Maximizing the Impact The pivotal role of technology in a 21st century education system Proficiency in 21st Century Skills Innovative Teaching and Learning Robust Education Support Systems Task Force Members We would like to thank the following people for their support, expertise and time in developing the content of this paper. Maximizing the Impact: the Pivotal Role of Technology in a 21st Century Education System Task Force Members Thyra Busch Lillian Kellogg Oracle Education Foundation Education Networks of America (ENA) David Byer Don Knezek, PhD Apple International Society for Technology in Education (ISTE) Karen Cator Apple Mark Nieker Pearson Foundation Charles Fadel CISCO Joel Petersen netTrekker Geoff Fletcher, EdD THE Journal Bill Romond Vermont Department of Education Christine Fox State Educational Technology Directors Gloria Steele Association (SETDA) Technology & Innovation in Education (TIE) Anita Givens Bernie Trilling Texas Education Agency Oracle Education Foundation Sara Hall Jill Tyler SETDA Partnership for 21st Century Skills Ken Kay Mary Ann Wolf, PhD Partnership for 21st Century Skills SETDA Contents Executive Summary Page 2 A Shared Vision of a 21st Century Education System Page 4 1. Use Technology Comprehensively to Develop Proficiency in Page 6 21st Century Skills 2. Use Technology Comprehensively to Support Innovative Page 9 Teaching and Learning 3. Use Technology Comprehensively to Create Robust Education Page 13 Support Systems Action Principles for Stakeholders Page 16 Resources Page 17 Conclusion Page 18 Endnotes Page 19 Page 1 Executive Summary All students need a more robust education—and a refreshingly different kind of education—than most are getting today. The vision of learning we embrace focuses on teaching students to become critical thinkers, problem solvers and innovators; effective communicators and collaborators; and self-directed learners. This vision responds to the demand for citizens who are globally aware, How will we create the schools America needs to remain competitive? For more civically engaged, and capable of managing their lives and careers, and for young people who are than a generation, the nation has engaged in a monumental effort to improve economically and financially literate and fluent in information, media and technology skills. Employers, educators and the public strongly believe that students need to be proficient in 21st century skills like student achievement. We’ve made progress, but we’re not even close to where these to succeed in a world that is constantly in flux.3 we need to be. Creating a 21st century education system requires broad and intensive use of technology— and a strong technology infrastructure. Schools cannot possibly prepare students to participate It’s time to focus on what students need to learn—and on how to create a in a global economy without making intensive use of technology. Two major obstacles are holding 21st century education system that delivers results. In a digital world, no schools back in maximizing the impact of technology as a catalyst for improvement: organization can achieve results without incorporating technology into every • The use of technology in education is narrowly conceived. Right now, schools use technology aspect of its everyday practices. It’s time for schools to maximize the impact of primarily as a tool for developing students’ computer and Internet skills. This is important, but technology proficiency is simply the point of entry to the digital world—and it is only a small sliver technology as well. of the far-reaching utility of technology as a powerful enabling tool for a full range of essential knowledge and skills. Profound and accelerating changes in the economy make it imperative for the nation to be much more strategic, aggressive and effective in preparing students to succeed and • The assumption that education already is using technology widely is unfounded. Despite prosper. In an intensely competitive environment, Americans no longer can rest assured that federal, state and local investment in technology and Internet connectivity, most schools still use our long run of productivity, prosperity and preeminence will continue unabated or unchallenged. technology sparingly, rather than as a critical component of all educational operations. Right Indeed, international competition from nations with strong education systems and millions of highly now, 100 million Americans have broadband access, 219 million Americans use cell phones educated, skilled workers roils markets—and the U.S. workforce—every day. The rest of the world is and the personal computer penetration rate is 73 percent.4 To a wireless nation, which relies on catching up in terms of innovation, economic competitiveness and educational achievement.1 technology for ordinary tasks and extraordinary achievements, it is shocking and inconceivable— Yet incredible opportunity remains for Americans who are prepared for the challenges of a dynamic, but true—that technology is marginalized in the complex and vital affairs of education. digital world. Historically, nations that foster knowledge, innovation and creativity—and embrace technological advances—lead the world in prosperity. These qualities of excellence, agility and To overcome these obstacles, our nation’s education system must join the ranks of competitive openness will continue to drive the wealth of nations and reward individuals. U.S. industries that have made technology an indispensable part of their operations and reaped the benefits of their actions. This report is a call to action to integrate technology as a fundamental We can—and must—prepare all students with a 21st century education that will position them with building block into education in three broad areas: the knowledge and skills they need to thrive, whether they continue their formal education or enter the workforce after high school. 