Transforming American Education: Learning Powered by TechnologyThe National Education Technology Plan 2010 (NETP) calls for revolutionary transformation rather than evolutionary tinkering. It urges our education system at all levels to * Be clear about the outcomes we seek. * Collaborate to redesign structures and processes for effectiveness, efficiency, and flexibility. * Continually monitor and measure our performance. * Hold ourselves accountable for progress and results every step of the way. The NETP presents a model of learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching “grand challenge” R&D problems that should be funded and coordinated at a national level.The plan recognizes that technology is at the core of virtually every aspect of our daily lives and work, and we must leverage it to provide engaging and powerful learning experiences and content, as well as resources and assessments that measure student achievement in more complete, authentic, and meaningful ways. Technology-based learning and assessment systems will be pivotal in improving student learning and generating data that can be used to continuously improve the education system at all levels. Technology will help us execute collaborative teaching strategies combined with professional learning that better prepare and enhance educators’ competencies and expertise over the course of their careers. To shorten our learning curve, we should look to other kinds of enterprises, such as business and entertainment, that have used technology to improve outcomes while increasing productivity. We also should implement a new approach to research and development (R&D) in education that focuses on scaling innovative best practices in the use of technology in teaching and learning, transferring existing and emerging technology innovations into education, sustaining the R&D for education work that is being done by such organizations as the National Science Foundation, and creating a new organization to address major R&D challenges at the intersection of learning sciences, technology, and education.Office of Educational TechnologyOET_4232733c-4474-11e0-84e1-b8117a64ea2aU.S. Department of EducationNational Education Technology Plan Technical Working GroupDaniel E. Atkins, University of Michigan; John Bennett, Akron Public Schools; John Seely Brown, Deloitte Center for the Edge; Aneesh Chopra, White House Office of Science and Technology Policy; Chris Dede, Harvard University; Barry Fishman, University of Michigan; Louis Gomez, University of Pittsburgh; Margaret Honey, New York Hall of Science; Yasmin Kafai, University of Pennsylvania; Maribeth Luftglass, Fairfax County Public Schools; Roy Pea, Stanford University; Jim Pellegrino, University of Illinois, Chicago; David Rose, Center for Applied Special Technology (CAST); Candace Thille, Carnegie Mellon University; Brenda Williams, West Virginia Department of Education_42327828-4474-11e0-84e1-b8117a64ea2aTo transform education in America [by turning] ideas into action._423279b8-4474-11e0-84e1-b8117a64ea2aLearningLearning: Engage and Empower -- The model of learning described in this plan calls for engaging and empowering learning experiences for all learners. The model asks that we focus what and how we teach to match what people need to know, how they learn, where and when they will learn, and who needs to learn. It brings state-of-the art technology into learning to enable, motivate, and inspire all students, regardless of background, languages, or disabilities, to achieve. It leverages the power of technology to provide personalized learning and to enable continuous and lifelong learning.EngagementEmpowermentTechnologyMany students’ lives today are filled with technology that gives them mobile access to information and resources 24/7, enables them to create multimedia content and share it with the world, and allows them to participate in online social networks where people from all over the world share ideas, collaborate, and learn new things. Outside school, students are free to pursue their passions in their own way and at their own pace. The opportunities are limitless, borderless, and instantaneous. The challenge for our education system is to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students’ daily lives and the reality of their futures. In contrast to traditional classroom instruction, this requires that we put students at the center and empower them to take control of their own learning by providing flexibility on several dimensions. A core set of standards-based concepts and competencies should form the basis of what all students should learn. Beyond that, students and educators should have options for engaging in learning: large groups, small groups, and work tailored to the individual goals, needs, interests, and prior experience of each learner. Technology should be leveraged to provide access to more learning resources than are available in classrooms and connections to a wider set of “educators,” including teachers, parents, experts, and mentors outside the classroom. It also should be used to enable 24/7 and lifelong learning.Life-Long LearningCompetenciesWhat and How People Need to Learn -- Whether the domain is English language arts, mathematics, sciences, social studies, history, art, or music, 21st-century competencies and such expertise as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas. These competencies are necessary to become expert learners, which we all must be if we are to adapt to our rapidly changing world over the course of our lives. That involves developing deep understanding within specific content areas and making the connections among them. How we need to learn includes using the technology that professionals in various disciplines use. Professionals routinely use the Web and tools, such as wikis, blogs, and digital content for the research, collaboration, and communication demanded in their jobs. They gather data and analyze the data using inquiry and visualization tools. They use graphical and 3D modeling tools for design. For students, using these real-world tools creates learning opportunities that allow them to grapple with real-world problems—opportunities that prepare them to be more productive members of a globally competitive workforce.Critical ThinkingComplex Problem SolvingCollaborationMultimedia CommunicationAssessmentAssessment: Measure What Matters -- The model of learning requires new and better ways to measure what matters, diagnose strengths and weaknesses in the course of learning when there is still time to improve student performance, and involve multiple stakeholders in the process of designing, conducting, and using assessment. In all these activities, technology-based assessments can provide data to drive decisions on the basis of what is best for each and every student and that, in aggregate, will lead to continuous improvement across our entire education system. The nation’s governors and state education chiefs have begun to develop standards and assessments that measure 21st-century competencies and expertise in all content areas. Technology-based assessments that combine cognitive research and theory about how students think with multimedia, interactivity, and connectivity make it possible to directly assess these types of skills. This can be done within the context of relevant societal issues and problems that people care about in everyday life. When combined with learning systems, technology-based assessments can be used formatively to diagnose and modify the conditions of learning and instructional practices while at the same time determining what students have learned for grading and accountability purposes. Both uses are important, but the former can improve student learning in the moment (Black and Wiliam 1998). Furthermore, systems can be designed to capture students’ inputs and collect evidence of their knowledge and problem-solving abilities as they work. Over time, the system “learns” more about students’ abilities and can provide increasingly appropriate support.Continuous ImprovementUsing Data to Drive Continuous Improvement -- With assessments in place that address the full range of expertise and competencies reflected in standards, student-learning data can be collected and used to continually improve learning outcomes and productivity. For example, such data could be used to create a system of interconnected feedback for students, educators, parents, school leaders, and district administrators. For this to work, relevant data must be made available to the right people at the right time and in the right form. Educators and leaders at all levels of our education system also must be provided with support—tools and training—that can help them manage the assessment process, analyze relevant data, and take appropriate action.StandardsConnected TeachingTeaching: Prepare and Connect -- Just as leveraging technology can help us improve learning and assessment, the model of learning calls for using technology to help build the capacity of educators by enabling a shift to a model of connected teaching. In such a teaching model, teams of connected educators replace solo practitioners, classrooms are fully connected to provide educators with 24/7 access to data and analytic tools, and educators have access to resources that help them act on the insights the data provide. Professional educators are a critical component of transforming our education systems, and therefore strengthening and elevating the teaching profession is as important as effective teaching and accountability. All are necessary if we are to attract and retain the most effective educators and achieve the learning outcomes we seek. Just as leveraging technology can help us