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The Cooney Center catalyzes change by disseminating research that informs the national debate, stimulating investment in effective reforms. It does so through its publications on timely topics, including the landscape of children’s interactive media, mobile learning, and the debates over media multitasking — all of which have received national media attention.

Pockets of Potential

Industry Brief: Pockets of Potential: Using Mobile Technologies to Promote Children’s Learning

Industry Fellow Carly Shuler draws on interviews with mobile learning experts as well as current research and industry trends to illustrate how mobile devices might be more broadly used for learning. Examining more than 25 handheld learning products and research projects in the U.S. and abroad, the report highlights early … 







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Getting Over the Slump

Policy Brief: Getting Over the Slump: Innovation Strategies to Promote Children’s Learning

Dr. James Paul Gee, the Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University and a leading authority on literacy and the potential of educational games, is working with the Center to develop a new policy framework to use digital technologies and different assessment techniques to avoid … 







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Pow! Wham!

Challenge Paper: The Power of Pow! Wham!: Children, Digital Media and Our Nation’s Future

Dr. Rima Shore, Adelaide Weismann Chair in Educational Leadership at Bank Street College of Education, is the author of the Cooney Center’s inaugural “new directions” report on learning for elementary-aged kids in a digital age. The paper reflects a field scan that the Center staff and Dr. Shore conducted during … 







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Market Scan Report: D Is for Digital

Cooney Center Fellow Carly Shuler, an expert in children’s media and the educational toy industry, conducted a scan and analysis of the children’s interactive media environment with a focus on mass marketed products for children aged 3 to 11 that promote learning. The report documents key factors influencing the current … 







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