Future Ready Learning

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eceive E-rate funds, they are required to educate their students about appropriate online behavior, including on social networking websites and in chat rooms, and to build cyberbullying awareness. Particularly if a digital learning resource requires networking among students, schools must comply with CIPA. IDEA also provides confidentiality protections and often additionally will protect information for students with disabilities. Device and Network Management Many schools underestimate the importance of a plan for staffing and resources for ongoing monitoring, management, and maintenance of network infrastructure. We must ensure that student data are maintained in secure systems that meet all applicable federal and state requirements concerning the protection of personally identifiable information. Key elements of an infrastructure plan should include the following: • Network management and monitoring • User help desk and technical support • Maintenance and upgrade of devices and equipment • Insurance for devices • Estimates of future demand and network capacity planning • Licensing fees for digital learning content • Security filtering • Network redundancy • Use of open standards to ensure interoperability with other learning networks Interoperability. As teachers and students go online for more of their teaching and learning needs, the number of systems they rely on increases. This makes it very difficult for teachers and students to see a comprehensive picture of their learning progress or to know where students are struggling so that teachers can give them effective support. There are some approaches in place to address these challenges. For example, the Guide to EdTech Procurement from Digital Learning Now! recommends leveraging industry standards for single sign-on and data interoperability. Single sign-on. Apps and tools can be built to enable single sign-on—allowing teachers and students to log in to all their applications with a single password. A teacher teaching six classes of students a day with multiple apps and tools needs a way to manage learning content, attendance, student progress, and grades. Students and teachers having to keep track of a different user name and password to log in to each system wastes time and creates frustration. In addition, if all the different learning systems do not recognize who a student is, they cannot help schools create a complete picture of that student’s learning. For all these reasons, solutions involving single sign-on are needed for teachers and students to access all their applications through a single log-in credential. Many districts are even moving from preferring single sign-on to requiring it. Interoperable systems. No one app or tool can provide all the functionality that every teacher, student, or parent may need. Enabling teachers and students to use more than one app seamlessly goes beyond just having a common log-in. Basic information, such as student schedules or courses completed, may need to be shared from one system to another to provide the best learning experience. For example, if a student demonstrates the mastery of a new concept in an online learning platform, that might be reflected in an app that the teacher or families use to track student progress. OFFICE OF Educational Technology 76
One common format for Web services in education is the Learning Tools Interoperability standard. The IMS Global Learning Consortium developed this standard, and information about the specification can be found on its website. This standard allows learning management systems to exchange data with other learning tools and applications approved for use by the school so that students can have a seamless learning experience even if they are using apps created by different developers. Data interoperability and standards. Regardless of whether you enable data sharing through an existing or custom application program interface or through a data export option, in order to be useful, the data need to be in a common format. For example, when transferring student data between systems, should a system indicate gender as M or F or as male or female? Should the name of the field be student name or first name? These are essential items to define if we are going to allow students to move seamlessly between learning apps. Fortunately, data interoperability frameworks have been established to ensure data are presented in usable formats. In additional to the CEDS mentioned earlier, the following are examples of existing frameworks, resources, and organizational alliances that address the issue of data interoperability: • The Schools Interoperability Framework (SIF) is an open data sharing specification that includes an Extensible Markup Language (XML) for modeling educational data and service-oriented architecture for sharing the data between institutions. • The Interoperability Standards for Education: Working Together to Strategically Connect the K–12 Enterprise, developed by CoSN, is a primer for education leaders to better understand issues related to building technology infrastructures that support learning. • The Postsecondary Electronic Standards Council is a nonprofit umbrella organization that promotes the implementation and usage of data exchange standards. • The Ed-Fi Alliance supports the creation of common data standards for communication among educational tools. Ed-Fi focuses on providing educators with dashboard starter kits showing real-time data displays. OFFICE OF Educational Technology 77
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Future Ready Learning Reimagining t
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Powerful Learning Devices 72 High-Q
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Introduction If the technology revo
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To illustrate key ideas and recomme
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Recent Progress and the Road Ahead
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1. Learning Engaging and Empowering
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FOSTERING GROWTH MINDSET: TECHNOLOG
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choice and the use of opportunities
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from pure online learning environme
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5. Technology access when equitable
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Summarizing, Contextualizing, Infer
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as text-to-speech, speech-to-text,
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with multiple devices for research
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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
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: the provider’s terms of service b
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
Page 97 and 98: 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
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