The School of Education has several faculty with interest and expertise in informal, nonformal, and out-of-school-time learning. In addition, the School is home to the California Afterschool Network, which provides technical and policy advice and resources to after school providers statewide. Find more information about our research in this area here.
As the growth of gaming has skyrocketed among nearly all segments of society, researchers in health, technology, and education have been asking whether video games can be leveraged to improve health outcomes for youth.
The “Maker Movement” brings together engineers, hobbyists, artists, and tinkerers to design, build, and repurpose materials that are “playful, creative, yet also technically sophisticated and ambitious,” according to Assistant Professor Lee Martin.
This kind of “tinkering” or making, especially among young people, can lead to careers in engineering. Unfortunately, according to Martin, playful, creative and ambitious project-based learning is often missing in K-12 settings, leaving many youth with no pathway to this critical field of study.
In an article in the November/December 2013 Leadership magazine, a publication of the Association of California School Administrators(ACSA), the UC Davis School of Education’s Renee Newton, Frank Pisi and Joanne Bookmyer make the case for California school districts with expanded learning programs to use a portion of the extra Common Core funding they are slated to receive to ensure children in out-of-school-time programs are well prepared to tackle the new standards. Read the full article at ACSA’s site.
Newton is the director of the Center for Community School Partnerships in the School’s CRESS Center, Pisi is director of the California Afterschool Network, and Bookmyer is director of collaborative projects.
Most educators recognize the ubiquity of mobile devices in the lives of their students and too often see them only as competition to learning in the classroom. Two researchers at the UC Davis School of Education are exploring another possibility: that mobile devices have the potential to bridge formal and informal learning, particularly in mathematics, and can be leveraged to increase student engagement in learning math.