1. Use technology comprehensively to develop proficiency in 21st century skills. The State Educational Technology Directors Association (SETDA), the International Society Knowledge of core content is necessary, but no longer sufficient, for success in for Technology in Education (ISTE), and the Partnership for 21st Century Skills are leadership a competitive world. Even if all students mastered core academic subjects, they organizations that have come together on this national imperative with a unified vision, still would be woefully underprepared to succeed in postsecondary institutions agenda and action principles for stakeholders. Together, we represent dozens of leading U.S. and workplaces, which increasingly value people who can use their knowledge to companies and organizations, six leadership states, education technology directors in all 50 states, communicate, collaborate, analyze, create, innovate and solve problems. Used 85,000 education technology professionals and 3.2 million educators throughout the country. comprehensively, technology helps students develop 21st century skills. We have different missions. We serve different constituencies. But we speak with one voice on this 2. Use technology comprehensively to support innovative teaching and learning. issue: We must synchronize our efforts to leverage technology to achieve results for every student To keep pace with a changing world, schools need to offer more rigorous, relevant and, ultimately, for the nation, states and communities as well. and engaging opportunities for students to learn—and to apply their knowledge and skills in meaningful ways. Used comprehensively, technology supports new, research-based approaches and promising practices in teaching and learning. Lagging Indicator: Education Is Dead Last in Technology Use 3. Use technology comprehensively to create robust education support systems. To be effective in schools and classrooms, teachers and administrators need training, No industry or organization can remain competitive today without making comprehensive tools and proficiency in 21st century skills themselves. Used comprehensively, use of technology as a matter of course in all of its operations. Schools are no different. Yet technology transforms standards and assessments, curriculum and instruction, technology—which has transformed business practices and fueled productivity growth since the professional development, learning environments, and administration. mid-1990s—is the critical “how” that is largely missing from education improvement efforts. In fact, education is the least technology-intensive enterprise in a ranking of technology use This is an agenda around which education advocacy groups—those who advocate 21st century skills, among 55 U.S. industry sectors, according to the U.S. Department of Commerce.2 those who advocate more rigor and relevance, and those who advocate technology—can and must rally. Page 2 Maximizing the Impact: The pivotal role of technology in a 21st century education system Page 3 A Shared Vision of a 21st Century Education System 21st Century Student Outcomes Core Subjects and 21st Century Themes The Partnership for 21st Century Skills has developed a vision for 21st century learning and education support systems that can be used to strengthen Core Subjects education. SETDA and ISTE support this vision. Comprehensive use of • English, reading or language arts • World languages technology is instrumental in realizing every aspect of a 21st century education • Arts system. • Mathematics • Economics For students, proficiency in 21st century skills—the skills, knowledge and • Science expertise students should master to succeed in college, work and life—should • Geography • History be the outcome of a 21st century education. To be “educated” today, students • Government and civics must master core subjects, 21st century themes and 21st century skills. 21st Century Themes To help students achieve proficiency in 21st century skills, teachers and • Global awareness administrators need education support systems that strengthen their • Financial, economic, business and entrepreneurial literacy • Civic literacy instructional, leadership and management capacity. And both students and • Health literacy educators need learning environments that are conducive to results. Learning and Innovation Skills • Creativity and innovation skills Framework for 21st Century Learning • Critical thinking and problem solving skills • Communication and collaboration skills Information, Media and Technology Skills Learning and • Information literacy Innovation Skills • Media literacy • ICT (information and communications technology) literacy Core Subjects and 21st Century Themes Information, Life and Career Skills Life and Media, and • Flexibility and adaptability Career Skills Technology • Initiative and self-direction Skills • Social and cross-cultural skills • Productivity and accountability • Leadership and responsibility Standards and Assessments 21st Century Education Support Systems Curriculum and Instruction • 21st century standards and assessments Professional Development • 21st century curriculum and instruction • 21st century professional development Learning Environments • 21st century learning environments To learn more about the Framework for 21st Century Learning, visit www.21stcenturyskills.org. Page 4 Maximizing the Impact: The pivotal role of technology in a 21st century education system Page 5 1. Use Technology Comprehensively Competing and Collaborating Online to Build Knowledge and Skills to Develop Proficiency in 21st Century Skills The Oracle Education Foundation sponsors the ThinkQuest International competition, an In a 21st century education system, technology must be used comprehensively online, collaborative learning contest in which and purposefully