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African Americans are the most active users of the mobile internet, and their use is growing at a faster pace than mobile internet use among whites or Hispanics.  While African-Americans are less likely than whites to use laptops to access the internet, they are more likely to use other mobile devices such as cell phones. Half of all African-American adults (48%) have used their cell phone to access the internet, compared with 40% of Hispanic adults and just 31% of white adults.

Eighty percent of students in grades 9-12, 65 percent of those in grades 6-8, 45 percent of grades 3-5 students

have access to a smartphone

Whyville , What does it take to build a sustainable, green energy community? 8th Graders are showing us how using WhyPower, an interactive learning game within the largest interactive learning world, WhyVille. Here is an interactive game. http://www.poweracrosstexas.org/projects/whypower-interactive-game Energy Game:  WHYPOWER Whyville is a thriving community with its own economy, newspaper, government and much more.  It now has its own power grid!  As part of the WhyCareers program, we are “electrifying” Whyville with a power grid that uses traditional and renewable energy sources.  Students will manage the power grid to select the right mix of coal, natural gas, nuclear, hydroelectric, solar and wind energy. They will build homes in Whyville!  They will observe and measure power use in Whyville, and form good energy behaviors and habits. Finally, they will explore the math, science and career topics related to energy.  Just like in real life, success in Whyville is not pre-programmed!  Students skill, initiative, creativity and teamwork determines the rewards they receive and the “virtual money” they earn in WhyPower. Whyville. Run a city using energy reources.

Those factors include integrating technology into intervention classes; setting aside time for professional learning and collaboration for teachers; allowing students to use technology to collaborate; integrating technology into core curricula at least weekly; administering online formative assessments at least weekly; lowering the student-to-computer ratio as much as possible; using virtual field trips at least monthly; encouraging students to use search engines daily; and providing training for principals on how to encourage best practices for technology implementation. Only about 1 percent of the 1,000 schools surveyed by Project RED followed all those steps, and those that did “saw dramatic increases in student achievement and had revenue-positive experiences,” Ms. Wilson said.