If 2010 was the year of education reform, 2011 is likely shaping up as the year of getting back to education basics. Reauthorization of the Elementary and Secondary Education Act (ESEA) is at the top of the To Do List for the coming year. A new Congress, 29 new governors, and a sea change in state legislatures across the nation point to a refocused interest in core priorities such as accountability, teacher quality, and curriculum. A sluggish economy is keeping education policy at the forefront of our national dialogue as policymakers recognize the connection between a 21st century education and a strong, productive workforce. Policymakers, business leaders, educators, and families remain committed to programs and initiatives that can have maximum effect on instruction and student outcomes. This year is likely to be one of increased responsibility at the local level, with states and districts assuming a greater role in meeting our student achievement and school improvement expectations while continuing to be asked to do more with fewer resources.
Despite the significant political changes coming to the education field, one thing is certain: education technology remains an absolutely essential component in strengthening our public schools, improving the quality of education for all students, and providing the skills and knowledge all learners need for both school and career success. The great equalizer in our efforts to close the achievement gap and improve our schools, ed tech serves as a vital school improvement tool. The International Society for Technology in Education (ISTE) has identified three education issues that policymakers should consider in 2011:
1. Dedicated Ed Tech Funding Leads to Student Success–Federal vision and leadership is needed to ensure all of our nation’s students are educated in schools that meet the needs of 21st century learners. To meet these goals, direct federal technology investment in existing federal programs–such as the Enhancing Education Through Technology (EETT) Program and the Preparing Teachers for Digital Age Learners Act (PTDAL)–is required. In 2010, recognizing the invaluable role ed tech plays in our K-12 system, the Obama Administration pledged to integrate education technology into all corners of ESEA. While ed tech is indeed central to a 21st century education, real academic progress through technology cannot be achieved if federal funding for technology is diffused among all major education programs and a proven program like EETT is defunded in that process. Like reading, math, and other core components of the instructional process, ed tech requires a dedicated funding stream and a long term commitment to yield results.
2. Technology in Education Remains the Backbone of School Improvement–To truly improve our schools for the long term and ensure that all students are equipped with the knowledge and skills necessary to achieve in the digital age, education technology must permeate every corner of the teaching and learning process. In 2010, the United States invested significant taxpayer dollars in programs such as Race to the Top (RttT) and Investing in Innovation (i3). If we are to maximize these and other federal reform efforts, we must collectively recognize that ed tech is the backbone of school improvement. Whether it be teacher and principal quality, the turnaround of low-performing schools, improved data tracking and utilization, or the adoption and implementation of stronger academic standards and online assessments, education technology is central to lasting improvement. Educators and ed tech advocates remain committed to helping policymakers understand the clear role, mission, and expected impact ed tech can have on K-12 education.
3. Broadband for All is a National Priority–As ISTE noted in its Top 10 in ’10, the United States must continue its national commitment to closing the digital divide by working to provide all students access to broadband and the virtually limitless information and learning tools resulting from it. Today’s students and teachers are increasingly relying on broadband for everyday classroom needs. School and district networks are barely keeping pace with these increased demands. As online learning and online assessments become more commonplace (including the 2014 deadline for many states to move to online assessments) many school district networks will be at the breaking point. Students also need Internet access at home, as successful completion of school assignments often demands access to broadband. Students who do not have Internet access at home are at a significant disadvantage. As policymakers re-visit existing telecommunications law they must continue their commitment to the E-Rate program to ensure districts can develop robust networks. Policymakers must also ensure that all of our students have Internet access to educational materials outside of school hours.
As a unified trio, these three priorities represent the future of education in the 21st century. Whether it is ESEA reauthorization, the adoption of Common Core Standards, the development of common assessments, or the identification of education budget priorities in what will likely be a difficult FY2012 budget, education technology is the strongest investment policymakers can make in our classrooms. A dedicated, long-term financial commitment to ed tech can improve our schools, boost student achievement, and deliver real return on investment in our classrooms.
For more information on education technology’s impact on the classroom, the research supporting effective ed tech, or real-life examples of how ed tech affects teachers and students, please visit: www.isteconnects.org.