to support students in mastering the full range of what they multinational teams of students create educational Web sites on topics they choose, in categories need to learn—core subjects, 21st century themes and 21st century skills. such as science and technology, health and safety, arts and entertainment, and math. M ost Americans agree that students should learn how to use technology. But technology fluency is just one of many important outcomes that technology makes possible. Now, it’s For one award-winning project, six students from time for students to use technology as a powerful and compelling means to learn core four continents (North America, Africa, Europe and subjects and applied skills. Asia) created a Web site on the SARS (severe acute respiratory syndrome) epidemic. Using a Technology is “an enabling force behind globalization, knowledge work and entrepreneurship.”5 In Web discussion forum and instant messaging, this sense, technology must empower students to accomplish their own “knowledge work”—work that the students collaborated across time zones for involves using, processing and creating information and knowledge, which is increasingly prevalent in months to conduct research, interview experts, workplaces and communities. Technology also must enable students to acquire all of the 21st century write content and create a visually dynamic, skills they need to participate fully in the global economy and to manage their own destinies. interactive, multimedia Web site. Students must have rich and ample opportunities to use modern technology for important purposes In this project, these students used technology to learn core subjects and develop proficiency in 21st in schools, outside of classroom walls and beyond the school day, just as individuals in high- century themes; learning and innovation skills; information, media and technology skills; and life and performance workplaces and other real-life settings do. Technology enables people to communicate, career skills. learn, share, collaborate and create, to think and solve problems, to manage their work, to take ownership of their lives. ThinkQuest attracts 10,000 participants annually, including coaches, assistant coaches, students and volunteer judges. The ThinkQuest Library now hosts more than 6,500 Web sites, which attract more Technology can be a means to access content on any topic, a tool for thinking and creating, a than 2 million visitors every month, including teachers, students, parents and researchers interested connection to peers and experts, and a window into other cultures. Multimedia content can make in students’ perspectives of the world around them. the curriculum come alive and allow teachers and students to explore content deeply—or in brief, accessible chunks. State-of-the-art scientific instruments can support students’ understanding of The foundation also sponsors Think.com, a free, protected online environment for schools worldwide science, technology, engineering and math content—and help them master the critical thinking skills that provides a suite of tools for e-mail, Web site publishing, discussion and collaboration. ISTE of these disciplines. Online, collaborative projects with peers or experts in other states or countries awarded Think.com its National Education Technology Standards (NETS) Seal of Alignment for can expose them to different cultures and perspectives. meeting both technology and subject-area curricular standards. Think.com engages 300,000 students and teachers from 50 countries every year. Since its inception, Think.com has reached more than 1 By giving students new means to learn core subjects, 21st century themes and applied skills, million people. technology also can transform teaching and learning experiences in ways that are highlighted beginning on page 9. Both initiatives provide teachers with tools and professional development, which enable them to support students in developing their 21st century skills. www.oraclefoundation.org Instant Messaging Turns Chatting into Learning Videoconferencing Supports Core Subjects and 21st Century Skills Teachers and students are experimenting with instant messaging and chat applications to As part of the Maine Distance Learning Project, high school journalism students worked with develop proficiency in core subjects and 21st century skills. At the Consolidated High School students in Alabama to create a news magazine television show to highlight the features of each District 230 in Orland Park, Ill., for example, teachers are using instant messaging for optional of their regions. Students worked together via videoconferencing on this broadcast journalism after-school study, such as lab group work and exam preparation in honors biology and review project, which helped them build media literacy skills, communication and collaboration skills, and for an online quiz and assignment in Advanced Placement (AP) psychology. Teachers report that creativity and innovation skills, as well as proficiency in core subjects, such as geography and even students who are reluctant to participate in classroom discussions are active chatters in the English language arts. evening sessions, which they can access from the comfort of their homes while multitasking, as http://www.mainedistancelearningproject.org/pages/success/gardiner_journalism.html students like to do. https://my.cosn.org/mycosn/resources/CoSNIMminireport.pdf Page 6 Maximizing the Impact: The pivotal role of technology in a 21st century education system Page 7 2. Use Technology Comprehensively Laptops Help Students Prepare for 21st Century Challenges to Support Innovative Teaching and Learning Texas middle school students participating in the Technology Immersion Pilot (TIP) are taking In a 21st century education system, technology must be used comprehensively charge of their own learning, using wireless