National Education Technology Plan 2020
The National Education Technology Plan is the flagship educational technology policy document for the United States. The Plan articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Activities to Support the Effective Use of Technology (Title IV A) of Every Student Succeeds Act as authorized by Congress in December 2015.
Wisconsin – TAPP Overvew
In 2003, ED awarded $15 million in multi-year, evaluation grants to 9 states, including Arkansas, Iowa, Maine, North Carolina, Pennsylvania, Tennessee, Texas, West Virginia, and Wisconsin. The studies conducted scientifically-based research on how technology impacts student achievement in elementary and secondary education. Final reports were published in 2007.
Wisconsin took part in the “Wisconsin Proposal to Study the Effectiveness of Two Models of Implementing Educational Technology” in order to evaluate the impact of using technology within two constructivist models when implemented by teachers teaching seventh and eighth grade science and social studies. The study found that, in general, the teachers indicated moderate levels of computer and technology use with some significant differences over time and between the control and experimental groups.
West Virginia – Ed Pace Online Second Language Course – TAPP Overview
In 2003, ED awarded $15 million in multi-year, evaluation grants to 9 states, including Arkansas, Iowa, Maine, North Carolina, Pennsylvania, Tennessee, Texas, West Virginia, and Wisconsin. The studies conducted scientifically-based research on how technology impacts student achievement in elementary and secondary education. Final reports were published in 2007.
In West Virginia, EdPace provided students with an online course for second language instruction. This online course was managed by a certified instructor and on-site support staff. Students receiving access to on-line foreign language courses performed at least as well as those in face-to-face versions of the classes, providing comparable high quality instruction for those in rural areas who otherwise would not have access to such course.
North Carolina IMPACT – TAPP Overview
In 2003, ED awarded $15 million in multi-year, evaluation grants to 9 states, including Arkansas, Iowa, Maine, North Carolina, Pennsylvania, Tennessee, Texas, West Virginia, and Wisconsin. The studies conducted scientifically-based research on how technology impacts student achievement in elementary and secondary education. Final reports were published in 2007.
The North Carolina IMPACT model involves using technology in the teaching of core curricular areas to improve student achievement, utilizing technology coaches and mentors for on-going professional development, as well as learning 21st Century Skills. The program was implemented in several high poverty elementary and middle schools. In the four year study, students in the high need schools that received the IMPACT program have demonstrated that they are 33% more likely to improve one full grade level each year than the control/comparison schools. Student achievement is consistently higher in the IMPACT schools, and teacher retention is 65% higher with this program. College-going rates in Greene County High School, with a modified IMPACT model, increased from 26 to 84% in five years.
Arkansas TAPP Overview
This is an overview of Arkansas’s evaluation of the The Environmental and Spatial Technology (EAST) Initiative from 2006. EAST is a performance-based learning environment utilizing community service, project-based, service learning, integrated with advanced technological applications in an interdisciplinary environment. Among the 16 student outcomes that were studied, analyses indicated that participation in the EAST program appears to have a positive, statistically reliable impact on students in five major domains, including students’ problem-solving, motivation and self-directed learning.
The Texas Virtual School Network
An innovative model gives districts access to–and funding for–online courses to meet the challenge of rigorous state graduation requirements. This article was written by Barbara Smith, Texas Virtual School Project Director.
Vermont’s Transformation of Education
When Vermont educators began to see a gap between students’ needs and the state’s education system, they began planning how to adapt for the 21st century. This article was written by Peter Drescher, SETDA member and Vermont Education Technology Coordinator.
Implementing Digital Math Curricula
Indiana Educators Share Their Experience of Replacing Math Textbooks with Digital Materials. This article was written by Zach Foughty and John Keller, SETDA member and Director of Learning Technologies.
Supervising Teachers’ Technology Use
Meet the challenge of observing teachers who use innovative technology in their classrooms. This article was written by Monica Beglau, SETDA member and Executive Director of the eMINTS National Center at the University of Missouri.