The document discusses key points from the National Education Technology Plan (NETP) which calls for a "revolutionary transformation" of education through technology. It outlines 5 essential areas including learning, assessment, teaching, infrastructure, and productivity. The NETP proposes a model of learning powered by technology across these 5 areas. It emphasizes the need for collaboration, leadership, investment, and partnerships to implement its vision. The goal is to prepare students with 21st century skills and make learning more engaging through the use of technology. The document recommends standards and resources that leverage technology principles from learning sciences. It also suggests using technology to improve formative and summative assessments to drive instruction and continuous learning. Finally, it proposes

1. Key Points
Carrie Grodin-Vehling
EDIT 654ol
Spring, 2013
Prof. Tsamasiros

2.  The NETP calls for a  Model of Learning Powered
“revolutionary by Technology
transformation rather
than evolution tinkering”  5 Essential Areas
 Clear about outcomes  Learning – Engage and
 Collaborate to redesign Empower
structures and process for:  Assessment – Measure
 Effectiveness What Matters
 Efficiency  Teaching – Prepare and
Connect
 Flexibility
 Infrastructure – Access and
 Monitor and measure Enable
performance
 Productivity – Redesign and
 Be accountable for progress Transform

3. The Time to Act is Now
 Success will require:
 Leadership – Dept. of Educ. Office of Educational
Technology
 Collaboration – invite public participation
 Investment - all levels of educational system
 Partnerships - higher education, private
enterprises and not-for-profit entities.

4.  Education is the key to America’s economic growth and
prosperity and our ability to be competitive in the global
economy
 Schools must be the incubators of exploration and
invention
 How do we do this?
 Educators – be more than information experts
 Must be collaborators in learning
 Seek new knowledge
 Constantly acquire new skills along side students
 Students – be fully engaged in school intellectually,
socially, and emotionally
 Work on interesting and relevant projects
 Use of technology environments and resources
 Access to extended social network of adults and peers who
support their growth.

5. Transforming American Education: An
Urgent Priority
Goals
 “By 2020, America will once
again have the highest
proportion of college
graduates in the world.”
Areas of Greatest Impact
President Barack Obama,
Address to Congress,
February 24, 2009  States adopt standards and
assessment to prepare students to
 Close the achievement gap – succeed in college and workplace
students ready to succeed in
 States build data systems to
college and careers measure student growth
 Recruit, reward, develop and
retain effective educators –
especially in underserved areas
 States turn around their lowest-
achieving

6. We Can’t Wait!
 Drivers of Change  Collaboration and
Investment for Success
 Contemporary technology offers
unprecedented performance,  Transformation requires state, districts,
adaptability and cost-effective the federal government, higher
 Essential Question: What should education institutions, private enterprise
learning in the 21st Century look like? and not-for-profit entities
 Must invest wisely, with clear
 Learning Powered by expectations
 Implementation of the broadband
Technology initiatives of the American Recovery and
Reinvestment Act of 2009
 The plan is based on the following  Guidance and inspiration from:
assumptions:
 National Science Foundation Task
 Schools fail to engage students Force on Cyberlearning
 Learning experiences should change
 Fostering Learning in the Networked
 How we assess learning needs to World: The Cyberlearning
improve learning in the moment Challenge and Opportunity from the
 Integrate student data nation wide President’s Council of Advisors on
 Effective teacher training Science and Technology
 Make learning resources available to
learners anytime and anywhere
 Encourage collaboration with industry
 The federal government has an
important role in funding and
coordinating these changes

7.  Goal: All learners will have What learning should look like
engaging and empowering
learning experiences both in
and out of school that prepare
them to be active, creative,
knowledgeable, and ethical
participants in our globally
networked society.
 The challenge for our education
system is to leverage technology
to create relevant learning
experiences that mirror students’
daily lives and the reality of their
futures
 Learning must be lifelong, life wide,
and available on demand
 Bring 21st Century technology into
learning in meaningful ways to
engage, motivate and inspire
learners of all ages.

8. Learning should include . . .
 The power of technology to  In all domains, 21st Century
provide personalized learning competencies and expertise
 How People Learn
 Factual Knowledge  Critical thinking
 Procedural Knowledge  Complex problem solving
 Motivational Engagement  Collaboration
 Serving the underserved  Multimedia communication
 Low-income and minority  incorporated into all
learners
 content areas
 English language learners
 Learners with disabilities
 Enable all learners to excel in
 Early childhood STEM
 Adult workforce
 Seniors

9. Recommendations for Reaching This
Goal
 States should continue to revise, create, and
implement standards and learning objectives using
technology for all content areas that reflect 21st
Century expertise and the power of technology to
improve learning
 States, districts, and others should develop and
implement learning resources that:
 Use technology to embody design principles from
the learning sciences.
 Exploit the flexibility and power of technology to
reach all learners anytime and anywhere.
 Use advances in learning sciences and technology to
enhance STEM learning and develop, adopt, and evaluate
new methodologies with the potential to inspire and enable
all learners to excel in STEM.