laptops that give them access to learning resources and purposefully for supporting how students learn with innovative teaching beyond the classroom walls and the school day. and learning practices. Students use the laptops in school and at home to communicate; solve problems; and access, manage, integrate, evaluate and create information Technology can help engage students in learning, create compelling learning in all their subject areas. Teachers involved in environments and energize classroom teaching. In this sense, technology is “a TIP are finding that the laptops make it easier for them to do their part in preparing students for the learning tool for more student-centric, relevant, rigorous learning.”8 challenges of the 21st century. Schools report increased student learning and engagement, Fostering 21st century skills requires new approaches to teaching and learning, all of which can be increased parental involvement, and decreased enhanced with technology, including: discipline issues. In one middle school, for example, standardized math scores increased by five percent for sixth graders, 42 percent for seventh graders and 24 percent for eighth graders.6 http://www.txtip.info/ • Building conceptual understanding of core content. Mastering content knowledge takes more than rote memorization or drills. Students need to understand the essential http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6988 underpinnings of mathematics, science, history and literature, for example, to be prepared for higher-level courses and complex subject matter. • Addressing misconceptions. Many Guiding Questions for Stakeholders students come to school with faulty or incomplete knowledge. Unless educators • Are schools equipped with state-of-the-art technology address these misconceptions explicitly, that will allow students and educators to develop students are not likely to let them go, proficiency in 21st century skills? which can hinder their progress in school. • Are schools providing educators with professional • Fostering inquiry and investigation. development that will enable them to use technology Many students learn more when they effectively to support learning? study, explore and investigate topics or issues deeply and when they are actively involved in learning. • Are schools taking full advantage of their technology as a critical learning tool for core subjects, 21st century • Applying knowledge and skills to interdisciplinary challenges. Most work in skills and 21st century themes? organizations today cannot be categorized into neat silos as a “math problem” or a “science issue,” for example. Students need to learn to apply a range of knowledge and skills to • Are schools ensuring that students are mastering complex problems. rigorous technology skills, such as ISTE’s National Educational Technology Standards for Students • Creating and transforming knowledge for meaningful purposes. Students are more (NETS•STM)7? engaged in learning—and they learn more—when they have a stake in their work and when they can do something important with what they know. In the Internet age, everyone can be a • Are schools using technology to extend their ability to content creator and innovator. reach and support every student? • Collaborating with others. There are few places where people work alone to accomplish important tasks. School should be no different. Students are more engaged in learning—and • Do schools allow, encourage and teach students to use they can tackle bigger, more sophisticated projects—when they can collaborate with others, popular personal technologies, such as cell phones, both inside and beyond their own schools. Further, students learn from one another through MP3 players and other portable digital devices, as these interactions. learning tools in school and elsewhere? Page 8 Maximizing the Impact: The pivotal role of technology in a 21st century education system Page 9 • Apprenticing with experts. Working with people who are more knowledgeable and skilled performance. Technology can enable teachers to keep all students working productively—and give is a powerful way of learning. Interaction, guidance and support from experts—both in them time to work with students individually or in small groups. education and in other professions—is valuable for students. This model works as well when older students mentor younger students; both groups benefit from this experience. Technology also can support teachers with professional development. Online training, coaching, collaboration and discussion forums can help teachers implement research-based strategies and • Engaging and motivating students. Many students feel disengaged and disconnected promising practices that can improve student achievement. Teachers need more than a stand-alone from schoolwork. Schools must find new ways to capture their attention and make learning workshop or a journal article to take ownership of unfamiliar approaches to teaching and learning. relevant to their lives. They need support that is connected to their work, their classrooms and their students. • Differentiating instruction to meet individual needs. Students come to school with a wide range of strengths and weaknesses. It is particularly important in this era of accountability for One-to-One Computing Engages Students—and Boosts Achievement schools to evaluate and meet individual learning needs, which requires a broader repertoire of teaching and learning strategies. Districts from Missouri and eight other states (Arkansas, Illinois, Maine, Minnesota, Nevada, These approaches to teaching and learning are well grounded in respected research and best Oklahoma, Texas and Utah) have been using practices about how people learn.9 Further, this is the nature of living and working in the world today. eMINTS (enhancing Missouri’s Instructional There are few places