Reimagining the Role of Technology in Education - Office of ...
Reimagining the Role of Technology in Education:
2017 National Education Technology Plan Update
JANUARY 2017 U.S. DEPARTMENT OF EDUCATION
1
Contents
Letter from the Director1 Introduction3 About this Plan3 Recent Progress and the Road Ahead7
Section I: Learning--Engaging and Empowering Learning through Technology
9
What People Need to Learn10
Technology-Enabled Learning in Action12
The Future of Learning Technologies18
Bringing Equity to Learning Through Technology
20
Providing Technology Accessibility for All Learners
21
Physical Spaces and Technology-Enabled Learning
23
Recommendations25
Section 2: Teaching--Teaching With Technology28
Roles and Practices of Educators in Technology-Supported Learning
29
Connected Educators: Exemplars33
Rethinking Teacher Preparation35
Fostering Ongoing Professional Learning37
Recommendations40
Section 3: Leadership--Creating a Culture and Conditions for Innovation and Change
42
Characteristics of Effective Leadership
43
Future Ready Leaders43
Implementation is Key46
Budgeting and Funding for the Transition to Digital Learning
48
Recommendations53
Section 4: Assessment--Measuring for Learning55
Approaches to Assessment57
Using Assessment Data to Support Learning
57
How Technology Transforms Assessment58
The Future of Technology-Based Assessment63
Recommendations67
Section 5: Infrastructure--Enabling Access and Effective Use
69
Ubiquitous Connectivity72
Powerful Learning Devices76
High-Quality Digital Learning Content76
Responsible Use Policies (RUP) 78
Protections for Student Data and Privacy
79
Device and Network Management81
Recommendations83
Conclusion85 Challenges Remain85 We Already Have Begun86 Recommendations87
Appendix A. Future Ready Resources92
Appendix B. Acknowledgments100 Project Team100 Technical Working Group100 Interviews101 Outreach Events103 Target Virtual Outreach103 External Reviewers104
Appendix C. The Development of the 2016 NETP
105
NETP Development
Support for the creation of this document was provided by the American Institutes for Research under the contract ED-04-CO-0040/0010.
U.S. Department of Education John King Secretary
Office of Educational Technology Joseph South Director Katrina Stevens Deputy Director
January 2017 Version 2.0
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Cover photo credit Hive NYC/Brooklyn Public Library
Letter from the Director
About the 2017 Update
In just one year since the release of the 2016 NETP, we have seen rapid change across the country in fundamental aspects of the educational technology landscape. These changes include the number of schools that that have access to broadband in their classrooms; the types and cost of technology available to schools; an evolution in the approach of leaders to the procurement of ed tech solutions as well as a greater emphasis on data security and digital citizenship; the advent of new research on the use of technology by early learners; and an increased emphasis on preparing teachers to lead with technology before they arrive in the classroom.
In order to keep pace with the changes we are seeing in schools, districts, and states on an almost daily basis, we also need to change how often the National Education Technology Plan is updated. Feedback from our stakeholders indicates that the previous five year update cycle was not frequent enough. In response, with this 2017 update, we commence a pattern of yearly, smaller scale updates to the NETP to better account for the pace of innovation in the field.
As part of the 2017 update, the reader will learn that:
? We are encouraged by the fact that most classrooms in our country now have access to broadband, yet we know that many that do not are in communities where the potential impact is the greatest.
? We welcome lower price points for devices designed for school use, but also lament that most ed tech purchases are still based on word of mouth rather than evidence of effectiveness.
? We look forward to a greater emphasis on the use of evidence as outlined within the reauthorization of the Elementary and Secondary Education Act (ESEA), as amended by Every Student Succeeds Act (ESSA), yet recognize that educators will need assistance in expanding their efforts to infuse an evidence-based culture when it comes to ed tech in their schools and classrooms.
? We are pleased to find that, in some districts, librarians and teacher leaders are stepping into more prominent leadership roles that leverage their existing skillsets to lead their peers in pedagogically driven classroom technology use. Yet we also see library positions cut back in other districts as a cost saving measure and the under utilization of classroom teachers as leaders of digital change.
? We are proud of the growing number of students who work with teachers and peers to become responsible digital citizens in their schools, yet recognize that many low-income students, especially in urban and rural areas, lack internet access at home to complete their digital homework assignments and to use powerful digital tools at home to create, to solve, and to communicate that their better-off peers across town take for granted.
? We are eager to take a step forward in understanding and recognizing how the active use of technology by early learners with adults can positively impact them, yet are concerned by the number of children left alone for long periods of time with a passive digital babysitter.
OFFICE OF Educational Technology
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