Technology impact on reading study

Technology has had both positive and negative effects on reading among students, according to a study released by Scholastic Inc. The study finds that more children ages 6 to 17 are using digital devices to read. However, the technology is not necessarily driving an increased desire among students to read, according to researchers who found a drop in the number of students who were self-described as frequent readers. The cause, researchers say, could be attributed to the use of tablets and other devices that allow for activities other than reading. 
Scholastic and Harrison Group. (2013).  The kids and family reading report. New York: Scholastic.
http://mediaroom.scholastic.com/kfrr

Women and digital divide report

A recent report urges technology companies, policymakers and nongovernmental organizations to do more over the next three years to boost Internet access among women and girls in developing countries. "Women's lack of access is giving rise to a second digital divide, one where women and girls risk being left further and further behind," said Melanne Verveer of the US State Department.

The report points to stubborn gaps in women's access to the Internet in Africa, the Middle East and other developing parts of the world. It found women are nearly 25 percent less likely than men to be online in those regions, and called on policymakers and technology companies to take steps such as making it easier to access the Internet on mobile phones, allowing free mobile content and boosting digital literacy to shrink the gap.

Intel. (2013). Women and the web. Santa Clara, CA: Intel.

 http://www.intel.com/content/www/us/en/technology-in-education/women-in-the-web.html.html

Education report

The 17th edition of Education Week 's Quality Counts continues the report's tradition of tracking key education indicators and grading the states on their policy efforts and outcomes. Each year, Quality Counts provides new results for a portion of the policy-and-performance categories that form the framework for the report's State-of-the-States analysis. The 2013 edition presents updated scores and letter grades, for the states and the nation as a whole, in three of the six major areas.
 Education Week. (2012). Quality counts.
http://www.issuelab.org/resource/education_week_s_quality_counts_17th_edition

Connected learning research

This report is a synthesis of ongoing research, design, and implementation of an approach to education called "connected learning." It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement. This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.
Gutierrez, K., et al. (2013). Connected learning: an agenda for research and design. Washington, DC: Foundation Center.
http://www.issuelab.org/resource/connected_learning_an_agenda_for_research_and_design

California special education funding report

As costs to educate students with disabilities have risen and state and federal special-education funding has remained steady, the share of local funds used to pay for special-education services in California has increased to 39% from 32%, between 2005 and 2011, according to a report from the state Legislative Analyst's Office. The report predicts growth in the amount of funds needed to serve this student population, as there has been a 240% increase in diagnoses of students with autism and a 120% rise in the number of students with low-incidence disabilities that require costly services.
California Legislative Office. (2013). Overview of special education in California. Sacramento: California Legislative Office.
http://lao.ca.gov/reports/2013/edu/special-ed-primer/special-ed-primer-010313.aspx

eReading report

The population of e-book readers is growing. In the past year, the number of those who read e-books increased from 16% of all Americans ages 16 and older to 23%. At the same time, the number of those who read printed books in the previous 12 months fell from 72% of the population ages 16 and older to 67%.

Overall, the number of book readers in late 2012 was 75% of the population ages 16 and older, a small and statistically insignificant decline from 78% in late 2011.

The move toward e-book reading coincides with an increase in ownership of electronic book reading devices. In all, the number of owners of either a tablet computer or e-book reading device such as a Kindle or Nook grew from 18% in late 2011 to 33% in late 2012. As of November 2012, some 25% of Americans ages 16 and older own tablet computers such as iPads or Kindle Fires, up from 10% who owned tablets in late 2011. And in late 2012 19% of Americans ages 16 and older own e-book reading devices such as Kindles and Nooks, compared with 10% who owned such devices at the same time last year.

Rainie, L., & Duggan, M. (2013). E-book Reading Jumps;
Print Book Reading Declines. Washington, DC: Pew Internet & American Life Project.

http://libraries.pewinternet.org/2012/12/27/e-book-reading-jumps-print-book-reading-declines/