Evaluating the National Educational Technology Plan: An Overview

Wednesday, November 25, 201510:36 AM

A busy week has led to a light week of posts at the Schoenblog. Over the past few days, I’ve attended and presented at EdCampNJ and at NYSCATE, the New York State Computers and Technology Education association annual conference. I learned a lot, had a blast presenting, and was able to connect with and listen to some amazing presenters. I need some time to process it all, including presenting on Google Expeditions with Jonathan Rochelle and listening to keynotes from Jaime Casap and David Pogue. It all made me think and reflect in new ways, and I’m exciting to share it all. But with the busy week and Thanksgiving, it needed to be a short one for posting.

I’m currently in the first year of an EdD program for educational leadership. In my policy class, I am learning everything I can about educational technology public policy. This led me to the 2010 National Educational Technology Plan, Transforming American Education Learning Powered by Technology. The plan is really interesting and helps inform a lot of the current trends in education reform and edtech, arguing that transformation in educational technology can directly contribute to closing the achievement gap.

My final in this class is a 20-page policy analysis, which I’m currently revising. If you read The Schoenblog, you likely are interested in technology and education reform, so I’m sharing my presentation and evaluation of the policy’s quality below. This is just a snapshot, and a work in progress, but it may be of interest. I didn’t even know we had a national policy, and found it to be really powerful in its ideas and potential impact.

Looking for more reading for Thanksgiving week? Check out Scott Hawksworth and Sarah Bass’s article, 101 E-Learning Tips from the Experts at Best Online Universities. I contributed a tip, along with dozens of other experts and people I admire. It’s a list worth checking out.

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  1. How will this plan engage districts in adopting fundamental pedagogical paradigm shifts that can utilize the leverage that technology in classrooms can bring?

    At the practical level, most school systems still value a "sage on the stage" approach to teaching, and view assessment as end of course tests, Carnegie unit driven graduation requirements, and proficiency on tests that at best serve as proxies for success in college and career.

    Val@Ecole privee Reine Marie