where people can check their brains—or their technology skills—at the door. Networked Teaching Strategies) to engage Learning the habits of mind and everyday practices that are expected in nimble, technology-intensive students and improve achievement. The program organizations should be inherent in a 21st century education. blends instructional strategies focused on inquiry- based teaching, higher-order thinking skills and For all students to acquire 21st century skills, the education system must create learning cooperative learning; state-of-the-art technology; environments—both for students and for educators—that mirror those of high-performance, and up to 200 hours of professional development knowledge-driven organizations. In these organizations, leaders motivate everyone to contribute, for teachers so that classroom environments foster expect people to meet high standards and model effective strategies. They cultivate a culture of new approaches to educating students. Each knowledge-sharing and collaboration that extends beyond their organizations, engage people in eMINTS classroom includes: interesting work, challenge them to recognize and solve problems, give them opportunities to learn and grow, and reward them for creative solutions. And they provide people with the technology tools • Computers (a 1:1 computer-to-student ratio is encouraged for middle and high schools) and support they need to succeed. • A laptop computer for teachers • An interactive white board and projector Technology can be a compelling hook that engages and motivates students to succeed as well. • Peripherals, such as a printer, camera and scanner Already, students are among the most enthusiastic and able technology users. And they embrace • Office productivity software that helps students organize notes, write and conduct technology as a tool for learning, communicating, sharing, creating—and even for schoolwork. For multimedia projects, or applications for specific content areas example, 50 percent of students with online access say they use social networking services, such as Facebook and MySpace, to talk specifically about schoolwork, according to a recent survey by the In some eMINTS classrooms, students use archived video news clips to learn about U.S. cultural, National School Boards Association.10 Students also increasingly report building their own Web sites political and economic issues. They communicate with experts outside their classrooms as they or online profiles, creating their own content or characters, sharing virtual objects such as images and gather perspectives to create solutions to real-world problems related to these issues. videos, and participating in collaborative projects online. Students in eMINTS classrooms consistently outperform students in the same schools who are Much of this highly engaging, collaborative and creative activity takes place outside of school, in not enrolled in these classrooms. For example, in classrooms in the same school, the student virtual worlds where geographical boundaries and time zones are no limitation. Now it’s time for achievement in eMINTS classrooms was repeatedly more than 10 percent higher than in control schools to capture the potential of technology to support innovative teaching and learning in school classrooms.11 And schools report higher attendance rates and fewer discipline referrals in and in the world. eMINTS classrooms than in other classrooms. For example, multimedia applications and Internet resources can help students visualize, explore “eMINTS classrooms literally hum with student conversations, research activities involving and master core academic concepts. Students can use technology to dig deeply into research topics, Internet and library searches, presentations on the interactive white board, and online work with others to shape their own projects and present their knowledge creatively. Distance learning communications with experts outside the classroom. Teachers plan lessons using far fewer opportunities can give students access to courses, experiences and experts that may be unavailable worksheets and relying more on authentic, problem-based learning activities that are directly in their schools. Virtual tutoring applications can provide extra support and practice for students who correlated to state standards and grade-level expectations. Parents access student work via are behind or experiencing difficulties. teacher Web sites and online portals.”12 Technology also can be an extraordinary support for teachers, who can use it to become more ISTE awarded the eMINTS program its National Educational Technology Standards for Teachers effective in their classrooms. Standards and standards-based lessons and multimedia resources (NETS•TTM) Seal of Alignment for comprehensively addressing guidelines for effective teaching available online can provide teachers with exemplary models, research-based strategies and useful with technology. materials. Technology-based classroom assessments can give them an instant read on student Page 10 Maximizing the Impact: The pivotal role of technology in a 21st century education system Page 11 3. Use Technology Comprehensively Technology Supports Personalized Instruction to Create Robust Education Support Systems Richland School District Two in Columbia, S.C., is enhancing student learning by integrating new instructional methods and modern technologies. For example, the district uses netTrekker In a 21st century education system, technology must be used comprehensively d.i. from Thinkronize to provide students with an online search engine that gives students the opportunity to use real-world search skills in a safe, controlled environment. This technology and purposefully to create robust education support systems for standards is specifically designed to support differentiated instruction, with features such as