oactive leadership in developing a shared vision
for educational technology among all education
stakeholders, including teachers and support staff,
school and district administrators, teacher educators,
students, parents, and the community
Empowered Leaders
Stakeholders at every level empowered to be leaders in effecting change
Implementation Planning
A systemic plan aligned with a shared vision for school
effectiveness and student learning through the infusion
of information and communication technology (ICT) and
digital learning resources
Consistent and Adequate Funding
Ongoing funding to support technology infrastructure,
personnel, digital resources, and staff development
Equitable Access
Robust and reliable access to current and emerging
technologies and digital resources, with connectivity
for all students, teachers, staff, and school leaders Skilled Personnel
Educators, support staff, and other leaders skilled in the
selection and effective use of appropriate ICT resources Ongoing Professional Learning
Technology-related professional learning plans and
opportunities with dedicated time to practice and
share ideas
Technical Support
Consistent and reliable assistance for maintaining,
renewing, and using ICT and digital learning resources Curriculum Framework
Content standards and related digital curriculum
resources that are aligned with and support digital age
learning and work Student-Centered Learning
Planning, teaching, and assessment centered around
the needs and abilities of students Assessment and Evaluation
Continuous assessment of teaching, learning, and
leadership, and evaluation of the use of ICT and digital
resources Engaged Communities
Partnerships and collaboration within communities to
support and fund the use of ICT and digital learning
resources Support Policies
Policies, financial plans, accountability measures,
and incentive structures to support the use of ICT
and other digital resources for learning and in district
school operations Supportive External Context
Policies and initiatives at the national, regional, and
local levels to support schools and teacher preparation
programs in the effective implementation of technology
for achieving curriculum and learning technology (ICT)
standards
For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem
