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Top Ten in '10: ISTE's Education Technology Priorities for 2010
Through a common focus on boosting student achievement and closing the
achievement gap, policymakers and educators alike are now reiterating their
commitment to the sorts of programs and instructional efforts that can have
maximum effect on instruction and student outcomes.
This commitment requires a keen understanding of both past accomplishment and
strategies for future success. Regardless of the specific improvement paths a
state or school district may chart, the use of technology in teaching and
learning is non-negotiable if we are to make real and lasting change.
With growing anticipation for Race to the Top (RttT) and Investing in
Innovation (i3) awards in 2010, states and school districts are seeing increased
attention on educational improvement, backed by financial support through these
grants.
As we think about plans for the future, the International Society for
Technology in Education (ISTE) has identified 10 priorities essential for making
good on this commitment in 2010:
1.
Establish technology in education as 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 21st century, education technology must
permeate every corner of the learning process. From years of research, we
know that technology can serve as a primary driver for systemic school
improvement, including school leadership, an improved learning culture and
excellence in professional practice. We must ensure that technology is at the
foundation of current education reform efforts, and is explicit and clear in its
role, mission, and expected impact.
2.
Leverage education technology as a gateway
for college and career readiness
. Last year, President Obama established
a national goal of producing the highest percentage of college graduates in the
world by the year 2020. To achieve this goal in the next 10 years, we must
embrace new instructional approaches that both increase the college-going rates
and the high school graduation rates. By effectively engaging learning
through technology, teachers can demonstrate the relevance of 21st century
education, keeping more children in the pipeline as they pursue a rigorous,
interesting and pertinent PK-12 public education.
3.
Ensure technology expertise is infused
throughout our schools and classrooms.
In addition to providing all
teachers with digital tools and content we must ensure technology experts are
integrated throughout all schools, particularly as we increase focus and
priority on STEM (science-technology-engineering-mathematics) instruction and
expand distance and online learning opportunities for students. Just as we
prioritize reading and math experts, so too must we place a premium on
technology experts who can help the entire school maximize its resources and
opportunities. To support these experts, as well as all educators who
integrate technology into the overall curriculum, we must substantially increase
our support for the federal Enhancing Education Through Technology (EETT)
program. EETT provides critical support for on-going professional
development, implementation of data-driven decision-making, personalized
learning opportunities, and increased parental involvement. EETT should be
increased to $500 million in FY2011.
4.
Continuously upgrade educators' classroom
technology skills as a pre-requisite
of "highly
effective" teaching
. As part of our nation's continued push to ensure
every classroom is led by a qualified, highly effective teacher, we must commit
that all P-12 educators have the skills to use modern information tools and
digital content to support student learning in content areas and for student
assessment. Effective teachers in the 21st Century should be, by definition,
technologically savvy teachers.
5. Invest in pre-service education
technology
Randolph Hollingsworth on 21 Sep 12New report from Center on Education and the Workforce, Georgetown University, September 2012, by Anthony P. Carnevale, Tamara Jayasundera, Andrew R. Hanson - Daniela Fairchild of the Thomas B. Fordham Institute writes in The Education Gadfly Weekly: "At 31 percent, the United States currently ranks second among OECD nations-behind Norway-for the percentage of its workforce with a four-year college education. That's the good news. The bad news is that we rank sixteenth for the percentage of our workforce with a sub-baccalaureate education (think: postsecondary and industry-based certificates, associate's degrees). Yet a swath of jobs in America calls for just that sort of preparation, which often begins in high school. Dubbed "middle jobs" in this report by the Center on Education and the Workforce, these employment opportunities pay at least $35,000 a year and are divided among white- and blue-collar work. Yet they are largely ignored in our era of "college for all." In two parts, this report delineates five major categories of career and technical education (CTE), then lists specific occupations that require this type of education. It's full of facts and figures and an excellent resource for those looking to expand rigorous CTE in the U.S. Most importantly, it presents this imperative: Collect data on students who emerge from these programs. By tracking their job placements and wage earnings, we can begin to rate CTE programs, shutter those that are ineffective, and scale up those that are successful. If CTE is ever to gain traction in the U.S.-and shed the stigma of being low-level voc-tech education for kids who can't quite make it academically-this will be a necessary first step."
