Future Ready Learning

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31 Ibid. 32 Governor’s Budget FY2012. (2011). Eliminating the Achievement Gap. Retrieved from http://www.mass.gov/bb/ h1/fy12h1/exec_12/hbudbrief2.htm. 33 The Joan Ganz Cooney Center. (2014). Family time with apps: A guide to using apps with your kids. Retrieved from http://www.joanganzcooneycenter.org/publication/family-time-with-apps/. 34 Black Girls Code: Imagine, Build, Create. (2013). Programs/events. Retrieved from http://www.blackgirlscode. com/programsevents.html. 35 Black Girls Code: Imagine, Build, Create. (2013). Programs/events. Retrieved from http://www.blackgirlscode. com/programsevents.html. 36 Tupa, M. (2014). Black Girls Code teaches girls digital technology skills. Retrieved from https://oaklandnorth. net/2014/11/11/black-girls-code-teaches-girls-digital-technology-skills/. OFFICE OF Educational Technology 24
2. Teaching Teaching With Technology GOAL: Educators will be supported by technology that connects them to people, data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners. Technology offers the opportunity for teachers to become more collaborative and extend learning beyond the classroom. Educators can create learning communities composed of students; fellow educators in schools, museums, libraries, and after-school programs; experts in various disciplines around the world; members of community organizations; and families. This enhanced collaboration, enabled by technology offers access to instructional materials as well as the resources and tools to create, manage, and assess their quality and usefulness. To enact this vision, schools need to support teachers in accessing needed technology and in learning how to use it effectively. Although research indicates that teachers have the biggest impact on student learning out of all other school-level factors, we cannot expect individual educators to assume full responsibility for bringing technology-based learning experiences into schools. 1,2,3,4,5 They need continuous, just-in-time support that includes professional development, mentors, and informal collaborations. In fact, more than two thirds of teachers say they would like more technology in their classrooms, 6 and roughly half say that lack of training is one of the biggest barriers to incorporating technology into their teaching. 7 Institutions responsible for pre-service and in-service professional development for educators should focus explicitly on ensuring all educators are capable of selecting, evaluating, and using appropriate technologies and resources to create experiences that advance student engagement and learning. They also should pay special care to make certain that educators understand the privacy and security concerns associated with technology. This goal cannot be achieved without incorporating technology-based learning into the programs themselves. For many teacher preparation institutions, state offices of education, and school districts, the transition to technology-enabled preparation and professional development will entail rethinking instructional approaches and techniques, tools, and the skills and expertise of educators who teach in these programs. This rethinking should be based on a deep understanding of the roles and practices of educators in environments in which learning is supported by technology. OFFICE OF Educational Technology 25
Page 1 and 2: Future Ready Learning Reimagining t
Page 3 and 4: Powerful Learning Devices 72 High-Q
Page 5 and 6: Introduction If the technology revo
Page 7 and 8: To illustrate key ideas and recomme
Page 9 and 10: Recent Progress and the Road Ahead
Page 11 and 12: 1. Learning Engaging and Empowering
Page 13 and 14: FOSTERING GROWTH MINDSET: TECHNOLOG
Page 15 and 16: choice and the use of opportunities
Page 17 and 18: from pure online learning environme
Page 19 and 20: 5. Technology access when equitable
Page 21 and 22: Summarizing, Contextualizing, Infer
Page 23 and 24: as text-to-speech, speech-to-text,
Page 25 and 26: with multiple devices for research
Page 27: 1 Bransford, J. D., Brown, A. L., &
Page 31 and 32: Educators can design highly engagin
Page 33 and 34: move into deeper and more complex t
Page 35 and 36: PRODUCING STUDENT FILMS WITH ONLINE
Page 37 and 38: to support learning and evaluate th
Page 39 and 40: INCREASING ONLINE PROFESSIONAL LEAR
Page 41 and 42: Recommendations Provide pre-service
Page 43 and 44: 3. Leadership Creating a Culture an
Page 45 and 46: FACILITATING OPEN COMMUNICATION: CH
Page 47 and 48: LEADING BY EXAMPLE: VAN HENRI WHITE
Page 49 and 50: Budgeting and Funding for Technolog
Page 51 and 52: CREATIVE FUNDING SOLUTIONS: EDGECOM
Page 53 and 54: Recommendations Establish clear str
Page 55 and 56: 4. Assessment Measuring for Learnin
Page 57 and 58: As technology gives us the capabili
Page 59 and 60: Enable Enhanced Question Types Tech
Page 61 and 62: Increase Accessibility Advances in
Page 63 and 64: • The assessments embedded in the
Page 65 and 66: PUTTING LEARNING ON DISPLAY: SUMMIT
Page 67 and 68: Recommendations Revise practices, p
Page 69 and 70: 5. Infrastructure Enabling Access a
Page 71 and 72: SETTING FUTURE GOALS: GUIDANCE ON A
Page 73 and 74: Internet connectivity. Although unp
Page 75 and 76: One district, Broken Bow School Dis
Page 77 and 78: learning content is an important co
Page 79 and 80:
the provider’s terms of service b
Page 81 and 82:
One common format for Web services
Page 83 and 84:
1 Council of Economic Advisers Issu
Page 85 and 86:
with technology. This will require
Page 87 and 88:
Section 2: Teaching Provide pre-ser
Page 89 and 90:
premise of feedback and conversatio
Page 91 and 92:
Appendix A Future Ready Resources A
Page 93 and 94:
Croft, A., Coggshall, J. G., Dolan,
Page 95 and 96:
International Society for Technolog
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Penuel, W. R. (2006). Implementatio
Page 99 and 100:
Appendix B Acknowledgments Project
Page 101 and 102:
Dan Domenech Executive Director, Am
Page 103 and 104:
Appendix C The Development of the 2
Page 105 and 106:
OFFICE OF Educational Technology 10
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Future Ready Learning

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