Future Ready Learning

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THE NETP IS... a call to action a vision for learning enabled through technology a collection of recommendations & real-world examples WRITTEN FOR... Teachers Policymakers Administrators Teacher preparation professionals MAKING POSSIBLE ... EVERYWHERE, ALL-THE-TIME LEARNING DINER OFFICE OF Educational Technology 2
To illustrate key ideas and recommendations, the plan includes examples of the transformation enabled by the effective use of technology. These examples include both those backed by rigorous evidence as well as emerging innovations. 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. The NETP also provides actionable recommendations to implement technology and conduct research and development successfully that can advance the effective use of technology to support learning and teaching. Intended to be useful for any group or individual with a stake in education, the NETP assumes as its primary audiences teachers; education leaders; those responsible for preparing teachers; and policymakers at the federal, state, and local levels. The concepts, recommendations, and examples are also applicable to post-secondary institutions, community organizations, and state-level initiatives. The NETP focuses on using technology to transform learning experiences with the goal of providing greater equity and accessibility (see Section 1: <strong>Learning</strong>). When carefully designed and thoughtfully applied, technology can accelerate, amplify, and expand the impact of effective teaching practices. However, to be transformative, educators need to have the knowledge and skills to take full advantage of technology-rich learning environments (see Section 2: Teaching). In addition, the roles of PK–12 classroom teachers and post-secondary instructors, librarians, families, and learners all will need to shift as technology enables new types of learning experiences. For these systemic changes in learning and teaching to occur, education leaders need to create a shared vision for how technology best can meet the needs of all learners and to develop a plan that translates the vision into action (see Section 3: Leadership). Technology-enabled assessments support learning and teaching by communicating evidence of learning progress and providing insights to teachers; administrators; families; and, most importantly, the learners themselves. These assessments can be embedded within digital learning activities to reduce interruptions to learning time (see Section 4: Assessment). <strong>Learning</strong>, teaching, and assessment enabled by technology require a robust infrastructure (see Section 5: Infrastructure). Key elements of this infrastructure include high-speed connectivity and devices that are available to teachers and students when they need them. Aside from wires and devices, a comprehensive learning infrastructure includes digital learning content and other resources as well as professional development for educators and education leaders. EQUITY AND ACCESSIBILITY Equity in education means increasing all students’ access to educational opportunities with a focus on closing achievement gaps and removing barriers students face based on their race, ethnicity, or national origin; sex; sexual orientation or gender identity or expression; disability; English language ability; religion; socio-economic status; or geographical location. 1 Accessibility refers to the design of apps, devices, materials, and environments that support and enable access to content and educational activities for all learners. In addition to enabling students with disabilities to use content and participate in activities, the concepts also apply to accommodating the individual learning needs of students, such as English language learners, students in rural communities, or students from economically disadvantaged homes. Technology can support accessibility through embedded assistance—for example, text-to-speech, audio and digital text formats of instructional materials, programs that differentiate instruction, adaptive testing, built-in accommodations, and other assistive technology tools. 2 OFFICE OF Educational Technology 3
Page 1 and 2: Future Ready Learning Reimagining t
Page 3 and 4: Powerful Learning Devices 72 High-Q
Page 5: Introduction If the technology revo
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 and 28: 1 Bransford, J. D., Brown, A. L., &
Page 29 and 30: 2. Teaching Teaching With Technolog
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
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As technology gives us the capabili
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Enable Enhanced Question Types Tech
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Increase Accessibility Advances in
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• The assessments embedded in the
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PUTTING LEARNING ON DISPLAY: SUMMIT
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Recommendations Revise practices, p
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5. Infrastructure Enabling Access a
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SETTING FUTURE GOALS: GUIDANCE ON A
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Internet connectivity. Although unp
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One district, Broken Bow School Dis
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learning content is an important co
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the provider’s terms of service b
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One common format for Web services
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1 Council of Economic Advisers Issu
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with technology. This will require
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Section 2: Teaching Provide pre-ser
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premise of feedback and conversatio
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Appendix A Future Ready Resources A
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Croft, A., Coggshall, J. G., Dolan,
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International Society for Technolog
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Penuel, W. R. (2006). Implementatio
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Appendix B Acknowledgments Project
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Dan Domenech Executive Director, Am
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Appendix C The Development of the 2
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OFFICE OF Educational Technology 10
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