Over the last two days, the Trump Administration and the Internet Association have coordinated to announce over $500 million in public and private support for K-12 computer science education. What do we know about the nature of these commitments and how schools and students will benefit? As of the time of announcement, scant details are available.
Posts tagged White House
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.
Federal support for the effective use of technology for teaching, learning, and improved school operations – driven primarily by executive actions at the White House and via politically-appointed leadership at the U.S. Department of Education – could get halted, shifted or eliminated on the first day of a Trump administration.
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 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.
Games for learning advocates take note. A new study reveals that parents of young children are more likely to say technology and media has a positive effect on young children’s creativity and basic educational skills. However, the one medium that runs counter to this trend is video games, for which a majority of parents hold negative views in terms of its impact on learning. I can offer no compelling armchair hypothesis for why parents are so negative about the educational impact of games. It seems as if there is some cultural bias at play that is anti-gaming – and I believe undeservedly so.