Building Your Roadmap to 21st Century Learning Environments is an innovative resource for educators. This planning tool is designed to help school leaders get the most value out of investments in high-speed broadband and digital content by crafting a comprehensive strategy to create 21st century learning environments. This resource was developed by Cable Impacts, the cable industry’s foundation dedicated to corporate social responsibility, teamed with SETDA and the Partnership for 21st Century Learning.
The Guide to Implementing Digital Learning (GIDL) is a free web-based resource to support school and district leaders as they work to ensure that investments in digital learning spark positive results. GIDL includes six topic areas: planning, professional learning, content and software, broadband, devices and tech support.
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.
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 Technology Immersion Pilot (TIP), is a one to one initiative supported by extensive on-going professional development for teachers and administrators. Miiddle schools implementing the program demonstrated that discipline referrals went down by over ½ with the changes in teaching and learning; while in one school, 6th grade standardized math scores increased by 5%, 7th grade by 42%, and 8th grade by 24%.
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.
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 West Virginia Department of Education established the Technology Model School (TMS) initiative which is designed so that all teachers and administrators will be proficient in the implementation, use, and integration of technology. The program’s focus is on having a Technology Integration Specialist (TIS) in a school(s) who will provide and/or coordinate appropriate professional development activities for all teachers and administrators.
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 evaluation of Student and Parent Access to Refurbished Computers (SPARC) was an experimental study designed to assess the impact of providing refurbished home computers, Internet access, and technology-related technical assistance to fifth grade students. The treatment group households received a donated refurbished computer with Internet access. Impact data found that treatment students were more likely than their control counterparts to report using computers for recreational and school-related purposes. They were also more likely to report stronger computer skills than control students. SPARC intervention resulted in greater parental involvement for specific interactions that required computer and/or Internet use.
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.
A grassroots effort to combine resources across the state is creating powerful, integrated tools for Illinois educators. By Vicki Dewitt, Director of Area V Illinois Learning Technology Center, Melinda Fiscus, Director of Learning Technology Center 6 North, and Kathleen Barnhart, Principal Consultant for the Special Education Services, Illinois Board of Education and SETDA member.
