We describe how science education partnerships composed of educational researchers, technologists, classroom teachers, natural scientists, and pedagogy experts can create effective instructional innovations using Internet technologies. We show that our Scaffolded Knowledge Integration framework gives partnerships a head start on effective designs. We illustrate this process with the Deformed Frogs partnership and the Rats in Space partnership. We conclude with suggestions for future partnerships.[] How do we design quality science instruction incorporating the most effective technologies? Natural scientists, pedagogy experts, technology experts, and classroom teachers often tout inquiry, collaboration, hands-on experiments, and other features as essential (or useless) for effective instruction. Recently many have identified the Internet as either a boon for classroom learning possibly replacing the library, or the bane of modern technology generally misleading students. Norms or criteria for success are also widely varied. Some favor results from standardized tests. Some advocate performance assessments, portfolios, projects, personally constructed tests, case studies, engagement levels, or other outcome measures. This lack of consensus spurs debate, but offers no obvious path toward agreed-upon solutions.We argue that Internet science education partnerships offer a mechanism for individuals holding these diverse views to resolve their differences in the context of the design, implementation, and testing of innovative instructional materials. Global networking technologies such as the Internet offer a unique opportunity for scientists already developing Web resources to join science education partnerships and collaborate on the creation of on-line curriculum materials. We show that this process, guided by our knowledge integration framework, can lead to a shared vision for instruction, enable negotiation of shared criteria

Adaptive learning systems personalize instruction to students' individual learning needs and abilities. Such systems have shown positive impacts on learning. Many schools in the United States have adopted adaptive learning systems, and the rate of adoption in China is accelerating, reaching almost 2 million unique users for one product alone in the past 3 years. Given such rapid adoption in China, it is useful to examine the efficacy of adaptive learning within that country's educational system. This study aimed to compare the learning impacts of individualized adaptive learning courseware to two common instructional approaches in China: large-group and small-group classroom instruction. This paper describes the results of two efficacy studies of one of China's first adaptive learning systems, Squirrel AI Learning. One study compares classroom-based individualized adaptive learning instruction to largegroup instruction, and another to small-group instruction. Chinese eighth-grade students from two provinces randomly assigned to use Squirrel AI Learning showed greater gains on a mathematics test than those randomly assigned to whole-class or small-group instruction led by expert teachers. Findings provide a basis for further research into the selection, use, and impact of adaptive learning systems in Chinese education.

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