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1、1A Call to Action for Closing the Digital Access,Design,and Use Divides2024 National Educational Technology PlanJANUARY 2024 US DEPARTMENT OF EDUCATIONhttp:/tech.ed.gov2ContentsAcknowledgments 4Project Team 4Examples Are Not Endorsements 6Contracts and Procurement 6Licensing and Availability 6Notice
2、 to Limited English Proficient Persons 6How to Cite 6Cover Image Citation 6Introduction 7The Digital Use Divide 10Recommendations for Closing the Use Divide 11Re-Defining the Digital Use Divide 13Resetting Destination:Portrait of a Learner/Graduate 17Universal Design for Learning Framing Active Use
3、for All Learners 20Principles of UDL 21 Example Lesson Utilizing UDL and Technology:A Goal-Driven Unit 22UDL Considerations for Educators 23Additional Technology Standards and Frameworks 25Considerations for Emerging Technologies 27 Improving Practice,Progress,and Proficiency 30The Digital Design Di
4、vide 34Recommendations for Closing the Design Divide 35Begin with the End Goal in Mind:Design Portrait of an Educator 37Considerations in Closing the Design Divide 39Deeper Dive:Capture Current Culture 40Deeper Dive:Calculate Costs 41 Deeper Dive:Cultivate Capacity 45Deeper Dive:Curate Effective Pro
5、ducts 49 Deeper Dive:Build Evidence 50Recommendations for Closing the Access Divide 553The Digital Access Divide 55Begin with the End Goal in Mind:Design Portraits of Learning Environments 58Technology Questions in the Development of Profiles of Learning Environments 58 Defining the Digital Access D
6、ivide 59Digital Access Divide Components 59Deeper Dive:Accessibility 64Physical Learning Spaces 67Accessibility Resources 70Deeper Dive:Digital Infrastructure 71Digital Infrastructure Beyond Schools 72Availability 73 Affordability 75Adoption 79Deeper Dive:Digital Health,Safety,and Citizenship 82Digi
7、tal Health 85Digital Safety 86Digital Citizenship 88Protecting Student Data Privacy 90Federal Privacy Laws and K-12 Education 92Conclusion 95AppendicesAppendix A-Additional Digital Use Divide Examples 96Appendix B-Additional Digital Design Divide Examples 98Appendix C-Additional Digital Access Divid
8、e Examples 101Appendix D-NETP24 A Guide for State Leaders 105Appendix E-NETP24 A Guide for District Leaders 107Appendix F-NETP24 A Guide for School Leaders 109Appendix G-NETP24 A Guide for Educators 1114AcknowledgmentsProject TeamThe National Educational Technology Plan(NETP)was developed under the
9、leadership and guidance of Roberto J.Rodrguez,Assistant Secretary for the Office of Planning,Evaluation and Policy Development,Kristina Ishmael,Deputy Director of the Office of Educational Technology,Bernadette Adams,Senior Policy Advisor for the Office of Educational Technology,and Zac Chase,Digita
10、l Equity Fellow for the Office of Educational Technology at the U.S.Department of Education.Support for creating this document was provided by a coalition of organizations led by SETDA,including InnovateEDU,Learning Forward,Project Tomorrow,and Whiteboard Advisors.Zac Chase of the Office of Educatio
11、nal Technology and Susan M.Bearden of InnovateEDU led development and writing.Other contributing writers were Beth Holland and Ellen Ullman.Ji Soo Song of the Office of Educational Technology provided support and technical assistance.Julia Fallon,SETDAs Executive Director,provided oversight and dire
12、ction for SETDAs leadership in the projects primary contractor role.Also with SETDA,Sarah Edson served as project manager,and Jessica Chen provided administrative support.Ellen Ullman,Derek Baird,and Jonathan Yang helped with project communications,and former SETDA staff member,Bud Hunt,played a cru
13、cial role in developing the project proposal.Julie Evans and Michelle Green,from Project Tomorrow,and Melinda George and Elizabeth Foster,from Learning Forward,served on the project steering committee and led the NETP listening sessions,interviews,and polls.Erin Mote,from InnovateEDU,also served on
14、the project steering committee and provided oversight and direction for InnovateEDUs work,including the marketing,communications,and design work by Tyler Behnke,Rachel Lorch,Diane Lotesto,and Laura McHugh.Evo Popoff,Thomas Rodgers,Kayla Kelly,and Liz Cohen,from Whiteboard Advisors,participated in th
15、e projects steering committee and co-led the projects communications and dissemination efforts.The authors thank the experts interviewed for this guide:Paolo DeMaria,President and CEO,National Association of State Boards of Education(NASBE);Dean Folkers,Director of Education,Data,and Technology,Coun
16、cil for Chief State School Officers(CCSSO);Cindy Marten,Deputy Secretary,U.S.Department of Education;Stacey McAdoo,Founder and Executive Director,Teach Plus(Arkansas);Frederick Brown,President and CEO,Learning Forward;Shawn Rubin,Executive Director,Highlander Institute;L.Earl Franks,Executive Direct
17、or,National Association of Elementary School Principals(NAESP);Julia Fallon,Executive Director,SETDA;Alesha Daughtrey,President,Mira Education;Keith Krueger,CEO,Consortium for School Networking(CoSN);Shaun Kellogg,Interim Executive Director,Friday Institute for Educational Innovation;Richard Culatta
18、,CEO,International Society for Technology in Education(ISTE)and the Association for Supervision and Curriculum Development(ASCD);Vicki Phillips,CEO,The National Center on Education and the Economy(NCEE);Amber Oliver,Managing Director,Robinhood Learning and Technology Fund;Tom Arnett,Senior Research
19、Fellow,Clayton Christensen Institute;Hiller Spires,5Professor Emerita,Friday Institute for Educational Innovation;Sara Hall,Vice President of Innovation and Networks,All4Ed;Brandy Bixler,Digital Learning Specialist,Teacher Quality Department,National Education Association(NEA).We are grateful to the
20、 hundreds of people who attended group listening sessions,conference workshops,and filled out polls associated with developing the NETP.Your contributions helped inform the development of this report.Many thanks to the members of the Technical Working Group,who reviewed input from listening sessions
21、,workshops,and external polls and provided invaluable feedback,writing,and examples from their experiences:Greg BagbyCoordinator of Instructional Technology,Hamilton County Schools(TN)Jal MehtaProfessor,Harvard Graduate School of EducationBre Urness-StraightDirector,Educational Technology Office of
22、Superintendent of Public Instruction(WA)James BashamProfessor,University of Kansas Sophia MendozaDirector,Instructional Technology Initiative,Los Angeles Unified School DistrictCarla WadeSenior Director of External Relations,Consortium for School Networking(CoSN)Beth HollandPartner,Research&Measurem
23、ent,The Learning Accelerator(TLA)David MiyashiroSuperintendent,Cajon Valley USDLu YoungClinical Associate Professor and Director of Next Generation Educational Partnerships,University of Kentucky College of EducationMizuko ItoDirector,Connected Learning Lab University of California,IrvineJennifer Or
24、rTeacher,Fairfax County Schools(VA)Melissa LimTechnology Integration Specialist,Portland Public Schools(OR)Justin ReichAssociate Professor,Massachusetts Institute of Technology6EXAMPLES ARE NOT ENDORSEMENTSThis document contains examples and resource materials that are provided for the users conveni
25、ence.The inclusion of any material is not intended to reflect its importance,nor is it intended to endorse any views expressed or products or services offered.These materials may contain the views and recommendations of various subject matter experts as well as hypertext links,contact addresses,and
26、websites to information created and maintained by other public and private organizations.The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S.Department of Education.The U.S.Department of Education does not control or guarantee the accuracy
27、,relevance,timeliness,or completeness of any information from other sources that are included in these materials.Other than statutory and regulatory requirements included in the document,the contents of this guidance do not have the force and effect of law and are not meant to bind the public.CONTRA
28、CTS AND PROCUREMENT This document is not intended to provide legal advice or approval of any potential federal contractors business decision or strategy in relation to any current or future federal procurement and/or contract.Further,this document is not an invitation for bid,request for proposal,or
29、 other solicitation.LICENSING AND AVAILABILITY This report is in the public domain and available on the U.S.Department of Educations website at https:/tech.ed.gov.Requests for alternate format documents such as Braille or large print should be submitted to the Alternate Format Center by calling 1-20
30、2-260-0852 or by contacting the 504 coordinator via email at om_eeosed.gov.NOTICE TO LIMITED ENGLISH PROFICIENT PERSONS If you have difficulty understanding English,you may request language assistance services for Department information that is available to the public.These language assistance servi
31、ces are available free of charge.If you need more information about interpretation or translation services,please call 1-800-USA-LEARN(1-800-872-5327)(TTY:1-800-437-0833);email us at Ed.Language.Assistanceed.gov;or write to U.S.Department of Education,Information Resource Center,LBJ Education Buildi
32、ng,400 Maryland Ave.SW,Washington,DC 20202.HOW TO CITEWhile permission to reprint this publication is not necessary,the suggested citation is as follows:U.S.Department of Education,Office of Educational Technology,National Educational Technology Plan,Washington,DC,2024.COVER IMAGE CITATIONPhoto by A
33、llison Shelley for EDUimages Copyright CC BY-NC 4.07IntroductionTechnology can be a powerful tool to help transform learning.It has the potential to empower students to expand their learning beyond the confines of the traditional classroom,support self-directed learning,help educators tailor learnin
34、g experiences to individual student needs,and support students with disabilities.Technology also has the potential to allow students and educators to collaborate with peers and experts worldwide,engage with immersive learning simulations,and express their learning creatively.Furthermore,it has the p
35、otential to collect student performance and engagement data,providing insight into student progress and allowing educators to deploy targeted support.Yet,as researcher Justin Reich noted,“Predictions of imminent transformation are among the most reliable refrains in the history of educational techno
36、logy.”1 And,across that history2 and present-day classrooms,it has failed to realize this full potential.Where technology has realized its potential,it is often for a small minority of learners and contributes to growing inequities.3 4 5 Similarly,educational technology(edtech)tools sometimes claim(
37、without independent,research-based evidence)that student assessment results will soar if school systems adopt a given digital resource.Such claims are not only misleading,but they can undermine the true potential of edtech.Reliance on a specific tool to accelerate learning or deliver a comprehensive
38、 and rigorous education for every student places all responsibility on the content.6 It ignores educators and students and the relationships between all three.1 (2020).Failure to Disrupt:Why Technology Alone Cant Transform Education(1st ed.).Harvard University Press.https:/www.hup.harvard.edu/catalo
39、g.php?isbn=9780674089044 2 Cuban,Larry.Oversold and Underused:Computers in the Classroom.Cambridge,Mass.:Harvard University Press,2001.3 (2017,October).From Good Intentions to Real Outcomes:Equity by Design in Learning Technologies.Connected Learning Alliance.Retrieved September 7,2023,from https:/c
40、lalliance.org/publications/good-intentions-real-outcomes-equity-design-learning-technologies/4 Attewell,P.(2001).Comment:The first and second digital divides.Sociology of Education,252-259.5 Reinhart,J.M.,Thomas,E.,&Toriskie,J.M.(2011).K-12 teachers:Technology use and the second level digital divide
41、.Journal of Instructional Psychology,38.6 City,Elizabeth A.,Elmore,R.,Fiarman,S.,&Teitel,L.(2009).Instructional rounds in education.Harvard Educational Publishing Group.In its simplest terms,the instructional core is composed of the teacher and the student in the presence of content.It is the relati
42、onship between the teacher,the student,and the content not the qualities of any one of them by themselves that determines the nature of instructional practice,and each corner of the instructional core has its own particular role and resources to bring to the instructional process.Simply stated,the i
43、nstructional task is the actual work that students are asked to do in the process of instruction not what teachers think they are asking students to do,or what the official curriculum says that the students are asked to do,but what they are actually asked to do.City,Elizabeth A.,Richard Elmore,Sarah