improve learning and assessment, it also can help us shift to a model of connected teaching. In a connected teaching model, classroom educators are fully connected to learning data and tools for using the data; to content, resources, and systems that empower them to create, manage, and assess engaging and relevant learning experiences; and directly to their students in support of learning both in and out of school. The same connections give them access to resources and expertise that improve their own instructional practices and guide them in becoming facilitators and collaborators in their students’ increasingly selfdirected learning. In connected teaching, teaching is a team activity. Individual educators build online learning communities consisting of their students and their students’ peers; fellow educators in their schools, libraries, and after-school programs; professional experts in various disciplines around the world; members of community organizations that serve students in the hours they are not in school; and parents who desire greater participation in their children’s education. Episodic and ineffective professional development is replaced by professional learning that is collaborative, coherent, and continuous and that blends more effective in-person courses and workshops with the expanded opportunities, immediacy, and convenience enabled by online environments full of resources and opportunities for collaboration. For their part, the colleges of education and other institutions that prepare teachers play an ongoing role in the professional growth of their graduates throughout the entire course of their careers. Connected teaching enables our education system to provide access to effective teaching and learning resources where they are not otherwise available and more options for all learners. This is accomplished by augmenting the expertise and competencies of specialized and exceptional educators with online and blended (online and offline) learning systems, ondemand courses, and other self-directed learning opportunities.Technology Understanding21st-Century Resources for Professional Educators -- The technology that enables connected teaching is available now, but not all the conditions necessary to leverage it are. Many of our existing educators do not have the same understanding of and ease with using technology that is part of the daily lives of professionals in other sectors. The same can be said of many of the education leaders and policymakers in schools, districts, and states and of the higher education institutions that prepare new educators for the field. This gap in technology understanding influences program and curriculum development, funding and purchasing decisions about educational and information technology in schools, and preservice and in-service professional learning. This gap prevents technology from being used in ways that would improve instructional practices and learning outcomes. Still, we must introduce connected teaching into our education system rapidly, and therefore we need innovation in the organizations that support educators in their profession—schools and districts, colleges of education, professional learning providers, and professional organizations.Infrastructure for LearningInfrastructure: Access and Enable -- An essential component of the learning model is a comprehensive infrastructure for learning that provides every student, educator, and level of our education system with the resources they need when and where they are needed. The underlying principle is that infrastructure includes people, processes, learning resources, policies, and sustainable models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administration tools. Building this infrastructure is a far-reaching project that will demand concerted and coordinated effort. Although we have adopted technology in many aspects of education today, a comprehensive infrastructure for learning is necessary to move us beyond the traditional model of educators and students in classrooms to a learning model that brings together teaching teams and students in classrooms, labs, libraries, museums, workplaces, and homes—anywhere in the world where people have access devices and an adequate Internet connection. Over the past 40 years, we have seen unprecedented advances in computing and communications that have led to powerful technology resources and tools for learning. Today, low-cost Internet access devices, easy-to-use digital authoring tools, and the Web facilitate access to information and multimedia learning content, communication, and collaboration. They provide the ability to participate in online learning communities that cross disciplines, organizations, international boundaries, and cultures. Many of these technology resources and tools already are being used within our public education system. We are now, however, at an inflection point for a much bolder transformation of education powered by technology. This revolutionary opportunity for change is driven by the continuing push of emerging technology and the pull of the critical national need to radically improve our education system.Anywhere Anytime AccessAlways-on Learning An infrastructure for learning is always on, available to students, educators, and administrators regardless of their location or the time of day. It supports not just access to information, but access to people and participation in online learning communities. It offers a platform on which developers can build and tailor applications. An infrastructure for learning unleashes new ways of capturing and sharing knowledge based on multimedia that integrate text, still and moving images, audio, and applications that run on a variety of devices. It enables seamless integration of in- and out-of-school learning. It frees learning from a rigid information transfer model (from book or educator to students) and enables a much more motivating intertwinement of learning about, learning to do, and learning to be. On a more operational level, an infrastructure for learning brings together and enables access to data from multiple sources while ensuring appropriate levels of security and privacy. The infrastructure integrates computer hardware, data and networks, information resources, interoperable software, middleware services and tools, and devices, and connects and supports interdisciplinary teams of professionals responsible for its development, maintenance, and management and its use in transformative approaches to teaching and learning.Personalized LearningProductivity: Redesign and Transform To achieve our goal of transforming American education, we must rethink basic assumptions and redesign our education system. We must apply technology to implement personalized learning and ensure that students are making appropriate progress through our P–16 system so they graduate. These and other initiatives require investment, but tight economic times and basic fiscal responsibility demand that we get more out of each dollar we spend. We must leverage technology to plan, manage, monitor, and report spending to provide decisionmakers with a reliable, accurate, and complete view of the financial performance of our education system at all levels. Such visibility is essential to meeting our goals for educational attainment within the budgets we can afford. Improving productivity is a daily focus of most American organizations in all sectors—both for-profit and nonprofit—and especially in tight economic times. Education has not, however, incorporated many of the practices other sectors regularly use to improve productivity and manage costs, nor has it leveraged technology to enable or enhance them. We can learn much from the experience in other sectors. What education can learn from the experience of business is that we need to make the fundamental structural changes that technology enables if we are to see dramatic improvements in productivity. As we do so, we should recognize that although the fundamental purpose of our public education system is the same, the roles and processes of schools, educators, and the system itself should change to reflect the times we live in and our goals as a world leader. Such rethinking applies to learning, assessment, and teaching processes and to the infrastructure and operational and financial sides of running schools and school systems.Rethinking AssumptionsRethinking Basic Assumptions -- One of the most basic assumptions in our education system is time-based or “seat-time” measures of educational attainment. These measures were created in the late 1800s and early 1900s to smooth transitions from K–12 into higher education by translating high school work to college admissions offices (Shedd 2003) and made their way into higher education when institutions began moving away from standardized curricula. Another basic assumption is the way we organize students into age-determined groups, structure separate academic disciplines, organize learning into classes of roughly equal size with all the students in a particular class receiving the same content at the same pace, and keep these groups in place all year. The last decade has seen the emergence of some radically redesigned schools, demonstrating the range of possibilities for structuring education. These include schools that organize around competence rather than seat time and others that enable more flexible scheduling that fits students’ individual needs rather than traditional academic periods and lockstep curriculum pacing. In addition, schools are beginning to incorporate online learning, which gives us the opportunity to extend the learning day, week, or year. The United States has a long way to go if we are to see every student complete at least a year of higher education or postsecondary career training. There is no way to achieve this target unless we can dramatically reduce the number of students who leave high school without getting a diploma and/or who are unprepared for postsecondary education. A complex set of personal and academic factors underlie students’ decision to leave school or to disengage from learning, but support should start as early as possible, before children enter school, and should become intensified for those students who need it as they move through school. Practices supported with technology can help address the problem, including learning dashboards that keep students on track with their course requirements and earning credits for courses taken online. Redesigning education in America for improved productivity is a complex challenge that will require all 50 states, the thousands of districts and schools across the country, the federal government, and other education stakeholders in the public and private sector to come together to design and implement innovative solutions. It is a challenge for educators— leaders, teachers, and policymakers committed to learning—as well as technologists, and ideally they will come together to lead the effort.Organization Around CompetenceIndividual NeedsRigorA Rigorous and Inclusive Process -- This plan, led by the Department of Education’s Office of Educational Technology, was developed using a rigorous and inclusive process built on the report of a technical working group of leading education researchers and practitioners. In keeping with the White House’s Open Government Directive, the Department invited extensive public participation in the development of the plan. Broad outreach efforts and state-of-the-art communications and collaboration technology enabled tens of thousands of individuals to learn about and contribute to the development of the plan over its 9-month development period.InclusivenessTimelinessThe Time To Act Is Now -- The NETP accepts that we do not have the luxury of time: We must act now and commit to fine-tuning and midcourse corrections as we go. Success will require leadership, collaboration, and investment at all levels of our education system—states, districts, schools, and the federal government—as well as partnerships with higher education institutions, private enterprises, and not-for-profit entities. In the United States, education is primarily a state and local responsibility. State and local public education institutions must ensure equitable access to learning experiences for all students and especially students in underserved populations—low-income and minority students, students with disabilities, English language learners, students in rural and frontier schools, and others. States and districts need to build capacity for transformation. The Department of Education has a role in identifying effective strategies and implementation practices; encouraging, promoting, and actively supporting innovation in states and districts; and nurturing collaborations that help states and districts leverage resources so the best ideas can be scaled up. Postsecondary education institutions—community colleges and four-year colleges and universities—will need to partner more closely with K–12 schools to remove barriers to postsecondary education and put plans of their own in place to decrease dropout rates. Clearly, postsecondary institutions would be key players in the national R&D efforts recommended in this plan. Education has long relied on the contributions of organizations in both the private and not-forprofit sectors, and this will not change. As we enter the second decade of the 21st century, there has never been a more pressing need to transform American education or a better time to act. The NETP is a 5-year action plan that responds to an urgent national priority and a growing understanding of what the United States needs to do to remain competitive in a global economy.Learning: Engage and EmpowerAll learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society._42327b0c-4474-11e0-84e1-b8117a64ea2a1.0Our education system today supports learning, mostly in classrooms and from textbooks, and depends on the relationship between individual educators and their students. The role technology plays in the nation’s classrooms varies dramatically depending on the funding priorities of states, districts, and schools and individual educators’ understanding of how to leverage it in learning in meaningful ways. Meanwhile, many students’ lives outside school are filled with technology that gives them mobile access to information and resources 24/7, enables them to create multimedia content and share it with the world, and allows them to participate in online social networks and communities where people from all over the world share ideas, collaborate, and learn new things. According to a national survey by the Kaiser Family Foundation, 8- to 18-year-olds today devote an average of seven hours and 38 minutes to using entertainment media in a typical day—more than 53 hours a week (Kaiser Family Foundation 2009). The opportunity to harness this interest and access in the service of learning is huge. Technology brings similar opportunities to professionals in many fields. Physicians use mobile Internet access devices to download x-rays and test results or to access specialized applications, such as medicine dosage calculators. Earthquake geologists install underground sensors along fault lines, monitor them remotely, and tie them in to early warning systems that signal the approach of seismic waves. Filmmakers use everyday computers and affordable software for every phase of the filmmaking process, from editing and special effects to music and sound mixing. Technology dominates the workplaces of most professionals and managers in business, where working in distributed teams that need to communicate and collaborate is the norm. The challenge for our education system is to leverage technology to create relevant learning experiences that mirror students’ daily lives and the reality of their futures. We live in a highly mobile, globally connected society in which young Americans will have more jobs and more careers in their lifetimes than their parents. Learning can no longer be confined to the years we spend in school or the hours we spend in the classroom: It must be lifelong, lifewide, and available on demand (Bransford et al. 2006). To prepare students to learn throughout their lives and in settings far beyond classrooms, we must change what and how we teach to match what people need to know, how they learn, and where and when they learn and change our perception of who needs to learn. We must bring 21st-century technology into learning in meaningful ways to engage, motivate, and inspire learners of all ages to achieve. The challenging and rapidly changing demands of our global economy tell us what people need to know and who needs to learn. Advances in learning sciences show us how people learn. Technology makes it possible for us to act on this knowledge and understanding.Standards and Learning ObjectivesStates should continue to revise, create, and implement standards and learning objectives using technology for all content areas that reflect 21st-century expertise and the power of technology to improve learning._42327d64-4474-11e0-84e1-b8117a64ea2a1.1StatesOur education system relies on core sets of standards-based concepts and competencies that form the basis of what all students should know and should be able to do. Whether the domain is English language arts, mathematics, sciences, social studies, history, art, or music, states should continue to consider the integration of 21st-century competencies and expertise, such as critical thinking, complex problem solving, collaboration, multimedia communication, and technological competencies demonstrated by professionals in various disciplines.Learning ResourcesStates, districts, and others should develop and implement learning resources that use technology to embody design principles from the learning sciences._42327fd0-4474-11e0-84e1-b8117a64ea2a1.2StatesSchool DistrictsAdvances in learning sciences, including cognitive science, neuroscience, education, and social sciences, give us greater understanding of three connected types of human learning—factual knowledge, procedural knowledge, and motivational engagement. Technology has increased our ability to both study and enhance all three types. Today’s learning environments should reflect what we have learned about how people learn and take advantage of technology to optimize learning.Anytime Anywhere ResourcesStates, districts, and others should develop and implement learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere._42328246-4474-11e0-84e1-b8117a64ea2a1.3StatesSchool DistrictsThe always-on nature of the Internet and mobile access devices provides our education system with the opportunity to create learning experiences that are available anytime and anywhere. When combined with design principles for personalized learning and Universal Design for Learning, these experiences also can be accessed by learners who have been marginalized in many educational settings: students from low-income communities and minorities, English language learners, students with disabilities, students who are gifted and talented, students from diverse cultures and linguistic backgrounds, and students in rural areas.STEMUse advances in learning sciences and technology to enhance STEM (science, technology, engineering, and mathematics) learning and develop, adopt, and evaluate new methodologies with the potential to inspire and enable all learners to excel in STEM._423284d0-4474-11e0-84e1-b8117a64ea2a1.4New technologies for representing, manipulating, and communicating data, information, and ideas have changed professional practices in STEM fields and what students need to learn to be prepared for STEM professions. Technology should be used to support student interaction with STEM content in ways that promote deeper understanding of complex ideas, engage students in solving complex problems, and create new opportunities for STEM learning throughout our education system.Assessment: Measure What MattersOur education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement._42328764-4474-11e0-84e1-b8117a64ea2a2.0Most of the assessment done in schools today is after the fact and designed to indicate only whether students have learned. Little is done to assess students’ thinking during learning so we can help them learn better. Nor do we collect and aggregate student-learning data in ways that make the information valuable to and accessible by educators, schools, districts, states, and the nation to support continuous improvement and innovation. We are not using the full flexibility and power of technology to design, develop, and validate new assessment materials and processes for both formative and summative uses. Just as learning sciences and technology play an essential role in helping us create more effective learning experiences, when combined with assessment theory they also can provide a foundation for much-needed improvements in assessment (Pellegrino, Chudowsky, and Glaser 2001; Tucker 2009). These improvements include finding new and better ways to assess what matters, doing assessment in the course of learning when there is still time to improve student performance, and involving multiple stakeholders in the process of designing, conducting, and using assessment. Equally important, we now are acutely aware of the need to make data-driven decisions at every level of our education system on the basis of what is best for each and every student—decisions that in aggregate will lead to better performance and greater efficiency across the entire system.Assessments and FeedbackStates, districts, and others should design, develop, and implement assessments that give students, educators, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices._42328a02-4474-11e0-84e1-b8117a64ea2a2.1Learning science and technology combined with assessment theory can provide a foundation for new and better ways to assess students in the course of learning, which is the ideal time to improve performance. This will require involving experts from all three disciplines in the process of designing, developing, and using new technology-based assessments that can increase the quality and quantity of feedback to learners.Assessment Materials and ProcessesBuild the capacity of educators, education institutions, and developers to use technology to improve assessment materials and processes for both formative and summative uses._42328cb4-4474-11e0-84e1-b8117a64ea2a2.2Technology can support measuring performances that cannot be assessed with conventional testing formats, providing our education system with opportunities to design, develop, and validate new and more effective assessment materials. Building this capacity can be accelerated through knowledge exchange, collaboration, and better alignment between educators (practitioners) and experts.Assessment TechnologiesConduct research and development that explores how embedded assessment technologies, such as simulations, collaboration environments, virtual worlds, games, and cognitive tutors, can be used to engage and motivate learners while assessing complex skills._42328fde-4474-11e0-84e1-b8117a64ea2a2.3Interactive technologies, especially games, provide immediate performance feedback so that players always know how they are doing. As a result, they are highly engaging to students and have the potential to motivate students to learn. They also enable educators to assess important competencies and aspects of thinking in contexts and through activities that students care about in everyday life. Because interactive technologies hold this promise, assessment and interactive technology experts should collaborate on research to determine ways to use them effectively for assessment.Universal Design for LearningConduct research and development that explores how Universal Design for Learning can enable the best accommodations for all students to ensure we are assessing what we intend to measure rather than extraneous abilities a student needs to respond to the assessment task._423292ae-4474-11e0-84e1-b8117a64ea2a2.4To be valid, an assessment must measure those qualities it is intended to measure and scores should not be influenced by extraneous factors. An assessment of science, for example, should measure understanding of science concepts and their application, not the ability to see print, to respond to items using a mouse, or to use word processing skills. Assessment and technology experts should collaborate to create assessment design tools and processes that make it possible to develop assessment systems with appropriate features (not just accommodations) so that assessments capture examinees’ strengths in terms of the qualities that the assessment is intended to measure.Practices, Policies, and RegulationsRevise practices, policies, and regulations to ensure privacy and information protection while enabling a model of assessment that includes ongoing gathering and sharing of data on student learning for continuous improvement._42329588-4474-11e0-84e1-b8117a64ea2a2.5Every parent of a student under 18 and every student 18 or over should have the right to access the student’s own assessment data in the form of an electronic learning record that the student can take with them throughout his or her educational career. At the same time, appropriate safeguards, including stripping records of identifiable information and aggregating data across students, classrooms, and schools, should be used to make it possible to supply education data derived from student records to other legitimate users without compromising student privacy.Teaching: Prepare and ConnectProfessional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners._42329876-4474-11e0-84e1-b8117a64ea2a3.0Professional EducatorsTeaching today is practiced mostly in isolation. Many educators work alone, with little interaction with professional colleagues or experts in the outside world. Professional development typically is provided in short, fragmented, and episodic workshops that offer little opportunity to integrate learning into practice. A classroom educator’s primary job is understood to be covering the assigned content and ensuring that students test well. Many educators do not have the information, the time, or the incentives to continuously improve their professional practice from year to year. Not surprisingly, half of freshly minted teachers leave the profession within the first five years (Ingersoll and Smith 2003). These conditions exist because our education system and the institutions that prepare educators often fail to give educators the tools to do their job well. Our education system holds educators responsible for student achievement but does support them with the latest technology the way professionals in other fields are supported. Although some preservice programs are using technology in innovative ways (Gomez et al. 2008), widespread agreement exists that teachers by and large are not well prepared to use technology in their practice (Kay 2006). As a result, the technology of everyday life has moved well beyond what educators are taught to and regularly use to support student learning. Meanwhile, policymakers and education leaders point to a lack of effective teaching and the need for greater accountability among teachers as the key to fixing education in America. Although the expectation of effective teaching and accountability for professional educators is a critical component of transforming our education system, we also need to recognize that we must strengthen and elevate the teaching profession. This is necessary to attract and retain the most effective educators and achieve the learning outcomes we seek for all learners. Just as leveraging technology can help us improve learning and assessment, technology can help us better prepare effective educators and increase their competencies throughout their careers while building the capacity of our education system to deliver effective teaching. Technology can do this by enabling a shift to a new model of connected teaching.Content, Resources, and ToolsExpand opportunities for educators to have access to technology-based content, resources, and tools where and when they need them._42329b78-4474-11e0-84e1-b8117a64ea2a3.1EducatorsToday’s technology enables educators to tap into resources and orchestrate expertise across a school district or university, a state, the nation, and even around the world. Educators can discuss solutions to problems and exchange information about best practices in minutes, not weeks or months. Today’s educators should have access to technology-based resources that inspire them to provide more engaging and effective learning opportunities for each and every student.Social NetworkingLeverage social networking technologies and platforms to create communities of practice that provide career-long personal learning opportunities for educators within and across schools, preservice preparation and in-service education institutions, and professional organizations._42329e8e-4474-11e0-84e1-b8117a64ea2a3.2Social networks can be used to provide educators with career-long personal learning tools and resources that make professional learning timely and relevant