art inspired by the historical materials they discover in those spaces.

“Promoting creative learning through Festivals of Invention and Creativity: building on a successful model from Brazil” — Ann Berger Valente, educational research manager at the MIT Media Lab; and Leo Burd, director of the Lemann Creative Learning Program at the Media Lab

As part of its Brazilian Creative Learning Network program, MIT Media Lab’s Lifelong Kindergarten group plans to develop a set of resources and guides to deepen and broaden the reach of creative learning experiences through Festivals of Invention and Creativity in countries around the world. Valente and Burd will gather input and feedback during the development process from educators in Brazil, Chile, Mexico, South Africa, and other countries to iteratively refine the resources.

“ODDS & MODS: Material circularity prototypes for rural communities” — Sheila Kennedy, chair of MIT Master of Science in Architecture Studies programs and professor in the Department of Architecture; and Caitlin Mueller, director of MIT Digital Structures Lab and associate professor in the Department of Architecture

Kennedy and Mueller aim to foster practical learning by engaging students in circular material economies through project-based research and demonstrations. The integrated curriculum will explore material circularity in architecture, empowering students to drive decarbonization and lead transformative changes in design and construction practices while utilizing innovative materials and reducing environmental impact.

“Climate and Environmental Justice (CEJ) inclusion: exploring CEJ teaching practices across departments, labs, or centers at MIT” — Christopher Rabe, postdoc of environmental and sustainability education with the MIT Environmental Solutions Initiative; and John Fernández, director of the MIT Environmental Solutions Initiative and professor of building technology in the Department of Architecture

Higher education institutions — including MIT — lack a full integration of CEJ into its environmental and sustainability programs. This exclusion leads to underrepresented students, including Black, Indigenous, and people of color (BIPOC) individuals, feeling discrimination and isolation within these programs. To truly address global climate justice, it is crucial for higher education to understand how CEJ is taught and its impact on BIPOC students’ sense of belonging.

“Strengthening biomedical education curriculum in East Africa to incorporate hands-on learning and innovation” — Nevan Clancy Hanumara, research scientist in the Department of Mechanical Engineering; Alexander Slocum, the Walter M. May (1939) and A. Hazel May Chair in Emerging Technologies in the Department of Mechanical Engineering

While the scarcity of medical equipment in much of Africa is recognized, little attention has been given to local biomedical engineers who aspire to be innovators and develop context-appropriate medical devices. Hanumara and Slocum propose to create a scalable innovation module framework designed for East African biomedical students, based on the course 2.75/2.750 (Medical Device Design).

“MICRO 2.0: Cultivating students’ STEM identities through a blended learning research and education program” — Jessica G. Sandland, principal lecturer in the Department of Materials Science and Engineering and digital learning scientist in MIT Open Learning

Building on the success of Materials Initiative for Comprehensive Research Opportunity (MICRO), a program providing research opportunities to underrepresented undergraduate students, Sandland proposes MICRO 2.0: a blended program that combines online research, mentorship, workshops, and campus visits to foster participants’ identities as STEM researchers and members of the materials science and engineering community. The program also seeks to address the underrepresentation of certain BIPOC groups in U.S. engineering doctoral programs.

“A climate toolkit for design thinking” — Aisling O’Grady, project manager at the MIT Energy Initiative; and Christopher R. Knittel, the George P. Shultz Professor and professor of applied economics in the MIT Sloan School of Management

A 2016 Science Magazine article revealed a disconnect between climate science progress and education resources, resulting in limited teacher time and awareness about climate change consensus. This lack of education hampers global youth engagement in climate solutions, which underscores the need to bridge the academic-societal climate education gap. O’Grady and Knittel propose creating a toolkit that focuses on impactful, student-centered climate education to support these efforts.

“Partnering with an Indigenous tribe to bring a successful STEM program for creating autonomous vehicles to the middle-school level” — Sertac Karaman, professor in the Department of Aeronautics and Astronautics

The Department of Aeronautics and Astronautics’ Design, Build, Fly model aircraft curriculum aims to teach essential engineering concepts through model airplanes, catering to underserved and under-resourced students. By adapting the program for younger middle school students lacking certain mathematical skills, Karaman proposes to provide kits and materials for learning aerodynamics, designing, building, and testing, fostering STEM interest from an early age.

“Studying educators’ practices in makerspaces to build a curriculum for maker skill learning” — Stefanie Mueller, the TIBCO Career Development Associate Professor in the Department of Electrical Engineering and Computer Science and head of the Human-Computer Engineering Group at the Computer Science and Artificial Intelligence Laboratory

Existing research into makerspaces mainly focuses on students’ experiences, neglecting educators’ perspectives. Mueller proposes that understanding educators’ viewpoints can guide the development of better educational tools and approaches, while studying diverse makerspaces across contexts can provide insights into effective practices.

“Light up kicks: engaging youth in shoe design using culturally sustainable pedagogy” — Cristina Sáenz, invention education manager at the Lemelson-MIT Program; and Michael Cima, the David H. Koch (1962) Professor of Engineering in the Department of Materials Science and Engineering and faculty director of the Lemelson-MIT Program

Lemelson-MIT researchers plan to create an inventive curriculum for elementary students between 9 and 11 years old, centered on building a prototype shoe with lights. The curriculum addresses waning interest in STEM among young learners, focusing on diversity and multiculturalism to engage students from different backgrounds in the innovation process. Ultimately, this curriculum aims to boost diversity in the innovation ecosystem.

“Developing an ACT-R and error-based cognitive architecture for the development of virtual reality hands-on training” — John Liu, principal investigator of the Learning Engineering and Practice Group, lecturer in the Department of Mechanical Engineering and digital learning scientist at MIT Open Learning

Hands-on manufacturing skills are crucial for success in today’s technology-driven world, but the rapid advancement of manufacturing technology creates a gap between industry needs and workforce training. Liu proposes that extended reality offers a promising approach due to its scalability and personalized feedback potential, particularly for non-traditional education pathways.

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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ROSATOM starts production of rare-earth magnets for wind power generation

Power Wind Plant

By NS Energy Staff Writer    06 Nov 2020

The first sets of magnets have been manufactured and shipped to the customer

Project Gallery

ROSATOM starts production of rare-earth magnets for wind power generation. (Credit: The State Atomic Energy Corporation ROSATOM.)

TVEL Fuel Company of ROSATOM has started gradual localization of rare-earth magnets manufacturing for wind power plants generators. The first sets of magnets have been manufactured and shipped to the customer.

In total, the contract between Elemash Magnit LLC (an enterprise of TVEL Fuel Company of ROSATOM in Elektrostal, Moscow region) and Red Wind B.V. (a joint venture of NovaWind JSC and the Dutch company Lagerwey) foresees manufacturing and supply over 200 sets of magnets. One set is designed to produce one power generator.

“The project includes gradual localization of magnets manufacturing in Russia, decreasing dependence on imports. We consider production of magnets as a promising sector for TVEL’s metallurgical business development. In this regard, our company does have the relevant research and technological expertise for creation of Russia’s first large-scale full cycle production of permanent rare-earth magnets,” commented Natalia Nikipelova, President of TVEL JSC.

“NovaWind, as the nuclear industry integrator for wind power projects, not only made-up an efficient supply chain, but also contributed to the development of inter-divisional cooperation and new expertise of ROSATOM enterprises. TVEL has mastered a unique technology for the production of magnets for wind turbine generators. These technologies will be undoubtedly in demand in other areas as well,” noted Alexander Korchagin, Director General of NovaWind JSC.

Source: Company Press Release