44、 Fiarman,and Lee Teitel Instructional Rounds in Education,20098Somewhere between the promise of transformation and the barriers to realizing that promise lies the potential for states,districts,and schools to build systems that better ensure that edtechs promise is afforded to all students,no matter
45、 their geography,background,or individual context.This 2024 National Educational Technology Plan(NETP)examines how technologies can raise the bar7 for all elementary and secondary students.It offers examples of schools,districts,classrooms,and states doing the complex work of establishing systemic s
46、olutions to inequities of access,design,and use of technology in support of learning.The identification of specific programs or products in these examples is designed to provide a clearer understanding of innovative ideas and is not meant as an endorsement.7 (n.d.).Raise the Bar:Lead the World.U.S.D
47、epartment of Education.Retrieved September 7,2023,from https:/www.ed.gov/raisethebar/9Building on the concept of the instructional core,this plan considers the barriers to equitable support of learning through edtech as three divides:1.Digital Use Divide:Inequitable implementation of instructional t
48、asks supported by technology.On one side of this divide are students who are asked to actively use technology in their learning to analyze,build,produce,and create using digital tools,and,on the other,students encountering instructional tasks where they are asked to use technology for passive assign
49、ment completion.While this divide maps to the student corner of the instructional core,it also includes the instructional tasks drawing on content and designed by teachers.2.Digital Design Divide:Inequitable access to time and support of professional learning for all teachers,educators,and practitio
50、ners to build their professional capacity to design learning experiences for all students using edtech.This divide maps to the teacher corner of the instructional core.3.Digital Access Divide:Inequitable access to connectivity,devices,and digital content.Mapping to the content corner of the instruct
51、ional core,the digital access divide also includes equitable accessibility and access to instruction in digital health,safety,and citizenship skills.As a path to closing these divides,the NETP also provides actionable recommendations to advance the effective use of technology to support teaching and
52、 learning.The recommendations in each section are also followed by tags identifying whether they are most immediately intended for states,districts,or school buildings.These recommendations are meant as components of solutions that bridge each divide but cannot comprise all of what is necessary with
53、in a given geography,culture,or context.Throughout each section,examples are offered of states,school districts,and schools engaged in the work of putting these recommendations into practice.Many schools in the United States are equipped with greater connectivity and access to devices and digital le
54、arning resources than ever before as a result of the need for emergency remote learning brought about by the COVID-19 pandemic.However,this continued bridging of the access divide will only add to the failure of edtech to deliver on its promises if systems do not consider its use in conjunction with
55、 all components of the instructional core.This NETP attempts to chart a path for all schools,educators,and students to realize the potential of technology in supporting better“everywhere,all-the-time”learning.10The Digital Use Divide As discussed in the 2017 National Educational Technology Plan,a di
56、vide exists between those students who regularly encounter opportunities to leverage technology in active,critical,and creative ways and those whose experiences with technology in their learning are limited to more passive expectations of use.Some students experience a school year full of critical m
57、edia analysis,video and podcast creation,real-world data collection,connections with remote content area experts,and authentic opportunities to share their learning with global audiences.Other studentsoften students from historically marginalized backgroundshave very different experiences with techn
58、ology.8 9 10 11They are guided towards more limited engagements that frame them as passive technology users.They have school years of digital worksheets,point-and-click assessments,locked-down devices,and penalties for organic collaboration.In some cases,they may have access to more technology than
59、their peers on the other side of the divide but seldom have opportunities to use that technology in formal education beyond digitized versions of practices of classrooms of a century ago.Closing this digital use divide ensuring all students have transformative,active,creative,critically thoughtful e
60、xperiences supported by technology is the focus of the following section.Beginning with a clear vision of what states and districts want for all graduates,it then offers guidance and recommendations for operationalizing,evaluating,and systematizing the experiences necessary for all students to fulfi
61、ll that vision.8 Fishman,B.,Dede,C.,&Means,B.Teaching and technology:New tools for new times.In D.Gitomer&C.Bell(Eds.),Handbook of Research on Teaching(5th edition.)9 Valadez,J.R.,&Durn,R.P.(2007).Redefining the digital divide:Beyond access to computers and the Internet.The High School Journal,90(3)
62、,3144.10 Warschauer,M.,&Matuchniak,T.(2010).New technology and digital worlds:Analyzing evidence of equity in access,use,and outcomes.Review of Research in Education,34(1),179225.11 Albert D.Ritzhaupt,Feng Liu,Kara Dawson&Ann E.Barron(2013)Differences in Student Information and Communication Technol
63、ogy Literacy Based on Socio-Economic Status,Ethnicity,and Gender,Journal of Research on Technology in Education,45:4,291-307,DOI:10.1080/15391523.2013.10782607The Digital Use Divide stands between those students who are asked to use technology for creation,exploration,and critical analysis and those
64、 who are not.11Recommendations for Closing the Use Divide1.Develop a“Profile of a Learner/Graduate”outlining cognitive,personal,and interpersonal competencies students should have when transitioning between grade levels and graduation.(States,Districts)2.Design and sustain systems,including needs as
65、sessments,technology plans,and evaluation processes supporting the development of competencies outlined in the“Profile of a Learner/Graduate”through the active use of technology to support learning.(States,Districts,Schools)3.Implement feedback mechanisms that empower students to become co-designers
66、 of learning experiences.(Districts,Building-Level Administrators)4.Develop rubrics for digital resource and technology adoptions to ensure tools are accessible and integrated into the larger educational ecosystem,support Universal Design for Learning(UDL)principles,and can be customized in response
67、 to accommodation or modification needs of learners with disabilities.(States,Districts,Building-Level Administrators)5.Review subject area curricula or program scopes and sequences to ensure that student learning experiences build age-appropriate digital literacy skills through active technology us
68、e for learning.(States,Districts)6.Build public-private partnerships with local businesses,higher education institutions,and nonprofit organizations to help students access edtech-enabled hands-on learning and work-based learning experiences.(States,Districts)7.Provide professional learning and tech
69、nical assistance to district leaders,building-level administrators,and educators to support the use of evidence to inform edtech use.(States,Districts)8.Develop guidelines for emerging technologies which protect student data privacy and ensure alignment with shared educational vision and learning pr
70、inciples.(States,Districts)12Leveraging Technology to Meet the Needs of All LearnersIn 2023,to better meet the needs of their community,the Bartholomew Consolidated School Corporation(BCSC)in Indiana began its journey with UDL,a research-driven framework to improve and optimize teaching and learning
71、 by reducing barriers in instruction and addressing individual differences,learning preferences,abilities,and backgrounds(see page 12 for a deeper dive into UDL).The goal of creating more inclusive and accessible learning environments for all learners now serves as the foundation for all the distric
72、ts work.In recent years,the district expanded its UDL implementation by adopting a district-wide learning management system and a 1:1 student-device ratio in grades K-12.UDL has helped guide the purposeful and innovative use of edtech in BCSC.UDL practitioners regularly reflect upon the learning env
73、ironment and consider what additional options could make the environment more accessible,engaging,and meaningful to learners.Rather than integrate technology for its own sake in a one-size-fits-all manner,UDL encourages teachers to implement technology to provide options for engaging learners,presen
74、t content that supports diverse languages and sensory needs,and demonstrate understanding.When entering a BCSC classroom,it is common to see students using options the teacher has designed to accomplish their learning goals.These options could include reading,working with manipulatives,listening to
75、audiobooks,watching videos,going through modules on their devices,working with other students,or having time with a teacher or assistant.The goal is always the priority,not how students accomplish it.Additionally,UDL,coupled with technology,has transformed how students demonstrate their understandin
76、g by creating an environment where learners have options and act as the architects of their own learning.In one history class,UDL and tech empowered BCSC multilingual learners showed their understanding of topics by creating multimedia-rich eBooks with text,audio,and video recordings in multiple lan
77、guages.Other learners created a series of explainer videos,while other students opted to write an essay on the same history topic with speech-to-text tools.The students not only had flexible and engaging options to display content knowledge beyond traditional assessments but also could share their k
78、nowledge with a broader,relevant audience by publishing their work for viewing by parents,families,other teachers,and the community.To ensure the consideration of UDL in the procurement process,the BCSC developed UDL-based evaluation rubrics for all curriculum,textbook,and technology adoptions.The d
79、istrict uses rubrics to evaluate resources for critical accessibility features such as text-to-speech,language and translation options,font adjustments,color contrasts,and additional web accessibility standards.These rubrics have led to the adoption of accessible paper and digital resources for curr
80、iculum,devices,and other learning materials,ensuring that stakeholders consistently focus on the diversity of end users.Collaboration and regular meetings between different technology department subdivisions have helped ensure all staff recognize and value the districts commitment to UDL.The technol
81、ogy department regularly collaborates with key district leadership groups to better support each others work,such as elementary curriculum,secondary curriculum,multilingual learning,and special education.In addition,diverse stakeholder groups that mirror BCSCs ever-diversifying community populations
82、 are critical players in the success of their UDL implementation.When exploring edtech,the district solicits input from teaching staff,classified staff,students,and families in its stakeholder engagement process.Beginning more than 20 years ago,BCSC began the systemic,intentional work of closing the
83、 digital use divide for all learners.13Re-Defining the Digital Use DivideFrom the printing press to streaming video tutorials,the history of edtech is littered with claims of imminent,disruptive transformation.These prognostications often imply that the advent of technology is sufficient for realizi
84、ng this transformational potential.However,technology alone has yet to prove adequate to improve education for all students.Marshaling technology in support of learning can be most effective when that technology is in the service of common visions of student learning.However,not all students can acc
85、ess the same high-quality learning experiences.Technology can be deployed in classrooms almost as an afterthought for many students,with little understanding of how best to use it.What is often identified as“professional learning”regarding technology for educators can often be little more than train
86、ing on basic functions such as entering rosters,generating reports,or assigning prefabricated tasks.The human,in these instances,is taken out of the loop.12The 2017 NETP defined the digital use divide as the disparity between students who use technology to create,design,build,explore,and collaborate
87、 and those who are only invited to consume media passively.13 The plan noted,“Without thoughtful intervention and attention to the way technology is used for learning,the digital use divide could grow even as access to technology in schools increases.”While the field made strides toward more active