as well as an ongoing activity that continually improves practice and evolves their skills over time. Online communities should enable educators to take online courses, tap into experts and best practices for just-in-time problem solving, and provide platforms and tools for educators to design and develop resources with and for their colleagues.Online AccessUse technology to provide all learners with online access to effective teaching and better learning opportunities and options especially in places where they are not otherwise available._4232a1ae-4474-11e0-84e1-b8117a64ea2a3.3Many education institutions, particularly those serving the most vulnerable students and those in rural areas, lack educators with competencies in reaching students with special needs and educators with content knowledge and expertise in specialized areas, including STEM. Even in areas where effective teaching is available, students often lack options for high-quality courses in particular disciplines or opportunities for learning that prepare them for the modern world. Online learning options should be provided to enable leveraging the best teaching and make high-quality course options available to all learners.Professional LearningProvide preservice and in-service educators with professional learning experiences powered by technology to increase their digital literacy and enable them to create compelling assignments for students that improve learning, assessment, and instructional practices._4232a4ec-4474-11e0-84e1-b8117a64ea2a3.4Preservice EducatorsIn-Service EducatorsJust as technology helps us engage and motivate students to learn, technology should be used in the preparation and ongoing learning of educators to engage and motivate them in what and how they teach. This will require synthesizing core principles and adopting best practices for the use of technology in preparing educators. Technology also should be an integral component of teaching methods courses and field experiences rather than treated as a discrete skill distinct from pedagogical application.Teaching ForceDevelop a teaching force skilled in online instruction._4232a906-4474-11e0-84e1-b8117a64ea2a3.5As online learning becomes an increasingly important part of our education system, we need to provide online and blended learning experiences that are more participatory and personalized and that embody best practices for engaging all students. This creates both the need and opportunity for educators who are skilled in instructional design and knowledgeable about emerging technologies. Crucial to filling this need while ensuring effective teaching are appropriate standards for online courses and teaching and a new way of approaching online teacher certification.Infrastructure: Access and EnableAll students and educators will have access to a comprehensive infrastructure for learning when and where they need it._4232ac58-4474-11e0-84e1-b8117a64ea2a4.0StudentsEducatorsAlthough we have adopted technology in many aspects of education today, a comprehensive infrastructure for learning is necessary to move us beyond the traditional model of educators and students in classrooms to a learning model that brings together teaching teams and students in classrooms, labs, libraries, museums, workplaces, and homes—anywhere in the world where people have access devices and an adequate Internet connection. An infrastructure for learning is necessary to support a learning society in which learning is lifelong and lifewide. Our infrastructure for learning is modeled on the cyberinfrastructure envisioned and deployed by the National Science Foundation to encourage collaboration among scientists and researchers, which was subsequently broadened to apply to learning in all domains (National Science Foundation 2008b). The term “cyber” tells us that the time and distance barriers of the physical world are reduced by virtual connections between people and between people and technology resources and tools. “Infrastructure” reminds us that even in virtual worlds, physical and organizational structures are needed to run a system. The essential underlying principle is that the infrastructure includes people, processes, learning resources, and policies and sustainable models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administrative tools. Building an infrastructure for learning is a far-reaching project that will require the participation and collaboration of individuals from all disciplines and types of institutions across the entire spectrum of education. It also will require education, business, and government as partners. And it will take leadership and a commitment to a shared understanding of its importance to transforming U.S. education.Broadband and Wireless AccessEnsure students and educators have broadband access to the Internet and adequate wireless connectivity both in and out of school._4232afb4-4474-11e0-84e1-b8117a64ea2a4.1StudentsEducatorsStudents and educators need adequate broadband bandwidth for accessing the Internet and technology-based learning resources. “Adequate” should be defined as the ability to use the Internet in school, on the surrounding campus, throughout the community, and at home. It should also include simultaneous use of high-bandwidth resources, such as multimedia, communication and collaboration environments, and communities. Crucial to providing such access are the broadband initiatives being individually and jointly managed by various federal agencies.Internet AccessEnsure that every student and educator has at least one Internet access device and appropriate software and resources for research, communication, multimedia content creation, and collaboration for use in and out of school._4232b324-4474-11e0-84e1-b8117a64ea2a4.2StudentsEducatorsOnly with 24/7 access to the Internet via devices and technology-based software and resources can we achieve the kind of engagement, student-centered learning, and assessments that can improve learning in the ways this plan proposes. The form of these devices, software, and resources may or may not be standardized and will evolve over time. In addition, these devices may be owned by the student or family, owned by the school, or some combination of the two. The use of devices owned by students will require advances in network filtering and improved support systems.Open Educational ResourcesSupport the development and use of open educational resources to promote innovative and creative opportunities for all learners and accelerate the development and adoption of new open technology-based learning tools and courses._4232b766-4474-11e0-84e1-b8117a64ea2a4.3The value of open educational resources is now recognized around the world, leading to the availability of a vast array of learning, teaching, and research resources that learners of any age can use across all content areas. Realizing this value will require new policies concerning the evaluation and selection of instructional materials so that digital resources are considered and processes are established for keeping educational resource content up to date, appropriate, and tagged according to identified content interoperability standards.Infrastructure for LearningBuild state and local education agency capacity for evolving an infrastructure for learning._4232bd7e-4474-11e0-84e1-b8117a64ea2a4.4State Education AgenciesLocal Education AgenciesBuilding an infrastructure for learning is a far-reaching project that will demand concerted and coordinated effort. The effort should start with implementing the next generation of computing system architectures and include transitioning computer systems, software, and services from in-house datacenters to professionally managed data centers in the cloud for greater efficiency and flexibility. This will require leveraging and scaling up the human talent to build such an infrastructure, which should ultimately save money and enable education IT professionals to focus more on maintaining the local infrastructure and supporting teachers, students, and administrators.Content and Student-Learning Data StandardsDevelop and use interoperability standards for content and student-learning data to enable collecting and sharing resources and collecting, sharing, and analyzing data to improve decision making at all levels of our education system._4232c198-4474-11e0-84e1-b8117a64ea2a4.5Fragmented content and resources and student-learning data siloed in different proprietary platforms and systems, along with a lack of common standards for collecting and sharing data, are formidable barriers to leveraging resources for teaching and learning. These barriers exist because we lack common content interoperability standards and tools to enable use of such standards. The lack of common standards affects the quality of tools because developers limit their R&D investments into narrow markets and are not able to leverage overall market advancements in research and development. Interoperability standards are essential to resolving these issues.Financial Data StandardsDevelop and use interoperability standards for financial data to enable data-driven decision making, productivity advances, and continuous improvement at all levels of our education system._4232c558-4474-11e0-84e1-b8117a64ea2a4.6Just as content, resources, and student learning data are fragmented in disconnected technology systems and throughout our education system, the same is true for financial data. Therefore, we also need financial data interoperability standards and tools that enable the use of these standards.Productivity: Redesign and TransformOur education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff._4232c922-4474-11e0-84e1-b8117a64ea2a5.0To reach the president’s goal of regaining global leadership in college graduation rates by 2020, the United States must increase the percentage of citizens holding college degrees from the current level of just under 40 percent to 60 percent. That is a sizable increase and, considering that college graduation rates in our country have held steady for more than three decades (OECD 2009a), a sizable challenge. Add to this challenge the projections of most states and the federal government of reduced revenues for the foreseeable future, and it is clear that we will not reach this goal simply by spending more money on education. In fact, over the last 30 years, the United States has increased its real dollar K–12 education spending per student by more than 70 percent without a commensurate improvement in outcomes (National Center for Education Statistics 2005; 2008). In higher education, tuition costs are on the rise, yet just 21 percent of the increased revenue goes to instruction (Vedder 2004) and spending changes have not resulted in higher degree completion rates (Bound, Lovenheim, and Turner 2009). More money for education is important, but we must spend education dollars wisely, starting with being clear about the learning outcomes we expect from the investments we make. We also must leverage technology to plan, manage, monitor, and report spending so that we can provide decision-makers with a reliable, accurate, and complete view of the financial performance of our education system at all levels. Such visibility is essential to improving productivity and accountability. At the same time, we must make a commitment to continuous improvement by continually measuring and improving the productivity of our education system to meet our goals for educational attainment within the budgets we can afford.Productivity and OutcomesDevelop and adopt a common definition of productivity in education and more relevant and meaningful measures of outcomes, along with improved policies and technologies for managing costs, including those for procurement._4232ccec-4474-11e0-84e1-b8117a64ea2a5.1Education has not incorporated many of the practices other sectors regularly use to measure outcomes, manage costs, and improve productivity, a number of which are enabled or enhanced by technology. As other sectors have learned, we are unlikely to improve outcomes and productivity until we define and start measuring them. This starts with identifying what we seek to measure. It also requires identifying costs associated with components of our education system and with individual resources and activities so that the ratio of outcomes to costs can be tracked over time.AssumptionsRethink basic assumptions in our education system that inhibit leveraging technology to improve learning, starting with our current practice of organizing student and educator learning around seat time instead of the demonstration of competencies._4232d0ca-4474-11e0-84e1-b8117a64ea2a5.2To realize the full potential of technology for improving performance and increasing productivity, we must remove the process and structural barriers to broad adoption. The education system must work to identify and rethink basic assumptions of the education system. Some of these include measurement of educational attainment through seat time, organization of students into age-determined groups, the structure of separate academic disciplines, the organization of learning into classes of roughly equal size, and the use of time blocks.MetricsDevelop useful metrics for the educational use of technology in states and districts._4232d4c6-4474-11e0-84e1-b8117a64ea2a5.3StatesSchool DistrictsCurrent data on the use of educational and information technology in our system consist of records of purchases and numbers of computers and Internet connections. Very little information on how technology is actually used to support teaching, learning, and assessment is collected and communicated systematically. Only by shifting our focus to collecting data on how and when technology is used will we be able to determine the difference it makes and use that knowledge to improve outcomes and the productivity of our education system.Technology-Powered Programs and InterventionsDesign, implement, and evaluate technology-powered programs and interventions to ensure that students progress seamlessly through our P–16 education system and emerge prepared for college and careers._4232d8c2-4474-11e0-84e1-b8117a64ea2a5.4StudentsThe United States has a long way to go if we are to see every student complete at least a year of higher education or postsecondary career training. Achieving this target will require dramatically reducing the number of students who leave high school without getting a diploma and/or who are unprepared for postsecondary education. A complex set of personal and academic factors underlie students’ decisions to leave school or to disengage from learning, and no one strategy will prevent every separation from the education system. Collaboration between P–12 and higher education institutions and practices supported with technology are crucial to addressing the problem.PrioritiesTake action around [identified] priorities._4232dcd2-4474-11e0-84e1-b8117a64ea2a6U.S. Department of EducationGetting Started Now -- The Department of Education has a role in identifying effective strategies and implementation practices; encouraging, promoting, and actively supporting innovation and best practices in states and districts; and nurturing collaborations that help states and districts leverage resources so the best ideas can be scaled up. To help ensure the successful implementation of this plan, the Department of Education can take action around the following priorities:Content and CollaborationConvening education stakeholders, in person and online, to share content, insights, and expertise and to collaborate on key elements of this plan._4232e146-4474-11e0-84e1-b8117a64ea2a6.1Ideas and best practices that emerge from these convenings will be shared throughout our education system.Learning Platforms, Resources, Courses, and ToolsConvene learning science researchers, developers of educational technology, curriculum developers, public and private sector organizations, and Universal Design for Learning experts to share information and research for developing the next generation of technology based learning platforms, resources, courses, and tools._4232e588-4474-11e0-84e1-b8117a64ea2a6.1.1Assessment ResourcesFacilitate collaboration between states and private and public sector organizations to design, develop, validate, and scale up new technology-based assessment resources for both formative and summative uses._4232e9c0-4474-11e0-84e1-b8117a64ea2a6.1.2These efforts should include exploring the use of embedded assessment technologies, such as simulations, collaboration environments, virtual worlds, and games in new assessment resources.Electronic Learning RecordsConvene P–12 and higher education institutions, states, and districts to collaborate on strategies for creating persistent student electronic learning records and using student data for continuous improvement._4232edf8-4474-11e0-84e1-b8117a64ea2a6.1.3Open Educational ResourcesFacilitate collaboration between states, districts, universities, other research and development organizations, other agencies, and the commercial sector to develop and leverage open educational resources._4232f244-4474-11e0-84e1-b8117a64ea2a6.1.4Designs for use and reuse and new business models will be included.Online Courses and Teaching StandardsConvene states, teacher accreditation organizations, colleges of education, and organizations representing online learning providers to promote states’ consideration of voluntary standards for online courses and for online teaching._4232f690-4474-11e0-84e1-b8117a64ea2a6.1.5StatesTeacher Accreditation OrganizationsColleges of EducationOnline Learning ProvidersThis activity should include the promotion of reciprocity agreements between states for certifying online teachers.Seat Time and Other AssumptionsConvene states and education leadership organizations to identify and rethink basic assumptions in our education system, starting with but not limited to the measurement of educational attainment through seat time. _4232faf0-4474-11e0-84e1-b8117a64ea2a6.1.6StatesEducation Leadership OrganizationsOther assumptions that should be reexamined are the organization of students into static age-determined groups and the organization of learning into classes of roughly equal size, as well as the structure of separate academic disciplines. The use of online learning and combining offline and online learning to provide options for flexibility, additional learning time, and more effective use of the time allotted should be explored.Technology MetricsConvene states, districts, and education and technology experts from the academic, private, and public sectors to define useful metrics for the use of technology in support of teaching and learning and improved operations that states and districts can use to guide technology purchases._4232ff46-4474-11e0-84e1-b8117a64ea2a6.1.7StatesSchool DistrictsEducation ExpertsTechnology ExpertsPostsecondary Educational ReadinessPromote collaboration between two- and four-year postsecondary education institutions, P–12 programs, and educational technology developers in the private and public sectors to design programs and resources to engage and/or reengage students and motivate them to graduate from high school ready for postsecondary education. _42330540-4474-11e0-84e1-b8117a64ea2a6.1.8Two-Year Postsecondary Education InstitutionsFour-Year Postsecondary Education InstitutionsP–12 ProgramsEducational Technology DevelopersFacilitate collaboration on alternative programs that take