1993 – 56k connections, sparsely used, mostly for communicationsStatewide intranet – Minimum of 10M to all schools. However, T1s are still the largest connections available to some schools (out of 750 schools in WV, approximately 150 still rely on T1s). We expect to have fiber broadband access available to all schools by the end of this year – via the Broadband Technology Opportunities Program (BTOP). A $126 million ARRA/NTIA grant was awarded to WV to extend fiber broadband service to un-served and under-served communities.
Equal access – WV law requires equal spending for all students. This includes access to technology tools. Through economies of scale, WVDE saves districts money on purchases. We are not currently able to ensure equal access to all students to broadband. This is because all communities are not equally served. Although we have a statewide contract for Telco services, the vendor does not reach all communities. Some schools cannot get high speed services while others pay more for the same services.Barriers – rural mountain communities / Sporadic Telco coverage / 1.9 million residents - 7.4% unemployment (some counties as high as 13%) / 22% of residents below poverty level45th ranking - Only 59% of WV homes subscribe to broadband service. This number needs to increase to insure students have access to anywhere, anytime learning resources and to insure that citizens are able to succeed in today’s economy.
Technology was once treated as a scarce resource in education, as something extra rather than something essential. We have now surpassed the tipping point where everyone agrees that it is essential.Tech Integration Program – WV’s TIS program has been nationally recognized. This year-long blended course prepares teachers to be a source of support for other classroom teachers. Participants receive an advanced credential after completing 320 hours of PD. The credential can be renewed each year by completing an additional 40 hours of technology integration related PD.
Online Learning – Policy 2560 recommends that all students complete an online course during grades 9-12. Although experiencing an online course aids in preparing students for college, these courses are sometimes the only option for students to meet graduation requirements, such as when an AP course is only available via virtual school. We are also now offering credit recovery via virtual school. Access to these courses is becoming more important.
TechSteps - The WVDE provides TechSteps, a personalized, project-based technology literacy curriculum, to all public schools in West Virginia to assist in ensuring that all students develop technology literacy within the context of 21st century learning. TechSteps activities are sequenced to introduce technology skills developmentally and provide a completely integrated and systematic approach for students in meeting the development of technology literacy skills within curriculum. TechSteps has been updated to include modules educating minors about appropriate online behavior and cyberbullying awareness, which meets the new CIPA requirement.
1:1 – Several WV districts have full or partial 1:1 implementations. As it becomes possible to give every student a device, it also becomes more important to ensure students have access to broadband service for anywhere, anytime learning. Some classrooms have implemented the flipped classroom model where students receive digital instruction at home and complete work in the classroom.
Personalized learning - The West Virginia Support for Personalized Learning (SLP) framework is a statewide initiative that suggests flexible use of resources to provide relevant academic, social/emotional and/or behavioral support to enhance learning for all students. Technology aids in making learning personal for students. The WVDE vision sees this framework evolving into a digital landscape where students can access personalized instruction and resources which align to their personal needs.
Personalized learning landscape – This is WVDE’s vision of an online platform to support personalized learning; students have instructional resources tailored to their needs, as well as information about where they are on the journey to meeting goals. Other stakeholders, including teachers, parents and counselors, can also view student progress and growth.Online adaptive testing – As we move to an online national test, broadband access will be even more essential. These tests are adaptive which adds extra bandwidth requirements over a standard multiple choice online test. Furthermore, in order to make students feel at ease with an online assessment, practice sessions throughout the year will insure reliable results.Expansion of Virtual School – As students, parents and teachers become more comfortable with virtual courses, the demand for online content will increase. Credit recovery options will also continue to expand.Blended content – Teachers are getting more comfortable with incorporating online content into their daily lessons. We will see an increase in courses designed to include digital resources.