88、use for all in subsequent years,2020 halted many of these efforts.It also expedited the proliferation of technologies and connectivity on a scale and speed for which many districts and schools were unprepared.Although this switch to emergency remote learning necessitated by the COVID-19 pandemic and
89、 emergency federal funding undoubtedly helped narrow the digital access divide,it did not close the digital use divide.12 May 2023.Artificial Intelligence and the Future of Teaching and Learning.U.S.Department of Education,Office of Educational Technology.Retrieved August 24,2023 from https:/tech.ed
90、.gov/ai-future-of-teaching-and-learning/13 January 2017.Reimagining the Role of Technology in Education:2017 National Education Technology Plan Update.U.S.Department of Education,Office of Educational Technology.Retrieved August 15,2023,from https:/tech.ed.gov/files/2017/01/NETP17.pdf Students use t
91、echnology for passive assignment completion.Passive Use includes activities such as filling out digital worksheets or consuming digital content without accompanying reflection,imagination,or participation.14 In addition to hardware,recent years marked a swell of digital learning resources.During the
92、 20192020 school year,a LearnPlatform survey found that school districts used an average of 895 digital tools,14 and a U.S.Department of Education survey found that 45 percent of schools reported having a computer for each student.15 By comparison,in 2023,a LearnPlatform survey found that school dis
93、tricts used an average of 2,591 edtech tools in the 202223 school year.16 Ninety percent of educators surveyed by the EdWeek Research Center responded that 90 percent of educators said there was at least one device for every middle and high schooler by March 2021(84 percent said the same about eleme
94、ntary school students).Because school systems deployed so much technology on an emergency basis without the benefit of thoughtful planning,change management,or in the service of shared goals,many school systems are struggling to make the most of these new technologies.17 In a 20212022 Project Tomorr
95、ow Speak Up Survey of over 41,000 students nationwide,84 percent of grade 6-12 students reported that the number one way they are using new technology in school is for taking online tests or quizzes.18 The subsequent most frequent 14 Merod,A.(2023,July 10).Districts used 2,591 ed tech tools on avera
96、ge in 2022-23.K12 Dive.Retrieved August 15,2023,from https:/ Gray,C.,&Lewis,L.(2021,November 26).Use of Educational Technology for Instruction in Public Schools:201920.U.S.Department of Education,National Center for Education Statistics.Retrieved August 15,2023,from https:/nces.ed.gov/pubsearch/pubs
97、info.asp?pubid=2021017 16 (n.d.).The EdTech Top 40:A Look at K-12 EdTech Engagement During the 2022-23 School Year.Instructure.Retrieved August 15,2023,from https:/ 17 Prothero,A.(2023,March 27).How Educators Feel About the Impact of Technology,in Charts.Education Week.Retrieved August 15,2023,from
98、https:/www.edweek.org/technology/how-educators-feel-about-the-impact-of-technology-in-charts/2023/03 18 Beyond the Classroom Today:From Increasing Technology Access to Improving Student Learning Experiences.Project Tomorrow,Retrieved August 21,2023 from https:/ Students use technology to think criti
99、cally,build,produce,communicate,collaborate,and create digital content.Active Use involves critical thinking and includes activites such as coding,immersive simulations,media production,interaction with experts,making global connections,design,and peer collaboration.15uses of technology,as reported
100、by students,were creating documents to share(63 percent),emailing teachers with questions(55 percent),and watching online videos(52 percent).While all those are valid uses of technology to support instruction,for the most part,they reflect technology as a passive substitution for traditional teachin
101、g practices.These examples are far from the vision of technology“as a tool to engage in creative,productive,lifelong learning.”Active use of technology utilizes technology to discover,analyze,and apply learning rather than passively receiving information.19 It can empower students to take ownership
102、of their learning,collaborate with peers,and use their skills practically and meaningfully.It reveals voice and choice in the learning process while enhancing engagement,critical thinking,creativity,and problem-solving abilities,preparing students for success in a technology-driven world.20 21 22 23
103、 With active use,students frequently engage in self-directed,interest-driven learning using technology outside of school as well,and these learning experiences are representative of their preferences for how learning should be in the classroom.24 Passive technology use occurs when students consume d
104、igital content or interact with technology in a primarily observational or non-interactive manner.This technology use is less engaging and may not require active participation or student contribution.It may include activities like test prep applications focusing on rote memorization or completing di
105、gitized worksheets online without immediate feedback.During the pandemic,many students used technology for emergency remote learning in passive ways,which did not necessarily result in high-quality learning experiences.25 26 Because school systems deployed technology on an emergency basis,many teach
106、ers did not have the time or capacity to design effective online learning environments;in many cases,teachers transferred over traditional lesson plans and structures to a virtual environment,with varying degrees of success.27 Post-pandemic,teachers and students still use many new digital tools,but
107、not necessarily in ways that foster active technology use.28 29 19 University of South Florida(n.d.).Active Learning.Florida Center for Instructional Technology.Retrieved August 15,2023,from https:/fcit.usf.edu/matrix/project/active-learning/20 Taylor,S.(2015).Powering up Technology from Passive Acc
108、ess to Active Integration.Odyssey:New Directions in Deaf Education,16,60-63.https:/eric.ed.gov/?id=EJ106423821 Romero,M.,Laferriere,T.,&Power,T.M.(2016).The Move is On!From the Passive Multimedia Learner to the Engaged Co-creator.ELearn,2016(3).https:/doi.org/10.1145/2904374.289335822 Cardullo,V.M.,
109、Wilson,N.S.,&Zygouris-Coe,V.I.(2018).Enhanced Student Engagement Through Active Learning and Emerging Technologies.IGI Global.https:/doi.org/10.4018/978-1-5225-2584-4.ch01923 Ntulli,E.(2015).Active Learning Strategies in Technology Integrated K-12 Classrooms.Handbook of Research on Educational Techn
110、ology Integration and Active Learning.https:/doi.org/10.4018/978-1-4666-8363-1.ch007ss24 Evans,J.A.(2023).Free Agent Learning,Leveraging Students Self-Directed Learning to Transform K-12 Education(1st ed.).John Wiley&Sons.https:/www.tomorrow.org/publications/free-agent-learning/25 West,M.(2023).An e
111、d-tech tragedy?Educational technologies and school closures in the time of COVID-19.UNESCO.https:/unesdoc.unesco.org/ark:/48223/pf000038670126 Effects of the COVID-19 Pandemic on K-12 Education:A Systematic Literature Review.Educational Research and Development Journal,24(1),53-84.27 Kamenetz,Anya.T
112、he Stolen Year:How COVID Changed Childrens Lives,and Where We Go Now.Hachette UK,2022.28 Holland,Beth(July 2022).From Digital Access to Digital Equity:Critical Barriers That Leaders and Policymakers Must Address to Move Beyond“Boxes&Wires”https:/practices.learningaccelerator.org/artifacts/from-digit
113、al-access-to-digital-equity-critical-challenges-that-leaders-and-policymakers-must-address-to-move-beyond-boxes-wires Retrieved August 25,2023.29 UNESCO.(2023).Global education monitoring report 2023:Technology in education A tool on whose terms?https:/unesdoc.unesco.org/ark:/48223/pf0000386165ss16D
114、ecades of research from the learning sciences have shown the importance of considering individual learner variability and encouraging active learning experiences.30 Technology has the potential to support learner needs and create learning opportunities in ways that we could not have imagined 40 year
115、s ago,but only when paired with the understanding of how learning can and should look different in the present.Without thoughtful consideration of the learning goals to be supported by technology use and what that should look like,the digital use divide will continue to grow and exacerbate existing
116、inequities already worsened by the pandemic.31 32 33 30 National Academies of Sciences,Engineering,and Medicine.2018.How People Learn II:Learners,Contexts,and Cultures.Washington,DC:The National Academies Press.https:/doi.org/10.17226/24783.31 Prothero,A.(2021,July 9).How COVID taught America about
117、inequity in education.Harvard Gazette.Retrieved August 15,2023,from https:/news.harvard.edu/gazette/story/2021/07/how-covid-taught-america-about-inequity-in-education/32 (2021,June 8).Education in a Pandemic:The Disparate Impacts of COVID-19 on Americas Students.U.S.Department of Education Office fo
118、r Civil Rights.Retrieved August 15,2023,from https:/www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf 33 Toness,B.V.,&Lurye,S.(2022,October 28).How COVID taught America about inequity in education.The Hechinger Report.Retrieved August 15,2023,from https:/hechingerreport.org/mas
119、sive-learning-setbacks-show-covids-sweeping-toll-on-kids/Sparking Interest in STEAM Education Through Student Choice and Project-Based LearningPendergast Elementary School District(PESD)in Glendale,AZ,has pursued the ambitious goal of developing a district-wide,student-centered,project-based learnin
120、g culture.The district implemented the use of FUSE Studios,a research-based STEAM platform created by and housed within Northwestern University and funded by the Macarthur Foundation and National Science Foundation,among others,to support this goal.FUSE Studios puts student interest and agency at th
121、e center of its approach.Instead of moving all students through the same adult-selected tasks at the same time in the same sequence,students using FUSE Studios choose instead from among more than 30 leveled challenge sequences in areas such as 3D design and printing,digital animation,robotics,and ma
122、king-with-electronics projects.In-depth classroom research has shown that students develop essential 21st-century skills in FUSE;they learn to persist,teach and learn from their peers,and be adaptive problem-solvers.34 35 36 37 This research has also shown students genuinely enjoy their learning exp
123、eriences in FUSE,which has implications for their choices about future STEM activities.Now in its 12th year,FUSE Studios has grown through word-of-mouth from a small demonstration project to a program implemented in more than 250 schools in the United States and abroad,and serving more than 50,000 y
124、oung people during the 202223 school year.The majority of students using FUSE are from historically marginalized student populations.34 Ramey,K.&Stevens,R.(2020).Best Practices for Facilitation in a Choice-based,Peer Learning Environment:Lessons from the Field.In Gresalfi,M.and Horn,I.S.(Eds.),The I
125、nterdisciplinarity of the Learning Sciences,14th International Conference of the Learning Sciences(ICLS)2020,Volume 4(pp.1982-1989).Nashville,Tennessee:International Society of the Learning Sciences.35 Ramey,K.E.,Stevens,R.,&Uttal,D.H.(2020).In-FUSE-ing STEAM learning with spatial reasoning:Distribu
126、ted spatial sensemaking in school-based making activities.Journal of Educational Psychology,112(3),466493.https:/doi.org/10.1037/edu000042236 DiGiacomo,D.K.,Van Horne,K.and Penuel,W.R.(2020),“Choice and interest in designed learning environments:the case of FUSE Studios”,Information and Learning Sci
127、ences,Vol.121 No.3/4,pp.137-154.https:/doi.org/10.1108/ILS-09-2019-009837 Jaakko Hilpp,Reed Stevens,“Failure is just another try”:Re-framing failure in school through the FUSE studio approach.International Journal of Educational Research,Volume 99,2020,https:/doi.org/10.1016/j.ijer.2019.10.00417Rese
128、tting Destination:Portrait of a Learner/Graduate Amid this new connectivity,influx of devices,and swell of digital learning resources lies an opportunity to cast a clearer vision of what communities want for the learning of their young people.Before implementing edtech,states and school systems have
129、 the opportunity to set a clear vision of cognitive,personal,and interpersonal competencies students should have when they transition between grade levels and at graduation.BCSCs vision was formed by its clear commitment to UDL as a pedagogical framework supported by the active use of technology for
130、 learning.In other states and districts,this vision is often called the Portrait of a Learner or Portrait of a Graduate,which serves as a guiding framework that influences curriculum,instruction,assessment,and overall educational design.The NETP will use the term“Portrait of a Learner/Graduate”to de