advantage of technology to reconnect with students and help them complete learning programs.Internet AccessSupporting efforts to ensure that all students and educators have 24/7 access to the Internet via devices, including mobile devices, and that states, districts, and schools adopt technologies and policies to enable leveraging the technology that students already have._42330a40-4474-11e0-84e1-b8117a64ea2a6.2StudentsEducatorsBroadbandEndorse and actively support the broadband initiatives of the American Recovery and Reinvestment Act of 2009, which are intended to accelerate deployment of Internet services in unserved, underserved, and rural areas and to strategic anchor institutions, such as schools, that are likely to provide significant public benefits. _42330efa-4474-11e0-84e1-b8117a64ea2a6.2.1Unserved AreasUnderserved AreasRural AreasThese initiatives are the Broadband Technology Opportunities Program of the Department of Commerce’s National Telecommunications and Information Administration, the Rural Development Broadband Program of the Department of Agriculture, and the interagency National Broadband Plan developed by the Federal Communications Commission.Technology SupportWork with districts, states, and the private sector to articulate effective technology support models for 24/7 access including using school- and student-owned devices. _423314d6-4474-11e0-84e1-b8117a64ea2a6.2.2School DistrictsStatesPrivate SectorNew support models for this type of access will require improved security systems, more intelligent filtering systems that allow blocking and enabling access within this type of infrastructure, and personnel and/or systems capable of providing around-the-clock support for school-, student-, and educator-owned devices used for learning.Digital Learning EnvironmentsParticipating in efforts to ensure that transitioning from predominantly print-based classrooms to digital learning environments promotes organized, accessible, easy-to-distribute and easy-to-use content and learning resources._423319d6-4474-11e0-84e1-b8117a64ea2a6.3 Visual Depiction of Learning ProgressionsSupport the development of an open architecture mapping and navigation platform that will enable the visual depiction of learning progressions across all content areas and reflect 21st-century expertise._42331e90-4474-11e0-84e1-b8117a64ea2a6.3.1Accessible online, these learning progressions can be used to reenvision content, resources, assessments, curricula, and professional learning for teachers and encourage the sharing of best practices and new approaches to improve teaching and learning. This platform would encourage a variety of mashups and spur innovation.Open StandardsInitiate an interagency effort to create, publish, and maintain open standards for content, student learning, and financial data interoperability. _4233248a-4474-11e0-84e1-b8117a64ea2a6.3.2State and district requests for proposals for assessment and data systems should require appropriate use of these standards.Learning RegistryCreate a learning registry, an open-standard registry of all content developed by various agencies throughout the federal government so that states, districts, and schools can access and leverage it and combine it with their own repositories of content._423329a8-4474-11e0-84e1-b8117a64ea2a6.3.3Federal AgenciesStatesSchool DistrictsSchoolsContent, Resources, Courses, and ToolsExpand the availability of digital-learning content, resources, courses, and tools and ensure their continuous improvement by funding the research and development of open educational resources. _42332ff2-4474-11e0-84e1-b8117a64ea2a6.3.4StatesFacilitate states working together to pool resources for identifying and evaluating or issuing requirements for developing open educational resources.Online and Blended Learning EnvironmentsSupport research and evaluation efforts focused on the effectiveness of online and blended learning environments at all levels._4233361e-4474-11e0-84e1-b8117a64ea2a6.3.5Federally Funded ProgramsEncourage the use of technology and online learning courses and resources in federally funded programs that expand learning opportunities for underserved populations and others who need it most._42333b64-4474-11e0-84e1-b8117a64ea2a6.3.6Underserved PopulationsOnline ExperimentationEncourage states, districts, P–12 programs, and postsecondary education institutions to experiment with such resources as online learning, online tutoring and mentoring, games, cognitive tutors, immersive environments, and participatory communities and social networks both within and across education institutions to give students guidance and information about their own learning progress and strategies for seamless completion of a comprehensive P–16 education._42334064-4474-11e0-84e1-b8117a64ea2a6.3.7StatesSchool DistrictsP–12 Programs Postsecondary Education InstitutionsOnline Communities of PracticeFunding online communities of practice to ensure that teachers are connected to data, resources, experts, and peers to prepare and enable connected teaching._423346a4-4474-11e0-84e1-b8117a64ea2a6.4TeachersExpertsDesign ResearchFund a contract for design research on online communities of practice and apply the design to a series of at least six communities of practice in order to leverage the use of educational technology and social networking to improve teaching, assessment, learning, and infrastructure in schools._42334c12-4474-11e0-84e1-b8117a64ea2a6.4.1TeachersEducational ProfessionalsThe communities of practice will be designed to ensure teachers and other education professionals are highly connected to data, resources, content, experts, peers, and just-in-time expertise on a variety of topics.Contracts and GrantsLeverage the design work on online communities of practice to inform contracts and grants for providing technical assistance throughout the Department of Education._4233513a-4474-11e0-84e1-b8117a64ea2a6.4.2U.S. Department of EducationR&DEnsuring a sustained focus on R&D for education, including scaling up and sustaining innovations, technology transfer, and grand challenge problems._42335806-4474-11e0-84e1-b8117a64ea2a6.5Focus AreasImplement an approach to R&D for education that focuses on five areas:_42335d88-4474-11e0-84e1-b8117a64ea2a6.5.1Technology InnovationsTransferring existing and emerging technology innovations from sectors such as business, consumer, and entertainment into education._423362e2-4474-11e0-84e1-b8117a64ea2a6.5.1.1Business SectorConsumer SectorEntertainment SectorDARPATransferring appropriate developments from the Department of Defense Advanced Research Projects Administration to the public education sector._42336940-4474-11e0-84e1-b8117a64ea2a6.5.1.2DARPADepartment of Defense Advanced Research Projects AdministrationCurrent R&DSupporting and sustaining the education R&D that is currently happening throughout the National Science Foundation by designing a commercialization strategy._42336ed6-4474-11e0-84e1-b8117a64ea2a6.5.1.3National Science FoundationNCRAIDTCreating a new organization (the National Center for Research in Advanced Information and Digital Technologies) with the mission of serving the public good through R&D at the intersection of learning sciences, technology, and education._4233741c-4474-11e0-84e1-b8117a64ea2a6.5.1.4National Center for Research in Advanced Information and Digital TechnologiesCompetitive GrantsProviding competitive grants for scaling up innovative and evidence-based practices through the Department of Education’s Investing in Innovation Fund._42337ae8-4474-11e0-84e1-b8117a64ea2a6.5.1.5Department of EducationInvesting in Innovation FundIntegrated Use of TechnologyEncouraging states and districts to move to more integrated use of technology in teaching and learning._423380b0-4474-11e0-84e1-b8117a64ea2a6.6StatesSchool DistrictsSenior LeadershipEncourage states to assign responsibility for educational technology to senior-level individuals who will provide leadership in connecting the planning for educational and information technology to the core functions of curriculum and instruction, assessment, and professional learning and in ensuring that the most efficient and effective purchases are made. _42338614-4474-11e0-84e1-b8117a64ea2a6.6.1Senior-Level IndividualsThese individuals will be invited to participate on a cross-functional team organized by the Department of Education to share insights and best practices and collaborate on technology for teaching and learning.Federal Grants and ExpendituresEncourage every federal grant program and expenditure to consider how technology can be a multiplier for support and scale in education._42338cc2-4474-11e0-84e1-b8117a64ea2a6.6.2Federal Grant ProgramsProductivity in EducationLeading a national initiative to identify strategies for increasing productivity in education and work with states, districts, and schools to build their capacity for implementing them._42339294-4474-11e0-84e1-b8117a64ea2a6.7StatesSchool DistrictsSchoolsNational Initiative and Research AgendaStart a national initiative and develop an ongoing research agenda dedicated to improving productivity in the education sector. _42339816-4474-11e0-84e1-b8117a64ea2a6.7.1The initiative will focus on defining productivity in education and establishing new and more useful metrics and methods for measuring it. The initiative will promote continuous improvement and data-driven decision making, leveraging technology to plan, manage, monitor, and report spending so that education decision-makers can be provided with a reliable, accurate, and complete view of the financial performance of our education system at all levels.Cost Accounting StandardsEncourage states to adopt common cost accounting standards to allow benchmarking and analysis