Through SETDA, state leaders are able to share ideas and collaborate to implement best practices and solve common problems. The recommendations in this document will guide states in meeting the increased demands that come with fully integrating technology in a meaningful way to reach each student.WV applauds the work of Senator Rockefeller and Senator Snowe and the FCC. We would not be where we are now without their efforts. Continued, and even expanded, E-Rate funding will be crucial for the success of digitally integrated instruction and assessment. Increased broadband access for communities will be imperative so that students have access to online resources at home and to insure an informed citizenry.Leadership is important to implement broadband policies. “If you build it, they will come” is not correct. You must plan and support broadband initiatives from the state down.
Include discussion about classroom technology and provide examples
Ben Franklin sister school in Tiwan Skype four times a year and maintain a wiki. The classes post information about
Our students are connected most of the time when they are outside of school
Staying Ahead of the NeedThinking about now is too lateWith the expected future demands, we will begin to exceed existing broadband capabilitiesHow Do We Provide Access to the Underserved and Unserved Communities
The Broadband Imperative: Recommendations to Address K-12 Education Infrastructure Needs May 21, 2012 National Press Club Washington, DC
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State Educational Technology Directors Association• Ten-year old national, non-profit member association• Serve, support, and represent U.S. state and territorial directors (SEA leadership) for educational technology• Forum for: • Research and best practices • Inter-state collaboration • Professional development • Public-private partnerships • State-federal relations
Broadband in Education• Broadband is infrastructure for learning• Access required in and out- of-school for students and educators• Remains an urgent and national issue facing K-12 education
Factors Driving Need for Broadband• Shift from supplemental enrichment to a technology-rich learning environment and reliance on technology for school operations• Dozens of bandwidth intensive instructional activities driving need – at all levels of K-12 education• Large numbers of concurrent users with shift to digital textbooks/content and online assessment will drive near-term needs
A Federal Perspective • Barbara Pryor, Office of Senator Rockefeller (WV)
The Broadband Imperative: State and Local Perspectives• Christine Fox, SETDA• Jeff Mao, Maine Department of Education• John Miller, West Virginia Department of Education• Andrew Zuckerman, Lawrence Township Public Schools (NJ)• Discussants: Karen Cator, U.S. Department of Education & Peter Zamora, Council of Chief State School Officers (CCSSO)
The Broadband ImperativeChristine Fox, Director of Educational Leadership & Research, SETDA
The Broadband Imperative: A Unique Collaboration • 2011 SETDA Leadership Summit Topic Session • Research & Drafting • Online Collaboration • Webinars • Reviewers
Shifting to Technology-Rich Learning TransformationBasic Connectivity Emerging Reliance to a Technology-for Supplemental on Online Tools and Rich Learning Enrichment Resources Environment
Recommendation 1Move to Address K-12 Broadband Infrastructure Needs
Recommendation 2Ensure Broadband Access for Students and Educators • Federal, state and local governments all need to take responsibility for ensuring educational access outside of school. • Out-of-school access includes (but not limited to) homes, libraries and community centers.
Recommendation 3 Build State Leadership• States should provide direct leadership in providing adequate and equitable broadband to K-12 schools, homes, and publicly accessible institutions.• State broadband networks offer a cost- effective, scalable approach.
Recommendation 4 Advocate for Federal FundingIncrease funding options to support: • States in implementing and maintaining high- speed broadband statewide networks; • Districts and schools by helping to increasing bandwidth capacity; • Communities by helping providing access to anchor institutions; and, • Home broadband access to low-income families.