131、scribe the entirety of the K-12 journey,a portrait that changes as students progress through grade levels.Whether at the state or district level,developing a Portrait of a Learner/Graduate involves soliciting input from various stakeholders educators,parents/guardians,local business owners,colleges
132、and universities,workforce development organizations,and community members.This development process can foster a sense of shared responsibility and ownership and ensure the final vision aligns with community needs.Development of a Portrait of a Learner/Graduate pushes all involved to articulate the
133、full range of outcomes they want for their graduates.Although the specific skills outlined in a Portrait of a Learner/Graduate can vary based on individual states or school systems values and goals,they often include“soft skills”such as critical thinking,problem-solving,communication,collaboration,c
134、reativity,and digital literacy.These transferable skills are often highly valued by employers across industries and help prepare students for college or careers,and Painting a Statewide Portrait of a Graduate in NevadaSeldom is there the opportunity to read the story of the creation of a portrait.Th
135、e Nevada Department of Education(NDE)has provided one by making the process by which the state is crafting its“Portrait of a Nevada Learner”public and transparent.Begun in October 2022 and drawing on work in Virginia,South Carolina,Utah,and New Mexico,Nevadas process serves as an example of ensuring
136、 input from as diverse and representative a sample of constituents as possible.Released in May 2023,the final portrait represents the input of thousands of Nevadans,including educators,students,and business leaders.The NDE undertook the effort in partnership with the Future of Learning Network.They
137、began by asking a collection of 200 Nevadans to“envision the future of learning and identify portrait mindsets and skills.”From there,the state sought feedback through surveys,pilot cohorts,and a youth fellowship program to allow for shared state-wide ownership.The state took the process one step fu
138、rther.It published documentation of the history and development of the portrait to inform Nevadans not involved in the process and as a potential template for states and districts looking to undertake similar projects.The result of this multi-pronged,multi-sector,and multi-generational approach is a
139、 vision of the attributes Nevada learners“must possess to succeed both academically and in life,now and into a rapidly evolving future.”18civic and community engagement.38 39 By explicitly defining the skills and attributes required for success in college,in the workforce,and in civic life,the Portr
140、ait of a Learner/Graduate helps prepare students for post-secondary opportunities and lifelong learning.After articulating the full range of outcomes desired for their learners and graduates,educators and policymakers can work backward to build a school model and technology plan that maps directly t
141、o the identified outcomes.While developing a shared vision is an essential first step,execution may require redefining some critical assumptions regarding learning and how technology can and should support that vision.This process should include the thoughtful,intentional work of change management t
142、o help all education community members see whats possible.40 41 Frameworks for managing this transition to innovative learning include the Innovative Learning Implementation Framework from The Learning Accelerator,Change Management from Digital Promise,and The 4 Shifts Protocol.38 McGunagle,D.and Zi
143、zka,L.(2020),“Employability skills for 21st-century STEM students:the employers perspective”,Higher Education,Skills and Work-Based Learning,Vol.10 No.3,pp.591-606.https:/doi.org/10.1108/HESWBL-10-2019-0148 39 Rios,J.A.,Ling,G.,Pugh,R.,Becker,D.,&Bacall,A.(2020).Identifying Critical 21st-Century Ski
144、lls for Workplace Success:A Content Analysis of Job Advertisements.Educational Researcher,49(2),8089.https:/doi.org/10.3102/0013189X19890600 40 (2018).Co-Creating School Innovations:Should Self-Determination be a Component of School Improvement?Teachers College Record:The Voice of Scholarship in Edu
145、cation,120,1-32.https:/api.semanticscholar.org/CorpusID:174770090 41 Depta,M.(2015).Best Practices in Implementation of Technology Change in the K-12 Context.American Journal of Educational Research,3(12B),41-56.Rural District Leverages their Portrait of a Learner Through Competency-Based EducationN
146、orthern Cass School District 97,which serves 690 PK-12 students from six rural communities north of Fargo,North Dakota,is implementing competency-based education founded on its Portrait of a Learner.In 2017,the district embarked on a transformational journey driven in part by a specific challenge fa
147、ced by many school systems:the problem of time.What started as a pilot program catalyzed a complete district redesign.An essential element of Northern Casss learning redesign is self-directed,flexible pacing.Within guidelines appropriate to their developmental level,learners can take the time needed
148、 to achieve proficiency on priority standards and provide three pieces of evidence to demonstrate that learning.The district learning management system allows educators to collect proof of proficiency and track learner progress toward meeting standards.After embracing flexible pacing,the district ch
149、anged its approach to grading,moving to a standards-based grading system that reflects a growth mindset.42 43 Standards-based grading considers evidence of learning and the data it produces differently from traditional grading scales.It measures students against specific skills and standards rather
150、than on conventional measures,such as a percentage of coursework completed,making 42 Ng,B.(2018).The neuroscience of growth mindset and intrinsic motivation.Brain sciences,8(2),20.43 Emily Rhew,Jody S.Piro,Pauline Goolkasian&Patricia Cosentino|Olympia Palikara(Reviewing editor)(2018)The effects of a
151、 growth mindset on self-efficacy and motivation,Cogent Education,5:1,DOI:10.1080/2331186X.2018.1492337.19it clearer where students are thriving and where they need help.With standards-based grading,failure and making mistakes are part of the learning journey.Students are given multiple opportunities
152、 to demonstrate mastery and have input as to how they show what theyve learned.44 Score levels of 1-4(1:Emerging,2:Foundational,3:Proficient,4:Extending)have replaced traditional letter grades and indicate progress toward achieving proficiency on priority standards.In this model,a score of 1 or 2 co
153、nveys not failure or deficiency but that the learner is still working toward mastery.Casss Portrait of a Learner emphasizes skills students need to succeed throughout life,regardless of their post-secondary path.The focus has shifted to“choice-ready”instead of“college-ready.”Even the youngest learne
154、rs start developing these skills in age-appropriate ways.Before graduation,students complete a capstone presentation documenting how they built the skills outlined in the districts Portrait.Students have two options for showcasing evidence:they can focus on one competency from the Portrait and highl
155、ight multiple activities through which they demonstrated it,or choose to focus on one learning experience,such as an internship or a powerful school-based project and explore all the Portrait of a Learner skills they developed and demonstrated in its completion.Although the transition to competency-
156、based learning has taken several years,it empowers students with voice and choice in their education and provides them with the skills needed for post-graduation success.44 (2023,October 11).Traditional Grading Systems vs.Standards-based Grading Systems.KnowledgeWorks.Retrieved October 23,2023,from
157、https:/knowledgeworks.org/resources/traditional-grading-vs-standards-based-grading/Leveraging Technology to Support the Portrait of a Graduate in North Carolina In October 2022,North Carolina Superintendent of Education Catherine Truitt announced the release of the North Carolina Portrait of a Gradu
158、ate,developed in collaboration with close to 1,200 K-12 educators,administrators,families,employers,communities,and higher education institutions.The North Carolina Department of Public Instruction(NCDPI),in collaboration with educators and technologists from across the state,has also developed a co
159、mprehensible Digital Learning Plan aligned to the Portrait of a Graduate.The Digital Learning Plan includes goals and rubrics for the state,Public School Units(PSUs),and schools that allow organizations to evaluate their progress and track students growth.The NCDPI has developed a robust professiona
160、l learning infrastructure to help educators and administrators leverage technology to develop the Portrait of a Graduate competencies.The state has adopted ISTE standards for students,teachers,administrators,and coaches,providing every educator with an ISTE membership.In addition,they sponsor educat
161、or cohorts to pursue ISTE educator certification.The state also pays for CoSN memberships for all PSUs and encourages PSU edtech leaders to pursue CoSNs Certified Education Technology Leader(CETL)certification.The NCDPI pays for interested edtech leaders to take the CoSN CETL course,and the annual N
162、CTIES conference offers the CETL certification exam.20Universal Design for Learning Framing Active Use for All LearnersEffective and active use of technology incorporates the principles of Universal Design for Learning(UDL),a research-driven framework,45 46 47 to improve and optimize teaching and le
163、arning for all people based on scientific insights into how humans learn.48 UDL aims to make learning accessible and effective for all students by reducing barriers in instruction and addressing individual differences,learning preferences,abilities,and backgrounds.Developed to address the diversity
164、of students needs and to provide equal opportunities for learning and success,UDL emphasizes the need to design instructional materials,evidence-based learning activities,and assessments to maximize inclusivity and accommodate a wide range of learners.As such,the UDL framework supports an inclusive
165、and equitable education environment for all learners by providing multiple flexibilities.UDL practice includes flexible presentations of content,flexible response options for students to demonstrate their learning,and flexible options for student engagement.UDL also incorporates appropriate accommod
166、ations,supports,and challenges for all students,including students with disabilities and students who are English language learnersWhile the following section will include a more detailed examination of how UDL can aid in the use of technology to support learning,the three main principles of UDL are
167、 outlined below.45 Assor,A.,Kaplan,H.,&Roth,G.(2002).Choice is good,but relevance is excellent:Autonomy-enhancing and suppressing teacher behaviours predicting students engagement in schoolwork.British Journal of Educational Psychology,72(2),261-27846 Kalyuga,S.,Chandler,P.,&Sweller,J.(2000).Incorpo
168、rating learner experience into the design of multimedia instruction.Journal of Educational Psychology,92(1),126-136.47 Dalton,B.D.,Herbert,M.,&Deysher,S.(2003,December).Scaffolding students response to digital literature with embedded strategy supports:The role of audio-recording vs.writing student
169、response options.Paper presented at the 53rd Annual Meeting of the National Reading Conference,Scottsdale,AZ.48 (n.d.).About Universal Design for Learning.CAST.Retrieved August 15,2023,from https:/www.cast.org/impact/universal-design-for-learning-udl Using Digital Learning Initiative funds,the NCDPI
170、 launched a series of summer mini-conferences for educators called NCBOLD.The state provides teachers exemplifying best practices in digital teaching and learning with a stipend and travel funds to visit all eight state regions over two weeks to present free mini edtech conferences for educators.Att
171、endees get CEU credit towards their teacher licensure renewal.By aligning the Digital Learning Plan to the State Portrait of a Graduate and focusing on capacity building at the classroom,building,and PSU levels,the NCDPI is supporting a shared vision of student learning to help North Carolina studen
172、ts be truly prepared for civic life,careers,or college after graduation.21PRINCIPLES OF UDLMultiple means of representationDigital tools can allow educators to present information in multiple ways.Examples can include videos,interactive simulations,infographics,and audio recordings.These tools allow
173、 students to access content in formats that suit their preferences.Accessibility features,such as closed captions,screen readers,text-to-speech,and adjustable font sizes,also support diverse learners.Multiple means of expressionDigital tools can provide different ways for students to demonstrate the