of costs and provide a platform for sharing strategies for cost saving and productivity improvement and highlight policies at the federal, state, and local level that might inhibit progress, for example, in procurement._42339ee2-4474-11e0-84e1-b8117a64ea2a6.7.2StatesTechology AssessmentDevelop new and better ways of assessing the efficacy of technology in teaching and learning and in the financial operations of education institutions._4233a536-4474-11e0-84e1-b8117a64ea2a6.7.3R&D: Innovate and ScaleCall for a new approach to R&D for education._4233aaea-4474-11e0-84e1-b8117a64ea2a7.0The model for learning presented in this plan assumes that we will develop, adopt, and ensure equitable access to a technology-based education system that provides effective learning experiences, assessments, and teaching and a comprehensive infrastructure for learning to support both formal education and all other aspects of learning. It also assumes we will incorporate many of the practices other sectors regularly use to improve productivity and manage costs and will leverage technology to enable or enhance them. In the past, we have relied on public education entities and private companies to develop technology resources and tools for learning. In both these sectors, however, incentives are provided for developing discrete products and services without regard for how they work as parts of a system or for research on their effectiveness. Public education entities can mandate use of their products and services. Commercial enterprises gain market share through compelling value propositions, effective marketing, and broad distribution channels. But research on the effectiveness of learning technology typically comes after products and services have been deployed—when it is too late to result in major improvements—if it comes at all. If we are to achieve our goal of leading the world in education, we must be leaders in the design and implementation of a more effective education system. To that end, this plan calls for a new approach to R&D for education that focuses on four areas:Real-Time AccessDesign and validate an integrated system that provides real-time access to learning experiences tuned to the levels of difficulty and assistance that optimize learning for all learners and that incorporates self-improving features that enable it to become increasingly effective through interaction with learners._4233b1f2-4474-11e0-84e1-b8117a64ea2a7.1Today, we have examples of systems that can recommend learning resources a person might like, learning materials with embedded tutoring functions, software that can provide UDL supports for any technology-based learning materials, and learning management systems that move individuals through sets of learning materials and keep track of their progress and activity. What we do not have is an integrated system that can perform all these functions dynamically while optimizing engagement and learning for all learners. Such an integrated system is essential for implementing the individualized, differentiated, and personalized learning called for in this plan. Specifically, the integrated system should be able to * Discover appropriate learning resources; * Configure the resources with forms of representation and expression that are appropriate for the learner’s age, language, reading ability, and prior knowledge; and * Select appropriate paths and scaffolds for moving the learner through the learning resources with the ideal level of challenge and support. As part of the validation of this system, we need to examine how much leverage is gained by giving learners control over the pace of their learning and whether certain knowledge domains or competencies require educators to retain that control. We also need to better understand where and when we can substitute learner judgment, online peer interactivity and coaching, and technological advances, such as smart tutors and avatars for the educator-led classroom model.21st-Century Expertise and CompetenciesDesign and validate an integrated system for designing and implementing valid, reliable, and cost-effective assessments of complex aspects of 21st-century expertise and competencies across academic disciplines._4233b83c-4474-11e0-84e1-b8117a64ea2a7.2The multiple-choice tests used in nearly all large-scale assessment programs fail to meet the challenge of capturing some of the most important aspects of 21st-century expertise and competencies. Past attempts to measure these areas have been expensive and of limited reliability. Technology offers new options for addressing the multiple components of this challenge. For example, technology can support * Systematic analysis of the claims about student competence (including competence with respect to complex aspects of inquiry, reasoning, design, and communication) intended by academic standards and the kinds of evidence needed to judge whether or not a student has each of those aspects of competence; * Specifying assessment tasks and situations that would provide the desired evidence; * Administering complex assessment tasks capable of capturing complex aspects of 21st-century expertise through the use of technology; and * Developing and applying rules and statistical models for generating reliable inferences about the learner’s competencies based on performance on the assessment tasks. Promising R&D applying technology to each of these components of the grand challenge is ongoing, but the pieces have yet to be integrated into a single system that is applicable across content domains and that is cost-effective to implement. In addition to system development, solving this grand challenge problem will require studies to demonstrate the validity of the new assessments and their usefulness for both making formative instructional decisions to improve learning and summative evaluative decisions for purposes of establishing competency and accountability.Content, Student-Learning, and Financial DataDesign and validate an integrated approach for capturing, aggregating, mining, and sharing content, student-learning, and financial data cost-effectively for multiple purposes across many learning platforms and data systems in near real time._4233be2c-4474-11e0-84e1-b8117a64ea2a7.3To meet the education and productivity goals articulated in this plan, learners and their parents, educators, school and district leaders, and state and federal policymakers must use timely information about student-learning and financial data to inform their decisions. Today, these data are maintained in a variety of digital formats in multiple systems at local and state levels. As the processes of learning, assessment, and financial management and accounting move into the digital realm, education data systems and education research have become exceedingly complex in terms of scale, heterogeneity, and requirements for privacy. Still, we must create systems that capture, curate, maintain, and analyze education and financial data in all scales and shapes, in near real time, from all areas where learning occurs: school, home, and community. This must be done in a manner fully consistent with privacy regulations. Although underlying technologies for exchanging data sets exist, education does not yet have the kind of integrated Web-enabled data-sharing system that has been developed for the health-care, telecommunications, and financial sectors. Such a system must be capable of dealing with both fine-grained data derived from specific interactions with a learning system and global measures built up from that data, and it must be able to collect, back up, archive, and secure data coming from many different systems throughout a state. It must also be capable of integrating the financial data essential for managing costs. Addressing this challenge will require: * A data format to represent learning and financial data; * A service to discover and exchange data; * A data security standard for the service; * A specification, test suite, and reference implementation of the service to ensure vendor compliance; and * Best practices to guide the deployment of such services.Online and Offline Learning SystemsIdentify and validate design principles for efficient and effective online learning systems and combined online and offline learning systems that produce content expertise and competencies equal to or better than those produced by the best conventional instruction in half the time at half the cost._4233c55c-4474-11e0-84e1-b8117a64ea2a7.4Research labs and commercial entities are hard at work developing online learning systems and combined online and offline learning systems that support the development of expertise within and across academic disciplines. Although we have isolated examples of systems producing improved learning outcomes in half the time, we have yet to see this kind of outcome achieved within the K–12 system and particularly in those schools where students need help the most. In addition, in both K–12 and higher education, we have yet to see highly effective systems that can be brought to scale. We have evidence that learning can be accelerated through online tutoring, restructuring curricula, and by providing guiding feedback for improvement throughout the learning process. Further, we know that the current “packages” of learning that define semester and yearlong courses are generally arbitrary and a result of long-standing tradition rather than of careful studies. Achieving twice the content expertise and competencies in half the time at half the cost through online learning systems seems very possible, but it will require careful design, development, and testing.2010-12-302011-03-28http://www.ed.gov/sites/default/files/netp2010.pdfOwenAmburOwen.Ambur@verizon.net