readability and assessments, curriculum and instruction, professional development and measures based on Lexile® ratings and four other longstanding readability ratings and text-to- speech support for striving readers or English language learners. professional learning communities, and administration. Reengineering the front line of the U.S. education system to develop proficiency in 21st century skills and foster innovative teaching and learning cannot happen on a broad scale without Distance Learning Offers Different Kinds of Learning Experiences a parallel focus throughout the education infrastructure. Educators and staff members need to master 21st century skills themselves to be most effective in their careers. Technology provides The Alabama Connecting Classrooms, Educators and Students State-wide (ACCESS) program educators with instant, on-demand access to resources they can use to transform education. provides students and teachers with equal access to high-quality instruction to improve student achievement through distance learning opportunities. Teachers and students are provided with a Technology makes it possible for states and school districts to update their standards more blended approach to online learning, including a multimedia Web portal, real-time videoconferencing, frequently to reflect changing demands. Web sites and collaborative tools, for example, make it easy virtual field trips and a management system for assignments, communication and projects. for states and school districts to compare standards and curriculum and to work together to infuse them with 21st century skills. And they make it easy for teachers to access and use standards, An external evaluation of the ACCESS program indicates that it provides access to advanced diploma rubrics, exemplary student work and classroom lessons, among other resources, to improve teaching courses, AP or dual enrollment/credit courses, and remediation resources.13 The majority of teachers, and learning. school staff and students rate the course quality as good as or better than traditional courses. http://accessdl.state.al.us/WebIntroductionPhase3.pdf Technology will be a key instrument in creating 21st century assessments. Already, there are online state tests that provide immediate performance results; instructional software programs that incorporate customized, interactive assessments and report results to teachers; and technology- based ICT literacy assessments. And there are strong initiatives under way as well for technology- based assessments of such skills as critical thinking and problem solving. Technology-based assessments, which typically yield detailed, graphic reports of results, provide Guiding Questions for Stakeholders educators with timely, useful diagnostic and summative data that can be used to improve instruction. • Are schools equipped with state-of-the-art technology Technology can support curriculum and instruction with classroom, content and learning that will allow students and educators to explore sound, management systems, for example, that enable teachers to focus on innovative teaching and research-based ways of teaching and learning? learning. • Do schools provide time and opportunities for educators Such technologies as videoconferencing, online learning, networking and instant messaging can to discover how people use technology productively and support professional development and professional learning communities. Using technologies creatively in settings outside of schools? like these, educators can learn and collaborate with peers, mentors, experts and community members routinely. They can build ongoing professional relationships, develop capacity in teaching 21st century • Do schools communicate clear expectations to educators skills, benefit from just-in-time communications, and reduce the time and expense of travel. for effectively using technology for student learning and educator professional development? Technology can support administration in providing instructional leadership, managing learning environments and professional learning communities, and making decisions that support proficiency • Are schools supporting educators with collaborative in 21st century skills. Networking technologies, for example, can support administrators in learning communities that will enable them to learn and communicating with staff members, parents and community members. Data management systems share their experiences about innovative teaching and enable states, districts and schools to make sense of the mountains of data they collect, monitor learning? technology and other resources, and track trends in student achievement. In this sense, technology is a “data tool for education to better understand and inform educational and instructional decision • Do schools encourage educators to experiment and take making.”13 risks to transform their pedagogy? Page 12 Maximizing the Impact: The pivotal role of technology in a 21st century education system Page 13 National Partnership Commits to 21st Century Skills Networked Education Transforms Teaching and Learning Six states (Maine, Massachusetts, North Carolina, South Dakota, West Virginia and Wisconsin) A new education model—networked education—is one of the most effective ways to support 21st have joined the National Partnership for 21st Century Skills. These states have committed to century outcomes. In this model, networked communities, networked tools and an education-focused reinvigorating learning with seven strategies: network service provider converge to transform the ways all students learn and teachers teach. • High-profile leadership • Broad consensus and a shared vision ENA (Education Networks of America) is one technology company that provides this new, more robust • Ongoing professional development in 21st century skills and scalable approach to technology