174、ir understanding of learning concepts.Examples include written assignments;audio or video presentations such as podcasts,screencasts,or movies;e-books;mind maps;and digital drawing tools.In addition,because technology allows students to learn outside of the traditional classroom setting,it can provi
175、de increased flexibility for students in alternative learning environments.Multiple means of engagement Digital tools can provide interactive learning experiences and multiple ways of engaging with learning material.Learners can be engaged or motivated to learn in a variety of ways.Factors influenci
176、ng these individual variations include neurology,culture,personal relevance,subjectivity,and background knowledge,along with a variety of other factors.49 Different types of multimedia content(audio,video,infographics,etc.)and the presentation of different content options can help students actively
177、engage in the learning process.Technology can also facilitate collaborative learning experiences through discussion boards,virtual classrooms,and group projects,allowing students to work together and learn from one another.With the increasing number of digital learning tools and devices available to
178、 teachers post-pandemic,educators have even more options to support their use of UDL.Digital tools can offer more flexibility and learning support than traditional educational material formats.They empower educators to personalize and customize learning experiences to align with individual student n
179、eeds while recognizing learner agency in charting the learning path that best meets these needs.Educators can implement UDL without modern digital technology;50 however,edtech is uniquely suited to support it.Including no-tech and tech-enabled choices for learners may be the best way to meet student
180、 needs.This flexibility extends to providing students with the option to use a variety of different digital and analog tools to demonstrate their learning.Rather than teachers feeling like they need to be experts on a specific digital tool before including it in the classroom,they can instead allow
181、students to use the tool or tools of their choice to demonstrate mastery of educational content if the final product demonstrates their understanding of the learning goal.49 (n.d.).Principle:Provide Multiple Means of Engagement.CAST.Retrieved September 5,2023,from https:/udlguidelines.cast.org/engag
182、ement50 Rose,D.H.,Gravel,J.W.,&Domings,Y.M.(2012).UDL Unplugged:The Role of Technology in UDL.In T.E.Hall,A.Meyer,&D.H.Rose(Authors),Universal design for learning in the classroom:Practical applications(pp.120-134).New York,NY:Guilford Press.22 Example Lesson Utilizing UDL and Technology:A Goal-Driv
183、en UnitAs an example of UDL,consider a fictional elementary school lesson created by Ms.Ramirez,who used UDL to develop a unit titled“EcoExplorers.”51 She started by identifying the units goal and considered the barriers that might emerge in the learning process.Ms.Ramirez considered how multiple me
184、ans of representation,engagement,action,and expression might overcome these barriers.The unit aimed to support all students in understanding ecological concepts associated with diversity and sustainability.To achieve this goal,Ms.Ramirez introduced the units goals and central question:“How can we pr
185、otect and sustain our planets diverse ecosystems?”She then reviewed the various tools and pathways students had to explore the topic.In representing information,Ms.Ramirez leveraged technology to ensure all her students could access and understand the content.Some students chose to engage in an imme
186、rsive 360-degree virtual tour of rainforests,while others,including a blind student,listened to narrated podcasts about aquatic ecosystems.Finally,some learners,including two students with learning differences,used interactive simulations that allowed them to manipulate ecosystem variables.The varie
187、ty of provided resources ensured all students overcame the barriers to learning the essential content.To actively engage students in their learning,Ms.Ramirez related the unit to previous units and encouraged students to take on the role of“EcoExplorers.”She then reminded the students how to use the
188、 online collaboration tools for group projects,and students then chose different roles within the unit.Some students took on the role of scientist,some took on the role of engineer,while others took on the role of reporter.Across the different roles,students needed to gather information and develop
189、solutions around critical challenges.The students gathered and organized their information through an online information organizing tool.Some designed infographics using graphic design software,while others created videos using tablets.By offering choice in technology tools,students contributed in w
190、ays that aligned with their strengths.51 This example lesson was created by Technical Working Group member James Basham for the NETP based on the principles of UDL.23Thinking about how all students could act and express their understanding,Ms.Ramirez embraced diverse assessment methods.She tied all
191、assessment methods back to assessment rubrics aligned to each engagement role and the units goal of understanding ecological concepts associated with diversity and sustainability.She walked the students through various options for demonstrating their understanding,including developing multimedia pre
192、sentations,podcasts,written reports,or clay models.A couple of students then asked if they could develop a digital book with text,video,and visuals.Ms.Ramirez told students they could use any number of ways to demonstrate their understanding,including digital books.She then reminded the students to
193、submit a self-completed rubric on their chosen expression of understanding.Encouraging students to reflect on their work helped students develop their executive functioning skills.52 53Using the UDL framework to design the unit,Ms.Ramirez supported all students in learning the content while helping
194、them develop digital literacy and citizenship skills.UDL Considerations for EducatorsUDL principles,especially when combined with active technology use,can help educators better meet student learning needs.However,many policymakers,administrators,and educators do not understand the UDL framework and
195、 learner variability.Furthermore,few districts and schools provide educators the time to build their capacity to design educational experiences with that variability in mind.As a result,teachers experience and training in classrooms may circumscribe student learning opportunities,even within the sam
196、e school buildings.This difference in student learning opportunities is at the heart of the digital design divide.The adults associated with an education systemwhether educators,administrators,classified staff,policymakers,or parents/caregiverstend to view education through their own experiences as
197、students.Despite advances in learning science and the advent of technologies that empower educators to design learning experiences to meet the needs of diverse student populations,this information often does not make its way into schools.Instead,teachers often teach based on their own learning exper
198、iences.54 Whether or not their educational experiences met their learning needs,changing practices without explicit training in new instructional models can be difficult.In addition,teachers need to experience these new instructional models as learners through ongoing professional training and teach
199、er preparation programs.Unfortunately,many professional learning opportunities and teacher preparation programs are not designed using UDL principles nor provide teachers with opportunities to experience these new instructional models.An additional challenge educators and administrators face in many
200、 school systems is that teachers are overwhelmed with responsibilities.Teachers may have only one 45-minute planning block per daybarely enough time to complete administrative tasks and answer emails,let alone design lessons that meet the needs of all learners.“Heres just one more thing”is a common
201、refrain among educators with overflowing plates who are asked to take on additional tasks.Initiative fatigue often occurs when teachers,administrators,and educational institutions are subject to frequent changes in curriculum,teaching methods,assessment systems,and more,resulting in exhaustion and d
202、ecreased effectiveness.55 52 Lyons,K.E.,&Zelazo,P.D.(2011).Monitoring,metacognition,and executive function:Elucidating the role of self-reflection in the development of self-regulation.Advances in child development and behavior,40,379-412.53 Marcovitch,S.,Jacques,S.,Boseovski,J.J.,&Zelazo,P.D.(2008)
203、.Self-reflection and the cognitive control of behavior:Implications for learning.Mind,Brain,and Education,2(3),136-141.54 Cox,S.E.(2014).Perceptions and Influences Behind Teaching Practices:Do Teachers Teach as They Were Taught?Masters Thesis,Brigham Young University.https:/scholarsarchive.byu.edu/c
204、gi/viewcontent.cgi?article=6300&context=etds55 How Collective Teacher Efficacy Develops.Educational Leadership,76(July 2019),31-35.https:/lceeq-files.s3.ca-central- as students need time and space to learn,grow,and reflect on their learning,so do educators.In short,school systems need to engage in w
205、hat Justin Reich calls“the power of doing less”taking the time to step back,eliminate non-essential activities,and provide teachers with the time to reflect on their professional practice.56 In the words of author John Maxwell,“Learn to say no to the good so you can say yes to the best.”State and di
206、strict policymakers and leaders can consider the following steps to develop systems that provide educators with the time,space,and capacity teachers need to become learning designers:Gain a working understanding of UDL and how to leverage it in the workplace and classroom.Plan for and intentionally
207、model UDL in adult interactions and meetings and provide the necessary time for authentic learning/discussions.Engage and advocate for adequate connectivity and device access for educators and students at home and school to support learning and instruction.Partner and collaborate across agencies and
208、 departments to support UDL implementation.56 Reich,J.(2022,October 1).The Power of Doing Less in Schools.ASCD.Retrieved September 6,2023,from https:/www.ascd.org/el/articles/the-power-of-doing-less-in-schools Starting Small to Make a Difference in MississippiEngaging students in active use doesnt r
209、equire an elaborate technological ecosystem.Pascagoula High School(PHS)is a suburban,Title 1 school on the Gulf Coast of Mississippi with a student population of around 1,120,about 70 percent Black or Hispanic.Educator Jami Sheets teaches a leadership class at PHS,which allows students to learn diff
210、erent leadership skills and put those skills into action on campus and in the community.The classs mission is to ensure all PHS students feel seen and heard.Sheets and her students identified the need to keep all PHS students“in the know”about school activities.During the 2022-23 school year Sheets
211、leadership class launched the Pascagoula News Network(PNN),a student-led weekly newscast,using only a tablet computer,a free graphic design platform,and a freely available streaming platform.Students were responsible for the newscast,which included developing a weekly content outline and writing,rec
212、ording,and editing each segment under the guidance of Sheets.The goal of the PNN is to highlight the entire student body,and it has quickly grown in popularity,with additional students inquiring as to how they can be involved in the project.As a result of this unintentional pilot of active technolog
213、y use,Pascagoula included a broadcast journalism class during the districts first week-long intersession of the 2023-24 school year.The experience demonstrates that educators can start with a small pilot,use existing technology tools,and build upon its success.After a successful start,Sheets,in coll
214、aboration with the library staff,applied for and received an Ingalls Shipbuilding STEM grant to get additional technology tools to support the broadcast.25 Support active technology use as a foundational UDL strategy.Advocate for equity of access to professional learning that is focused on UDL throu
215、gh sustained funding and policy priorities.Encourage teacher preparation and residency programs to implement UDL principles and support teachers as learning designers versus practitioners.Build on existing partnerships and relationships to develop and deliver professional learning opportunities leve
216、raging UDL and technology.Additional Technology Standards and FrameworksStates and districts have used several different technology standards and frameworks in conjunction with UDL to guide technology use in instruction.Examples include the SAMR Model,57 58 59 the TPACK Framework,60 57 Puentedura,R.
