As a favor to powerful industry lobbyists, ESSA mandates the teaching of the ‘harms of copyright piracy’ in schools.
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It is no secret that I have been quite skeptical of Title IV A (SSAEG)’s potential impact on technology-enabled innovation and school improvement. As such, contested funding levels for the program are unlikely to have much impact on the larger trends driving technology’s use in education.
The Obama administration championed Future Ready, #GoOpen, and ConnectED (among other edtech-related campaigns). Who will set the agenda for edtech leadership for the foreseeable future? With more cuts in the federal education budget potentially looming in the fall, and the Trump administration clearly signaling its general preference for market-based solutions, it could be that private-sector technology companies will seize the opportunity to step into the vacuum.
New U.S. Department of Education guidance offers insights into how the new state block grant program will operate under ESSA, including its educational technology provisions. While the guidance is (debatably) human-readable and targeted primarily to state department of education lawyers and staff, this post offers advice on the three issues you need to consider as you slog through its 47 pages.
In 1996, the first federal program dedicated to ensuring universal access to information and communications technology for improved teaching and learning in the nation’s schools was launched. This post (light on analysis, heavy on the archiving of primary source material) is one for the wonks: a historical record of federal education programs and funding intended to ‘help every child in every school utilize technology to achieve high standards.’
While the OER movement is global in scope and ambition, the context of implementation matters. I contend that how educators are supported and empowered to address the problems of practice will have everything to do with the ultimate success of the OER movement in the U.S. K-12 context.
While the Obama Administration FY17 budget request for the ESSA Title IV block grants was surprisingly low, the proposed changes in program design are smart, good for kids, and worthy of due consideration.
If states are serious about driving positive change via federal educational technology investments in ESSA, it will require a commitment to proactive and visionary leadership. In this post, I describe five strategies that every state should consider pursuing now to ensure the greatest possible positive impact on students, educators, and schools.
While most people surely love a good layer cake, the layers of provisions governing the new educational technology program in ESSA are nothing if not overly complicated. The overall purpose of this program is to increase the capacity of states, districts, schools, and local communities to…”improve the use of technology in order to improve the academic achievement and digital literacy of all students.” Were it that simple…
While Congress has given us a new federal education law (and educational technology program) and the Obama Administration has given us a new national educational technology plan, I’d contend there is little coherence or evidence of a theory of action underlying the federal role for technology in K-12 education as of the start of 2016. This post kicks off a multi-part series considering 20+ years of federal education technology policy toward the end of suggesting a more productive role going forward. It is my hope that this series of posts helps spur deeper consideration of this important education policy issue.