The U.S. Department of Education has released a new national educational technology plan for the first time since 2016. Unlike previous plans that “have largely served as state-of-the-field studies,” the National Educational technology Plan (NETP) 2024 “frames three key divisions that limit the transformative potential of educational technology to support teaching and learning,” says a US Department of Education. technology-plan” target=”_blank” data-url=”https://www.ed.gov/news/press-releases/us-department-education-releases-2024-national-educational-technology-plan”>Press release. These are the digital use gap, the digital design gap and the digital access gap.
“The Ed tech office, in collaboration with other organizations, brought together K16 stakeholders to put together a plan that focuses on closing the digital divide,” says Greg Bagby, Educational technology Coordinator for the Hamilton County Department of Education at Tennessee, who participated in creating the plan. “There are examples from all 50 states of the work being done.”
The full tech.ed.gov/netp/” target=”_blank” data-url=”https://tech.ed.gov/netp/”>113-page National Educational technology Plan It is worth reading in its entirety for those whose work involves educational technology or educational equity. In the meantime, here are some initial conclusions.
<h2 id="national-educational-technology-plan-the-digital-use-divide-xa0″>National Educational technology Plan: The digital use gap
The first of the three gaps examined in the National Educational technology Plan 2024 is the digital use gap. As many educators already know, it is not about access to technology but rather access to better wear of technology.
According to the plan, the digital usage gap refers to the “unequal implementation of technology-supported instructional tasks.” On the one hand, “there are students who are asked to actively use technology in their learning to analyze, construct, produce and create using digital tools,” while students at the other end of the divide are faced with “assignment tasks.” instruction in which they are asked to use technology. technology to complete passive assignments.”
To overcome this divide, the NETP offers the following advice, the highlights of which focus on developing the profile of a student who uses technology (including determining basic competencies and needs), designing detailed educational technology assessment and adoption plans, forging partnerships with stakeholders and providing professional development in educational technology.
- Develop a “student/graduate profile” which describes the cognitive, personal, and interpersonal competencies that students should have when transitioning between grade levels and graduation.
- Design and maintain systems, including needs assessments, technology plans, and evaluation processes. support the development of competencies described in the “Profile of a student/graduate” through the active use of technology to support learning.
- Implement feedback mechanisms that empower students. to become co-designers of learning experiences.
- Develop rubrics for the adoption of digital resources and technologies. to ensure that tools are accessible and integrated into the broader educational ecosystem, support Universal Design for Learning (UDL) principles, and can be customized in response to the adaptation or modification needs of students with disabilities.
- Review the study plans of the thematic areas or the scope and sequences of the programs. to ensure that students' learning experiences develop age-appropriate digital literacy skills through the active use of technology for learning.
- Build public-private partnerships with local businesses, higher education institutions, and nonprofit organizations. to help students access hands-on, work-based learning experiences powered by educational technology.
- Provide professional learning and technical assistance. to district leaders, building administrators, and educators to support the use of evidence to inform the use of educational technology.
- Develop guidelines for emerging technologies. that protect the privacy of student data and ensure alignment with the shared educational vision and learning principles.
The digital design gap
The plan notes that the digital design gap “occurs between and within those systems that provide each educator with the time and support they need to develop their capabilities to design learning experiences with digital tools, and those that do not.”
Overcoming this divide requires helping educators effectively leverage the dizzying number of technological tools at their disposal. “In systems where the average teacher can access more than 2,000 digital tools at any given time, training on the basic functionality of a tool is insufficient,” the plan states. “Closing the design gap takes teachers beyond the formulaic use of digital tools and allows them to actively design learning experiences for all students within a complex ecosystem of resources.”
Below are eight ways the plan advises school leaders to bridge this divide. The key focus here is to create an edtech-friendly culture for students and educators that provides plenty of professional support for both.
- Develop a “Portrait of an Educator” It describes the cognitive, personal, and interpersonal competencies that educators must have to design learning experiences that help students develop the skills and attributes described in a graduate profile.
- Design and maintain systems that support continuous learning for new and veteran teachers and administrators.giving them the time and space to design learning opportunities aligned with the Universal Design for Learning (UDL) Framework.
- Implement feedback mechanisms that empower educators. to become leaders and co-designers of professional learning experiences.
- Provide educators and administrators with professional learning. which supports the development of digital literacy skills so that they can model these skills for students and the broader school community.
- Develop processes to evaluate the potential effectiveness of digital tools. before purchase, including the use of research and testing.
- Foster an inclusive technology ecosystem which solicits input from various stakeholders to collaborate in decision-making for technology purchases, learning space design, and curriculum planning.
- Support and facilitate a systemic culture that builds trust and empowers educators. to enhance and grow your professional practice to meet the needs of each student.
- Periodically solicit feedback from educators and evaluate professional learning efforts. to ensure alignment with the Portrait of an Educator.
The digital access gap
The digital access gap is arguably the most important because without access to technology, students are clearly at a disadvantage.
Consequently, the National Education Plan dedicates the greatest space to exploring this gap and offering advice to overcome it. As in other sections, the advice and examples provided are summarized in a list of suggestions, some of which extend beyond the school environment. The key takeaways here revolve around being very intentional in planning, purchasing, using and adopting educational technology, and making sure to always consider aspects such as inclusion, accessibility and digital literacy.
- Develop a “portrait of a learning environment” set expectations around habits and skills regardless of the space.
- Establish and maintain a cabinet-level director of educational technology. to ensure smart and effective spending of educational technology funds.
- Conduct periodic needs assessments. to ensure that technology adequately supports learning.
- Develop model processes and guidelines for device update policies. based on local financing structures.
- Take advantage of the purchasing power of the State or regional purchasing consortia. when purchasing educational technology hardware, software and services.
- Develop learning technology plans in consultation with a broad group of stakeholders. and according to established review cycles.
- Leverage public/private partnerships and community collaboration. bringing broadband Internet access to previously unconnected areas and ensuring student access to learning “everywhere, anytime.”
- Develop processes and structures that ensure the inclusion of accessibility. as a component of the procurement processes.
- Plan and incorporate skills and expectations across all grade levels and subject areas. of Health, Safety and Digital Citizenship and Media Literacy.