217、R.(n.d.).SAMR:A Brief Introduction.H.Retrieved August 16,2023,from http:/ 58 Christopher N.Blundell,Michelle Mukherjee,Shaun Nykvist,A scoping review of the application of the SAMR model in research,Computers and Education Open,Volume 3,2022,100093,ISSN 2666-5573,https:/doi.org/10.1016/j.caeo.2022.1
218、00093.59 Terada,Y.(2020,May 4).A Powerful Model for Understanding Good Tech Integration.Edutopia.Retrieved August 16,2023,from https:/www.edutopia.org/article/powerful-model-understanding-good-tech-integration/60 Kohler,M.J.(2012,September 24).TPACK Explained.TPACK.org.Retrieved August 16,2023,from
219、http:/matt- Kentucky District Empowers Teachers and Students to Be Active LearnersShifting to active student use can also mean ensuring active teacher learning.Logan County Schools,a rural,high-poverty school system in Russellville,Kentucky,launched a digital transformation initiative in response to
220、 industry and community leaders who indicated that the local workforce needed graduates who were better innovators,communicators,and problem-solvers.The school system,a Digital Promise League of Innovative Schools member,wanted to ensure that teachers,principals,and administrators understood authent
221、ic student engagement and the importance of student choice and voice.The district hired digital learning coaches to make sure teachers,principals,and administrators received the resources and training to use technology in ways that supported these learning goals.At the same time,the teacher-leadersh
222、ip team(the LC Innovators)worked with the Learner-Centered Collaborative on embedding high-impact educator professional learning.This initial investment in educator learning has shifted student experiences and expectations.Today,students in grades 5,8,and 12 give a Defense of Learning Presentation a
223、t the end of the school year to reflect on their learning,share evidence and artifacts,and set new goals.Artifacts dont have to be from the classroom;they can be photos of a student leading an after-school club,captaining a sports team,or using math on the farm.The district also started an accountab
224、ility system,sharing student growth,readiness,well-being,and performance data every quarter with the community.2661 62 the PICRAT Model63 and the ISTE Standards64(available for students,educators,education leaders,technology coaches,and computational thinking competencies).Standards and frameworks s
225、uch as these can serve as examples for states and districts developing technology plans to align with their Portrait of a Learner/Graduate,Portrait of an Educator(described in the digital design divide section of this document),and Portrait of a Learning Environment(described in the digital access d
226、ivide section).61 Kendon,T.,Ph.D.,&Anselmo,L.(n.d.).Technology,Pedagogy,and Content Knowledge(TPACK)Model.Taylor Institute for Teaching and Learning.Retrieved August 16,2023,from https:/taylorinstitute.ucalgary.ca/resources/SAMR-TPACK#:text=Technology%2C%20Pedagogy%2C%20and%20Content%20Knowledge,to%
227、20support%20how%20they%20teach 62 Stanford University(n.d.).Technology Integration Framework.Stanford Teaching Commons.Retrieved August 16,2023,from https:/teachingcommons.stanford.edu/teaching-guides/foundations-course-design/theory-practice/technology-integration-framework 63 Kimmons,R.,Graham,C.R
228、.,&West,R.E.(2020).The PICRAT Model for Technology Integration in Teacher Preparation.Contemporary Issues in Technology and Teacher Education(CITE Journal),20(1).https:/citejournal.org/volume-20/issue-1-20/general/the-picrat-model-for-technology-integration-in-teacher-preparation 64 (n.d.).The ISTE
229、Standards.ISTE.Retrieved August 16,2023,from https:/www.iste.org/iste-standards Atlanta Elementary School Designs Problem-Based Learning for StudentsSpaces like STEAM labs,maker spaces,and innovation creation labs allow students authentic learning experiences that expose them to career paths,as well
230、 as settings where they can acquire essential skills such as collaboration and problem-solving.These spaces allow students to learn through thought and action when exposed to authentic contexts.65 66 This thinking drove the transformation of Atlanta Public Schools M.Agnes Jones Elementary School(M.A
231、.Jones),a Title 1 school serving a majority Black student population.The school was committed to having students develop solutions to local problems.Starting in kindergarten,students learn the Stanford Design Schools engineering design process and practice it in science,English language arts,and mat
232、h.Students also put the process into practice.When 5th-grade students discovered insects were destroying a community garden near the school,they used the design process to tackle the issue.Through research,they learned bats eat thousands of flying insects every hour.The students also used AR/VR tech
233、nology and TinkerCAD in the schools Innovation Creation Lab to design and build bat houses to bring more bats to the area.Along the way,students learned relevant and applicable facts about gardening,composting,nutrition,wellness,and sustainability.At M.A.Jones,teachers,coaches,and even custodians pa
234、rticipate in professional learning because school leaders recognize that building capacity is the only way to make this type of learning sustainable.By leveraging the active use of technology for solving real-world problems,M.A.Jones educators are helping close the digital use divide.65 Sheridan,K.,
235、Halverson,E.R.,Litts,B.,Brahms,L.,Jacobs-Priebe,L.,&Owens,T.(2014).Learning in the making:A comparative case study of three makerspaces.Harvard Educational Review,84(4),505-531.66 Ryan,J.O.,Clapp,E.P.,Ross,J.,&Tishman,S.(2016).Making,thinking,and understanding:A dispositional approach to maker-cente
236、red learning.In Makeology(pp.29-44).Routledge.27Considerations for Emerging TechnologiesEducators who remember the advent of laser disk players or interactive whiteboards know that the adage of change as the only constant is true in edtech.Whatever the most cutting-edge technology in classrooms is t
237、oday,tomorrow promises more improvements and innovations.These emerging technologies often promise increased engagement,transformation of the field,and increased learning outcomes.This can be alluring,but school systems should measure the potential benefits against potential student health,safety,an
238、d privacy risks.An important first step for districts is to set clear thresholds and expectations for including emerging technologies in learning spaces.They should also ensure all educators understand these guidelines and can measure their practices against them.A Rural District Finds Ways to Make
239、Computational Thinking Accessible to EveryoneIt took three years for Talladega County Schools,a rural Alabama district with a student population of 7,000 that is roughly 67 percent White and 28 percent Black,to develop computing pathways for its 7,000 students.Talladega applied to participate in the
240、 National Science Foundation-funded Developing Inclusive K-12 Computing Pathways project to offer computer science and computational thinking(CT)opportunities to all students,particularly female students and students from low socioeconomic households.The district clarified the K-12 computing pathway
241、 and identified existing resources and gaps.Next,they defined new learning opportunities across grade levels,courses,and schools and developed a competency map linking CT-specific activities and resources.To focus on classroom-level change,leaders first gathered teacher,administrative,student,and co
242、mmunity feedback.They created professional development resources and determined how to measure pathway implementation progress.They also built a website that defined CT for parents and families.The district plans to revise its Inclusive CT Pathways document and website continually,and students will
243、continue using“exit tickets”to help the district gain a better sense of student learning gains.6767 Digital Promise.(2021).Defining computational thinking for a district:Inclusive computing pathways in Talladega County Schools.Digital Promise.https:/doi.org/10.51388/20.500.12265/13228 After addressi
244、ng privacy and other concerns,one must consider the sometimes-brief lifespan of emerging technologies.Developers can move on from projects,or successful tools can be purchased by other companies and locked behind paywalls.A technology freely available to educators one day can be inaccessible the nex
245、t.Districts like St.Vrain Valley Schools in Longmont,Colorado,developed a tiered approach to emerging technologies,such as the districts Innovative Tech Framework for evaluating emerging technologies.Such frameworks can help evaluate new technologies while helping educators understand which tools th
246、ey can expect to be supported.While there is no“one size fits all”solution to address emerging technologies,there are some general principles that education leaders should keep in mind when considering new technologies.The following recommendations have been adapted from the Office of Educational Te
247、chnology publication,Artificial Intelligence and the Future of Teaching and Learning:Building Pathways to Computer Science Success in Early County,GeorgiaBefore 2021,the Early County School District in Georgia had no Computer Science program for its students.Three years later,the districts high scho
248、ol will have four students complete its new computer science pathway.Through a partnership with the Kapor Center,the 52 percent Black school district has established a complete 6th through 12th-grade computer science pathway for students in Early County.They leveraged the Kapor Centers Culturally Re
249、sponsive-Sustaining Computer(CRSC)Framework,developed in partnership with a national collective of education advocates to create more pathways for Black,Latinx,Native American,and other marginalized students to computer science education,tech careers,and STEM-related fields.The rural district faced
250、challenges found in many similar districts across the countrylack of devices,the need for teachers with computer science certification,and a curriculum that helped students achieve industry-standard skills while considering culturally responsive practices.The goal of the partnership is to ensure tha
251、t the students of Early County fulfill the Kapor Foundations mission,“To create a more equitable technology ecosystem that addresses longstanding racial inequality,creates economic opportunity,tackles critical societal issues,and reflects the power and perspectives of communities of color.”68 6968 (
252、n.d.).Kapor Foundation.Kapor Center.Retrieved September 5,2023,from https:/www.kaporcenter.org/kapor-foundation/69 Jean Ryoo,Gail Chapman,Julie Flapan,Joanna Goode,Jane Margolis,Christine Ong,Cynthia Estrada,Max Skorodinsky,Tiera Tanksley,Jamika D.Burge,Ryoko Yamaguchi,Frieda McAlear,Allison Scott,A
253、lexis Martin,Sonia Koshy,Kamau Bobb,and Lien Diaz.2019.Going Beyond the Platitudes of Equity:Developing a Shared Vision for Equity in Computer Science Education.In Proceedings of the 50th ACM Technical Symposium on Computer Science Education(SIGCSE 19).Association for Computing Machinery,New York,NY
254、,USA,657658.https:/doi.org/10.1145/3287324.3287331.29Emphasize Humans in the Loop.Regardless of technologists claims,no emerging technology will in and of itself solve the long-standing challenges faced by educational systems.70 As new technologies emerge,educators must be involved in designing and
255、developing digital tools for classroom use.Evaluating these technologies for potential classroom use at the state,school system,or school level should be iterative and include educator and student input.Evaluators should ensure tools are accessible and meet the needs of all students including studen