infrastructure and services. The expertise necessary to manage • Standards and curriculum aligned with 21st century skills all of the technical elements of networked education—connectivity, end-site equipment, a network • 21st century assessments operations center, content filtering and firewalls, to name a few—increasingly is beyond the capabilities • An effective communications strategy and budgets of most schools. As a result, school systems in states such as Tennessee and Indiana • An aggressive implementation strategy and in school districts such as Philadelphia are using the bundled services, physical infrastructure and expertise to provide technology access and resources to their schools—and to improve student West Virginia and North Carolina, the first two states in this initiative, use technology solutions performance and the operational efficiency of school systems. to help teachers incorporate 21st century skills into their teaching. West Virginia is partnering with the Intel® Teach program, which features a Web site with professional development With networked education, students participate in more personalized, equitable learning resources. Teachers are particularly impressed with online, interactive tools that develop students’ opportunities. Teachers rely on a vast array of resources that help make learning more relevant to thinking skills, including a “visual ranking” tool for organizing ideas, a “seeing reasoning” tool for their students. Administrators depend on reliable access to networked tools to improve their abilities investigating relationships in complex systems and a “showing evidence” tool for constructing well- to communicate, collaborate and create interactive, relevant learning experiences for students. reasoned arguments that are supported by evidence. Parents are much more connected to their children’s education than ever before. There are more opportunities to connect people in schools to each other and to the “outside” world. The state also offers online professional development in 21st century skills through e-learning platforms, such as EdVenture Group, EDC and public television. A graduate-level EdVenture In Philadelphia, the Web-based instructional management system provides real-time benchmarking Group course for administrators and teachers, “Implementing 21st Century Skills in a Standards- test results so instruction can be immediately targeted to student needs. Teachers can easily access Based Classroom,” focuses on 21st century learning skills and standards from ISTE and national consistent instructional materials that are aligned to state standards. This has contributed to the content groups. West Virginia also staffs its schools with technology integration specialists increase in Adequate Yearly Progress (AYP) schools from 58 to 132 over two years and has helped who act as coaches, offering real-time, as-needed professional development to teachers. The increase state test scores by 14 percent in math and 10 percent in reading over two years. technology integration specialists stay on top of their game with a required 40 days of professional http://www.ena.com/files/PDF/NfL-FullWhitepaper.pdf development every year. North Carolina provides all teachers with access to LEARN NC, a statewide network of resources developed by the University of North Carolina at Chapel Hill School of Education. The Web- Guiding Questions for Stakeholders based program features online courses, standards-based lesson plans and multimedia resources. Teachers also have access to the United Star Distance Learning Consortium, which includes • Do states, districts and schools have a comprehensive plan for integrating technology a course on digital literacy, and to eBistro, a Web site developed by the state’s department of into all of their education support systems? instructional technology, which provides online, interactive tools for integrating technology into the curriculum. • Do states and districts allocate adequate resources and staffing to provide a robust education support system? Using Technology to Make Informed Decisions • Do teachers and students have access to resource-rich, online applications and programs that support inquiry-based teaching, higher-order thinking skills and differentiated instruction? Virginia’s Educational Information Management System enables stakeholders at all levels of education to make informed educational decisions based on accurate and timely information. • Do states, districts and schools provide time and opportunities for professional Teachers and administrators can access student-level enrollment, demographic, assessment, and development to learn to use technology—and the data that technology can provide—to program participation information and can match individual student test records from year to year. make decisions that address student needs? Handhelds Help Educators Stay on Top of Student Progress • Do states make good use of technology to support standards, assessments, curriculum, instruction, professional development, professional learning communities and administration? New Mexico’s Reading First schools use handheld technology to assess primary students’ reading on a quarterly basis. At the classroom level, this innovative use of handhelds allows teachers to view • Do state and district networks support networked education tools, applications and student progress and modify instruction based on individual and classroom needs. Administrators education communities? use the performance data to plan for professional development based on the student progress and teachers’ needs. The ease of use and the immediacy of this technology, plus the detailed data reports it provides, enable teachers to review performance data anytime, anywhere. Page 14 Maximizing the Impact: The pivotal role of technology in a 21st century education system Page 15