10.  Goal: Our education system at all levels will
leverage the power of technology to measure
what matters and use assessment data for
continuous improvement.
 Technology-based assessments
 Provide data to drive instruction
 Lead to continuous improvement
 Relevant data must be made available
 Educators and leaders must be provided with
support
 Tools and training to manage the assessment process,
analyze date and take action

11. How Technology Supports Better
Assessment
 Adaptive assessments facilitate differentiated
learning
 Universal Design for Learning and Assistive
Technology improves accessibility
 Technology:
 speeds development and testing of new assessments
 enables broader involvement in providing feedback
 reduce test taking for accountability only
 Electronic learning records or portfolios shows
evidence of growth across school years

12. Recommendations for Reaching the Assessment Goal
 Timely and actionable feedback about student learning to improve
achievement and instructional practices.
 Use technology to improve assessment materials and processes for both
formative and summative uses.
 Conduct research and development that explores how embedded
assessment technologies are used to engage and motivate learners:
 Simulators
 Collaborative environments
 Virtual worlds
 Games
 Cognitive tutors
 Explores how UDL can enable the best accommodations for all students
 Ensure privacy and information protection while enabling gathering and
sharing of data for continuous improvement

13. Connected Teaching Builds New
 Goal: Competencies and Expertise
 Professional educators
will be supported
individually and in teams
by technology that
connects them to:
 data
 Content
 resources
 expertise
 learning experiences
 Empower and inspire to
provide more effective
teaching for all learners.

14. The Practice of Connected Teaching
 Connect:
 With students to personalize and Motivate Learning
 Content, expertise, and activities through online
communities
 Serve the underserved
 Preparing New Educators and Ongoing
Professional Development
 Connecting:
 Exemplary practices
 Other professionals
 Career-long personal learning networks
 Growing demand for skilled online instruction
 Closing the technology gap in teaching

15. Recommendations for Meeting the Goal
 Expand access to technology-based content, resources,
and tools where and when they need them.
 Use social networking technologies and platforms to
provide career-long personal learning opportunities for
educators
 Provide online access to effective teaching and better
learning opportunities
 Provide preservice and in-service educators with
professional learning experiences powered by technology
to:
 Increase digital literacy
 Create compelling assignments for students that improve
learning, assessment, and instructional practices.
 Develop a teaching force skilled in online instruction.

16.  Goal: All students and educators will have access to
comprehensive infrastructure for learning when and
where they need it.
 The challenge
 Broadband everywhere
 Access devices for every student and educator
 Use of student-owned devices as an aid in learning
 E-rate funding
 Open Educational Resources
 Podcasts, digital libraries, textbooks, games and courses that
are freely available on the Web
 Interoperability standards
 Next-generation computing (Cloud)
 Human talent and scaling expertise – not enough technical staff

17. Recommendations for reaching this goal:
 Broadband access to the Internet and adequate wireless connectivity both in and out of school.
 Every student and educator has at least one Internet access device and appropriate software and
resources for:
 Research
 Communication
 Multimedia content creation
 Collaboration for use in and out of school.
 Use of open educational resources to:
 Promote innovative and creative opportunities for all learners
 Accelerate the development and adoption of new open technology-based learning tools and
courses
 Build state and local education agency capacity for evolving an infrastructure for learning.
 Develop and use interoperability standards:
 Content and student-learning
 Data to enable collecting and sharing resources
 Collecting, sharing, and analyzing data to improve decision making
 Financial data to enable:
 Data-driven decision making
 Productivity advances
 Continuous improvement at all levels
.

18.  Goal: Redesign processes and structures to take advantage of the power of
technology
 Improve learning outcomes
 Efficient use of time, money, and staff.
 The productivity paradox
 Education has not incorporated practices to improve outcomes and manage cost
 Learn from the experience of business – make structural changes in productivity through the use of
technology
 A call to action for education leaders
 Understand the role of technology:
 Curriculum and instruction
 Assessment
 Professional development
 Administration
 Educational technology purchases are efficient and effective
 Embrace continuous improvement
 Measure and manage costs
 Use data in decision making
 Employ iterative design and development
 Moving to useful metrics on the use of technology – how is it used to support teaching
 Reorganizing teaching and learning
 Technology can facilitate implementation of competency-based approach to education
 Extending learning time
 Removing barriers to secondary and postsecondary graduation
 Technology based programs and resources to keep students from dropping out

19. Recommendations for reaching this goal:
 A common definition of productivity in education
 More relevant and meaningful measures of outcomes
 Improved policies and technologies for managing costs and
procurement.
 Rethink our current practice of organizing student and educator
learning around seat time instead of the demonstration of
competencies.
 Develop useful metrics for the educational use of technology in
states and districts.
 Design, implement, and evaluate technology programs and
interventions:
 Students progress seamlessly through our P–16 education system
 Students emerge prepared for college and careers.

20.  A new approach to R & D for education
1. Provide competitive grants for scaling up innovative and
evidence-based practices through the Department of
Education’s Investing in Innovation Fund (i3).
2. Transferring existing and emerging technology innovations
from such sectors as consumer, business, and entertainment
into education
3. Supporting and sustaining the education R&D that is currently
happening at the National Science Foundation, especially
through its Cyber Learning Initiatives.
4. Creating a new organization with the mission of serving the
public good through R&D at the intersection of learning
sciences, technology, and education
 The Higher Education Opportunity Act, established The National Center for
Research in Advanced Information and Digital Technologies (also called the
Digital Promise )

21. Resources
National Education Technology Plan 2010
http://www.ed.gov/technology/netp-2010