256、ts with disabilities.These evaluations should also consider how best to educate teachers,students,and families about these new technologies potential benefits and risks.Educators should also keep in mind that technologies come and go-companies go bankrupt,get acquired by larger ones,or change their
257、business focus or priorities,which is especially true of emerging technologies.By keeping this fact in mind,school systems can help prevent teachers from relying on tools that disappear.1.Align the Use of Emerging Technologies to Your Shared Vision for Education(State and District).Every conversatio
258、n about emerging technologies should start first and foremost with the educational needs and priorities of students,including discussions about educational equity.How might an emerging technology support the development of the skills outlined in your states or districts Portrait of a Learner/Graduat
259、e?It is important not to let the excitement surrounding emerging technologies distract from the north star defined by your state or school system.When deploying emerging technologies in classrooms,evaluate their effectiveness against these priorities.2.Learning Principles Should Drive the Use of Eme
260、rging Technologies.Consider how modern learning principles such as UDL can leverage emerging technologies.Pay particular attention to the needs of students from historically marginalized populations,including students who are English learners(ELs)and those with disabilities.Before deploying emerging
261、 technologies,consider learner variability and the diversity of settings in which teachers and students will use digital tools.New technologies developed and deployed without such considerations risk exacerbating the digital use divide instead of narrowing it.3.Develop Education-Specific Guidelines
262、and Guardrails.New data privacy and security risks can accompany the practical and powerful functionality of emerging technologies.71 As with any edtech tool,evaluate emerging technologies to ensure they allow school systems to meet their federal and state legal obligations for protecting student da
263、ta privacy and security.In addition,evaluate these tools to guard against the potential for bias,and to make sure they support cultural responsiveness,and educational equity.Creating an incubation framework for new and emergent technologies can help ensure alignment with these considerations.70 Reic
264、h,J.(2020).Failure to Disrupt:Why Technology Alone Cant Transform Education.Harvard University Press.71 U.S.Department of Education,Office of Educational Technology,Artificial Intelligence and the Future of Teaching and Learning,Washington,D.C.,2023.30 Improving Practice,Progress,and ProficiencyOnce
265、 education leaders and policymakers have defined their vision for learners and implemented a framework to shift teacher practice(to be discussed further in the next section),building evidence about their efforts success is important.With the more open-ended practices associated with active technolog
266、y use,both qualitative measures(such as teacher narratives of adoption barriers)and quantitative measures(such as the frequency with which tools are used and student performance)can help education leaders describe implementation,monitor its progress,and adapt practices to better meet their implement
267、ation goals.These self-evaluation questions are adapted from The Learning Accelerators Digital Equity Guide Self-Assessment Tool:1.Are students engaging with materials that are targeted and relevant?Can they access differentiated content from several different cultural perspectives,using a variety o
268、f modalities,such as audio and video,in an accessible way?Can they choose to access content that they find motivating and relevant and do they have strategies to support how they interact with different forms of media?2.Are students actively engaged with the available technology,tools,and digital ma
269、terials?Can students use various technologies,allowing them to choose the modality that best motivates them,meets their learning needs,and fits the circumstance?Is technology used not only for content acquisition,assignments,and instruction but also to connect to students personal and professional i
270、nterests?Ethical AI Research:Automated Scoring Data Challenges for Open-Ended NAEP ItemsThe Institute of Education Sciences(IES),through its National Center for Education Statistics,administers the National Assessment of Educational Progress(NAEP),the largest national representative that offers cont
271、inuing assessment of what Americas students know and can do.NAEP uses open-ended prompts to measure student understanding more broadly than is possible in fixed-choice questions.However,these responses are time-consuming and expensive to score.Automated Scoring uses natural language processing to“pr
272、edict”human scores assigned to student responses.If sufficiently accurate,it can improve reporting timeliness,consistency control,and cost reduction.IES conducted two automated scoring challenges for reading and mathematics promts.These challenges were open to any research team that met data securit
273、y requirements;winning teams came from assessment service providers and research institutions.While this challenge achieved the technical goal of accurate scoring,the organizational and ethical requirements of the challenge were just as important.All challengers submitted a technical report that des
274、cribed algorithmic choices used,in order to ensure that solutions were clear and built trust in their validity.Further,a fairness/bias analysis was required to demonstrate that models were usable.For more information about the challenges,see the Challenge websites.313.Do students have opportunities
275、to engage in peer learning,relationship-building,and connection with the broader community?Do students learn across multiple contexts and modalities?Are they comfortable using a variety of channels to communicate and collaborate,and possess the digital and media literacy skills and competencies to e
276、ngage in socially connected learning?4.Can students use platforms,tools,and software that adapt to meet their needs,help them reflect and monitor progress,and support their acquisition of new knowledge and skills?Do students experience authentic and inclusive opportunities for learning,reflection,fe
277、edback,and assessment?Do they have choice and agency in engaging with differentiated,standards-aligned materials,tracking their progress toward learning goals,reflecting on their learning,engaging in individual practice,and demonstrating proficiency or mastery?Do they possess the digital literacy sk
278、ills and competencies to determine how to leverage different tools or platforms to best to meet their unique learning needs?Some potential strategies include:1.Cognitive walkthroughs are an approach to assessing usability in which one or more evaluators work through a series of tasks and ask a set o
279、f questions from the perspective of the user.72 In education,cognitive walkthroughs systematically analyze the usability of educational materials,environments,and experiences from the learners perspective.Cognitive walkthroughs can help educators identify obstacles students might encounter in the le
280、arning environment,including anything from accessibility challenges to a lack of culturally responsive learning materials.Considering education materials and environments from multiple learner perspectives can help ensure they work for more students.72 (n.d.).Usability Walkthrough.Usability Body Of
281、Knowledge.Retrieved September 5,2023,from https:/www.usabilitybok.org/cognitive-walkthrough Montana Offers Artificial Intelligence Course for High School StudentsTo ensure all students in the state have an opportunity to face the future of work,the Montana Digital Academy(MTDA),a 14-year-old online
282、school that offers more than 100 courses taught by Montana public school educators to students across the state,began offering Artificial Intelligence in the World in Fall 2023.A semester-long introductory survey of AI concepts,tools,and building blocks,the course will give high school students a br
283、oad overview of how people use AI to make decisions and solve problems.Students will study AIs ethical impacts,participate in hands-on AI-focused activities,and develop a grounding foundation for watching the technology as it evolves.The course will also focus on the history and future of AI and exp
284、lore career fields,helping students understand how to embrace and use AI ethically to improve society.By making this course available to public school students across the state,the MTDA is helping ensure students in rural communities have opportunities to better understand the implications of emergi
285、ng technologies and how to use them to support learning.322.Journey mapping refers to creating a detailed visual breakdown of the smaller events that make up a larger experience.73 This process includes depicting learners various touchpoints,interactions,and experiences during the learning process.J
286、ourney mapping focuses on understanding the learners perspectives,emotions,and interactions throughout their educational journey.3.Educator,student,and parent surveys can provide valuable insight into the perceived benefits associated with technology implementations.The digital use divide stands bet
287、ween students who have opportunities to engage actively with technology as part of their educational experiences and those who dont.All learners deserve an education designed around the active use of technology rather than the passive technology uses they report being offered most frequently in scho
288、ol.In this section,we have discussed the updated definition of the digital use divide;discussed the importance of active technology use for learning;introduced UDL as a component of active technology use;explained how developing a Portrait of a Learner/Graduate can serve as a“north star”for edtech u
289、se;and discussed how to evaluate the usability,feasibility,and implementation of technology used in developing these competencies.The next section will discuss the digital design divide,focusing on educators and the larger education systems that impact their instructional effectiveness.In the next s
290、ection,well discuss the four Every Student Succeeds Act(ESSA)tiers of evidence and the role of research studies in the evaluation process.73 Consortium for Public Education.(2021,February 24).Design Thinking for Education,Ep.10:Journey Mapping Video.YouTube.https:/ Ten Examples of Active Use in Prac
291、ticeStudents at Harrison Middle School in Arkansas created a video about Granny Henderson,one of the last residents of the Buffalo National River area,to learn the history of the region and make cultural connections.The Buffalo National River was the first waterway designated a national river.Chemis
292、try students at William C.Overfelt High School(East Side Union High School District in San Jose,California)used tech to learn how chemicals affect their lives.Students used a visible light spectrophotometer to investigate how fluorescent red-light exposure affects yeast acceleration,how fast yeast g
293、rows in cold water,and how fructose corn syrup impacts yeast growth.They worked in groups to conduct preliminary research and then measured how an independent variable of their choosing affected yeast growth.Students at Highland Academy Charter School(6-12)in Anchorage,Alaska,conducted student-led c
294、onferences in the fall and spring at which they presented and shared electronic portfolios of all of their exemplary classwork,goals,and reflections.Visually impaired and blind students at Breckinridge-Franklin Elementary in Louisville,Kentucky are learning to code using CodeJumper,a coding language
295、 developed by Microsoft in collaboration with American Printing House for the Blind.33 The National Technical Institute for the Deaf Regional Stem Center(NRSC)has partnered with VEX Robotics and the REC Foundation to provide schools with training and resources that empower deaf students to learn STE
296、M concepts through robotics and participate in robotics competitions.Teachers at Del Lago Academy in Escondido,California,a high school focused on Applied Sciences,created a digital badging system for students to show evidence of their learning on the schools website.Students in the Principles of De
297、sign course created the graphics for the badges.Verona Area School District in Wisconsin uses Virtual Field Trips for cross-curricular,cross-grade-level experience.Recently,students from different high school athletic and academic programs designed hands-on learning activities for elementary student
298、s using the NFL Play 60 Virtual Field Trip.Second-graders at Central Dauphin School District in Harrisburg,Pennsylvania,used Minecraft to animate their water cycles into cartoons.Their teacher said that after the activity ended,the students continued to create animations in other lessons and ended u
299、p animating a story that they read in a separate lesson.In their music class at Gorham Middle School in Gorham,Maine,students use Soundtrap to create podcasts and songs.They create compositions in music class to learn about form and genre,and use the programs text chat so their teacher can see their
300、 planning process.Fifth-grade students at Escondido Union School District in Escondido,California,videoconferenced with rangers in four different parks along the states coast(via the California State Parks PORTS Program)to learn how to become advocates for Marine Protected Areas.Later,the students c
301、reated public service announcements to encourage people to save Marine Protected Areas.Grapevine-Colleyville ISD students in Texas program robots to automate tasks,such as cutting the grass and cleaning the floors in schools.34The Digital Design Divide While the digital use and access divides are we
302、ll documented by decades of scholarship,we present the digital design divide as a new consideration of the intersection of school culture,professional learning,and edtech.The design divide is between and within those systems that provide every educator the time and support they need to build their c
303、apacity with digital tools and those that do not.While socio-economic status has historically been a predictor of where schools and school systems may fall on either side of the use and access divides,the same is not true of design.Absent vision and sustained support,effective learning design using
304、edtech can vary between neighboring classrooms within a school,schools within a district,and districts within a state.74 75 76 Considering the instructional core defined in the introduction of this report,the design divide can limit equitable,active student use,even when all students can access the
305、necessary technologies and content.Not all teachers have the time,support,and capacities necessary to design instruction that incorporates active technology use.Closing this divide requires a clear vision,re-imagining systems of support,and bringing teachers to the table as co-designers of their pro
306、fessional learning.The guidance,recommendations,and examples that follow lay out a path to supporting teachers inundated by increasing demands on their time and unclear expectations as to how they utilize technology most effectively.In systems where the average teacher can access more than 2,000 dig
307、ital tools in a given moment,training on a tools basic functionality is insufficient.Closing the design divide moves teachers beyond the formulaic use of digital tools and allows them to actively design learning experiences for all students within a complex ecosystem of resources.74 Senge,P.M.,Hamil
308、ton,H.,&Kania,J.(2015).The dawn of system leadership.Stanford Social Innovation Review.Retrieved from http:/ AND Dexter,S.,Richardson,J.W.,&Nash,J.B.(2016).Leadership for technology use,integration,and innovation.In M.D.Young&G.M.Crow(Eds.),Handbook of Research on the Education of School Leaders(2nd
309、 ed.).New York:Routledge.75 Cuban,L.(2018).The flight of a butterfly or the path of a bullet?:Using technology to transform teaching and learning.Cambridge,MA:Harvard Education Press.76 McLendon,M.K.,Cohen-Vogel,L.,&Wachen,J.(2015).Understanding education policy making and policy change in the Ameri
310、can states.In B.S.Cooper,J.G.Cibulka,&Fusarelli(Eds.),Handbook of Education Politics and Policy(2nd ed.,pp.134).New York:Routledge.AND Cline,K.D.(2018).Defining the implementation problem:Organizational management versus cooperation.Journal of Public Administration Research and Theory,10(3),551572.R
311、etrieved from http:/www.jstor.org/stable/3525628The Digital Design Divide is between and within those systems that provide every educator the time and support they need to build their capacities to design learning experiences with digital tools,and those that do not.35Recommendations for Closing the
312、 Design Divide1.Develop a“Portrait of an Educator”outlining the cognitive,personal,and interpersonal competencies educators should have to design learning experiences that help students develop the skills and attributes outlined in the profile of a graduate.(States,Districts)2.Design and sustain sys
313、tems that support ongoing learning for new and veteran teachers and administrators,providing them with the time and space needed to design learning opportunities aligned with the Universal Design for Learning(UDL)Framework.(States,Districts,Building-Level Administrators)3.Implement feedback mechanis
314、ms that empower educators to become leaders and co-designers of professional learning experiences.(Districts,Building-Level Administrators)4.Provide educators and administrators with professional learning that supports the development of digital literacy skills so that they can model these skills fo
315、r students and the broader school community.(States,Districts,Building-Level Administrators)5.Develop processes for evaluating the potential effectiveness of digital tools before purchase,including the use of research and evidence.(State,District,Building-Level Administrators)6.Foster an inclusive t
316、echnology ecosystem that solicits input from diverse stakeholders to collaborate on decision-making for technology purchases,learning space design,and curriculum planning.(States,Districts,Building-Level Administrators)7.Support and facilitate a systemic culture that builds trust and empowers educat
317、ors to enhance and grow their professional practice to meet the needs of each student.(States,Districts,Building-Level Administrators)8.Regularly solicit educator feedback and evaluate professional learning efforts to ensure alignment with the Portrait of an Educator.(District,Building-Level Adminis
318、trators)36 Modeling Student Learning Environments Building Educator Capacity Recognizing that teacher professional learning environments and opportunities should mirror the learning environments desired for their students,education leaders at Arizonas Mesa Public Schools are committed to changing th
319、eir approach to professional learning.Having identified synergies between professional learning opportunities and the practices they wanted to see in the classroom environment,the district intentionally began weaving the attitudes and skills in their portrait of a graduate into the professional lear
320、ning experiences for educators.Modeling desired classroom practices through professional learning experiences is especially important because changing teaching practices takes time.District leaders realized they needed to do things differently to create the environments they wanted in classrooms.The
321、y learned that adults who have gone through an educational system with high levels of accountability dont know they can personalize their learning experiences.They required explicit permission along the way.Mesa provides educators with voice and choice in professional learning by developing badged s
322、pecializations,allowing teachers to choose how they learn and demonstrate their learning.Developed with Teacher and School Leader Incentive Program grant funding,educators can earn badges by taking Arizona State University classes or designing their learning path to acquire and demonstrate the knowl
323、edge and skills required to earn the badge.Specializations are available in Blended and Online Learning and Deeper and Personalized Learning,with additional specializations under development.In alignment with UDL principles,professional learning experiences are co-constructed with educators and admi
324、nistrators to better meet their needs.Because helping students understand who they are as learners and what does and doesnt work for them is a component of UDL,the school system takes the same approach with their adult learners.Building educator capacity to personalize learning both in the classroom
325、 and as facilitators of professional learning is a key component of Mesas approach.The districts belief in and commitment to their students drives their commitment to the principles of UDL in professional learning.By doing so,they are working to ensure that all students have opportunities to learn.3
326、7Begin with the End Goal in Mind:Design Portrait of an EducatorThe previous section discussed the value of developing a Portrait of a Learner/Graduate to define a clear vision of cognitive,personal,and interpersonal competencies students should have when they transition between grade levels and at g
327、raduation.As Mesa Public Schools realized,for students to develop the skills and competencies outlined in their Portrait of a Learner/Graduate,they require educators who embody and exhibit these competencies.Developing a Portrait of an Educator,aligned to the Portrait of a Learner/Graduate,connects
328、educator habits and capacities with expected student learning.Setting a clear vision for educators aligns hiring practices,professional learning opportunities,and educator evaluations with these competencies.Moreover,such educator profiles can set clear expectations for educator needs and abilities
329、regarding edtech.From there,state and district leaders can backward design professional learning systems to ensure all educators have the time,space,and capacity necessary to develop key learning design abilities.Aligning Educator Evaluation Systems with a Portrait of an EducatorNew Hampshires Schoo
330、l Administrative Unit 16(SAU-16)comprises seven smaller school districts and eight school boards around Exeter,NH.In 2020,SAU-16 brought in teachers,paraeducators,principals,and other stakeholders to begin imagining a companion Portrait of an Educator.SAU-16 leaders recognized that without the right
331、 evaluative tools and support,the Portrait of an Educator would be just another piece of paper,so they decided to move to an asset-based evaluation system.Now,teachers develop their own growth goalsa knowledge goal focusing on pedagogy and a skill or mindset goal based on where they want to grow pro
332、fessionally.Once a year,an assigned administrator observes educators,and twice per year,they can choose among peers,students,community members,and others to conduct observations.SAU-16 trained administrators in appreciative inquiry and framing their feedback through a positive lens.Teachers were ask
333、ed,“How can this feedback help you grow?”and then were challenged to create their growth plan.Educators complete growth reflection sheets during the year and submit artifacts to document their progress.Teachers indicate they appreciate the collaborative nature of the process and that observing,sharing,and having rich conversations improves their practice and sense of connectedness.They also unders