State Perspective: MaineJeff Mao, Learning Technology Policy Director Maine Department of Education
As Maine Goes, so Goes the Nation“In Maine we are moving to a learner-centered system.Technology and broadband are key to giving students thepower to take control of their own learning, and to engagefrequently and instantly with learning tools across townand around the world. It’s why the Maine LearningTechnology Initiative made high speed internet at all publicschools a requirement and what has kept us a leader in thebusiness of leveraging technology for education.” - Stephen L. Bowen, Commissioner of Education
Distance is Measured in Bandwidth• Maine’s population is equivalent to New York City in the 1860s (1.3 Million)• Maine is about the size of South Korea or Portugal
Maine School & Library Network (MSLN)• Operated by NetworkMaine, a consortia of the Department of Education, State Library, Office of Information Technology, and the University of Maine system• Funded by E-Rate & Maine Telecommunications Education Access Fund• Broadband for all K12 schools and public libraries
Maine’s One to One Growth250,000200,000150,000 K12 Students100,000 Students w/Devices 50,000 0 2001 2005 2009 2013
Why it Matters to Maine…• Common Core State Standards• Next Generation Science Standards• Shared standards and shared solutions• Increased collaboration and capacity
State Perspective: West VirginiaJohn Miller, Assistant Director, Office of Instructional Technology, West Virginia Department of Education
WV Broadband ImplementationAll schools connected to Internet in 1993 • Slow connections – mostly used for communications, viewing documents – one wayStatewide K12 intranet – centralized control • Minimum of 10M connection – Some barriers still exist • Many schools have 100M or 1G connections now • 10G connection to Internet • Capabilities include streaming media, two-way communications & collaborations, virtual courses, personalized instruction
Equal Access for All Students• Equal opportunities for all students• Barriers to equitable access • Rural mountainous communities not well connected • Socio-economic barriers• Ranked 45th in US for home broadband access • 59% of homes connected
Technology Integration in WV SchoolsTechnology Integration Specialist (TIS) teacher training program• Provides educators with skills and tools necessary to assume the role of TIS.• Participants receive the equivalent of 320 hours of PD.• Completers earn TIS advanced credential
TechSteps• Digital literacy• Technology fluency• Cyber-safety Awareness
1:1 Implementations• Several districts have fully or partially implemented 1:1 computing• Success depends more on teacher training than equipment• Preparation and support are critical
Support for Personalized LearningFramed around 8 variables that impact student achievement 1. Students: the WHO of SPL 2. Instruction: the WHAT of SPL 3. Location: the WHERE of SPL 4. Assessment: the WHY of SPL 5. Time: the WHEN of SPL 6. Personnel: the BY WHOM of SPL 7. Group Size: the HOW of SPL 8. Documentation: the NOW WHAT of SPL √ These 8 things within our scope of control must be maximized to meet the needs of individual students and personalize learning for all.
Future of Broadband in WV• Personalized learning landscape• Online adaptive assessments• Expansion of virtual courses / credit recovery • Blended content
WV – Final Thoughts• SETDA guidance and state collaboration are crucial for state success• Continued E-Rate funding essential for schools• Support for broadband initiatives and digital literacy imperative
District Perspective: New Jersey Andrew Zuckerman, Director of InstructionalServices, Lawrence Township (NJ) Public Schools
Lawrence Township Public SchoolsState Talent 21 Grant• 1-to-1 Program • Foundation & Continued Growth• Critical Elements of Implementation • Professional Development • Increased Broadband Access • Increased Wireless bandwidth (54 to 144 Mbps) • Upgraded Switches (1GB to access points and 10GB to the schools)
InconsistenciesLack of Network Capabilities • Frustration • Loss of Instruction Time • 20th Century Learning for 21st Century Students
AccessibilityHigh speed broadband and allows teachers and students to: • Expand Learning Opportunities • Connect Globally Professionals Students around the world • Utilize Online Textbooks • Unlimited Resources Video Streaming Materials Instructional Supports
Importance to Schools/Districts• Recommendations for Future Planning• Point of Contact to Enhance Collaborate with Other Educators• Importance of Equal Access (students, schools and districts)
Future Needs“…global Internet traffic will quadruple by2015, and in the next five years, mobilebroadband usage will be 35 times what it isnow.” Telecommunications Industry Association (TIA)• LTPS Fiber Project
Discussants: The Broadband Imperative• Karen Cator, Director of the Office of Educational Technology, U.S. Department of Education• Peter Zamora, Director of Federal Relations, Council of Chief State School Officers
Questions?Join the dialogue online –asking questions and makingcomments – by using thehashtag: #k12broadband