When the federal government released its revised education technology plan last month, it was pinning its hopes on a future that provides effective instruction to students.
The plan was first announced to satisfy the American School Improvement Act of 1994 and was last revised in 2016. The January update was published alongside guidance on the use of technology in school education. Supporting students with disabilities. Some observers believe these reports represent a thoughtful step toward ensuring digital equity.
For some, the update was delayed.
This is one of the first documents to really give schools a roadmap to think about their entire technology system, said Lindsey Jones, CEO of CAST, a nonprofit that advocates for fair learning conditions. says Mr.
This further strengthens our long-standing desire to provide a truly inclusive education system. But will those hopes be dashed or delayed as funding evaporates?
“Island of Innovation”
In some ways, observers say, the update corresponds to the booster shot the pandemic gave school technology. Advocates say the emergency switch to remote instruction has slowed student learning, including a drop in test scores on regular assessments, especially in math, but has significantly accelerated the adoption of digital devices. He said he impressed upon the school district the importance of technology.
The U.S. Department of Education’s 2024 National Educational Technology Plan really lays out an ambitious vision for how technology can transform learning, says Keith Krueger, CEO of the nonprofit School Networking Consortium. says Mr. The plan separates technology disparities (barriers that prevent some students from fully participating) into access, design, and use.
The latest version focuses more on use and design, highlighting how these technologies are used within schools. In addition to highlighting examples of what authorities consider to be effective programs, the report: suggests that Appoint an instructional technology director, create a digital estate plan, and assess how technology is currently being used in your school.
Unlike this plan, CAST’s Jones said previous plans seemed to have isolated technology as a component of the education system rather than as an integral part of students’ lives.
“What we need now in education is a mindset shift,” Jones said.
In some ways, this is a shift that recognizes another aspect of the digital divide in America: the quality gap in the adoption of educational technology. This happens because all this new technology is not always being utilized to its full potential in the classroom.
Ultimately, some hope the plan will move beyond student access to technology to a discussion about how effective that technology is actually for learning. After all, schools have seen a proliferation of new devices and tools over the past few years, especially since the pandemic forced much remote learning. But putting devices into students’ hands is just one step he takes to improve education in the digital age.
Still, funding setbacks threaten to set schools back.
Despite significant progress across the country in putting devices in the hands of all students and providing reliable internet in schools and homes, not everyone has access. And these disparities have ramifications. The same families who can’t go online to learn also don’t have the connections to telemedicine or find jobs, Krueger said.
Even worse, the funds have expired.
The Federal Communications Commission’s Affordable Connectivity Program, which connects low-income households to the Internet, is underfunded. The program stopped accepting new applicants earlier this month. And without further funding from Congress, program warned millions of families You may be unable to access the internet During April.
There are several attempts to plug the vacuum that will remain in funding broadband advances. For example, Krueger said, on a smaller scale, the FCC is considering allowing schools to use his E-Rate program to purchase hotspots and devices. But there is no one silver bullet, he added. The more schools work in their communities, the more they will be able to use a myriad of programs to connect families to reliable internet.
There are other problems as well.For example, schools purchased many devices with one-time funds during the pandemic, but now many officials I don’t know if there is cash to replace them..
Another challenge is whether teachers are supported. Krueger says it’s important that teachers have sufficient professional development on how to effectively use technology in ways that are creative and encourage student collaboration.
Krueger added that there is no shortage of individual teachers who are doing a great job leveraging technology. What’s missing, he said, is a system where it doesn’t matter what class you’re in, what teacher you have or what school you go to, adding: It is innovative and sets expectations for all students. ”
Educators may not yet have learned how to leverage technology to make curriculum engaging and enhance student learning from teacher preparation programs, says CAST’s Jones. “And we need to address that as a real problem.”
Jones said a focus on instructional design for all students in the classroom and real-world examples of technology use in reports are key to addressing this challenge.
“Last 10 miles”
Despite these challenges, some supporters remain optimistic.
“It feels like we’re all running this marathon,” says Ammie Chan, New America’s director of teaching, learning and technology and strategic advisor for the organization’s education policy program. . Although the country has increased access to domestic broadband and devices, cracks continue to exist for some groups, such as low-income households and rural, mountainous and tribal areas, she said. But steps are being taken and universal broadband access is within reach, she said, adding, “If you were running a marathon, you’d say you’ve got 10 miles left.”
If used correctly and supported, edtech can increase the number of students receiving truly high-quality education, Chung argues.
Ultimately, Chung said, schools will need to work more collaboratively with the community. For example, the pandemic has strengthened school-library relationships, requiring them to partner to provide devices and hotspots to students and to enhance instruction when schools are closed. she says. Other digital equity activists also say that providing reliable access to the internet means schools should work closely with community programs to ensure connectivity is available both inside and outside school walls. It is pointed out that it means
According to Chung, such broad system changes can occur slowly and incrementally.
The challenge, said COSN’s Krueger, is to ensure that technology doesn’t just become a divide between students.
“We’re at a really critical moment,” he says. “Are you planning on retreating?”
