National Educational Technology Plan 2010

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The draft of National Education Technology Plan (NETP) was released March 5, 2010 by U.S. Department of Education.  The NETP provides the context and vision for how information and communication technologies can help transform American education. The plan provides a set of concrete goals to inform state and local educational technology plans, as well as recommendations to inspire research, development, and innovation.

Executive Summary (164KB)

National Educational Technology Plan (1.6MB)

The NETP presents a model of 21st century learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching “grand challenge problems” that should be funded and coordinated at a national level.

The following is excerpted from the executive summary of the National Education Technology Plan.

Goals and Recommendations


1.0 Learning

All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.

To meet this goal, we recommend the following actions:

1.1 Revise, create, and adopt standards and learning objectives for all content areas that reflect 21st century expertise and the power of technology to improve learning.

1.2 Develop and adopt learning resources that use technology to embody design principles from the learning sciences.

1.3 Develop and adopt learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere.

1.4 Use advances in the learning sciences and technology to enhance STEM (science, technology, engineering, and mathematics) learning and develop, adopt, and evaluate new methodologies with the potential to enable all learners to excel in STEM.

2.0 Assessment

Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.

To meet this goal, we recommend the following actions:

2.1 Design, develop, and adopt assessments that give students, educators, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices.

2.2 Build the capacity of educators and educational institutions to use technology to improve assessment materials and processes for both formative and summative uses.

2.3 Conduct research and development that explore how gaming technology, simulations, collaboration environments, and virtual worlds can be used in assessments to engage and motivate learners and to assess complex skills and performances embedded in standards.

2.4 Revise practices, policies, and regulations to ensure privacy and information protection while enabling a model of assessment that includes ongoing student learning data gathering and sharing for continuous improvement.

3.0 Teaching

Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.

To meet this goal, we recommend the following actions:

3.1 Design, develop, and adopt technology-based content, resources, and online learning communities that create opportunities for educators to collaborate for more effective teaching, inspire and attract new people into the profession, and encourage our best educators to continue teaching.

3.2 Provide pre-service and in-service educators with preparation and professional learning experiences powered by technology that close the gap between students’ and educators’ fluencies with technology and promote and enable technology use in ways that improve learning, assessment, and instructional practices.

3.3 Transform the preparation and professional learning of educators and education leaders by leveraging technology to create career-long personal learning networks within and across schools, pre-service preparation and in-service educational institutions, and sprofessional organizations.

3.4 Use technology to provide access to the most effective teaching and learning resources, especially where they are not otherwise available, and to provide more options for all learners at all levels.

3.5 Develop a teaching force skilled in online instruction.

4.0 Infrastructure

All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.

To meet this goal, we recommend the following actions:

4.1 Ensure that students and educators have adequate broadband access to the Internet and adequate wireless connectivity both inside and outside school.

4.2 Ensure that every student and educator has at least one Internet access device and software and resources for research, communication, multimedia content creation, and collaboration for use in and out of school.

4.3 Leverage open educational resources to promote innovative and creative opportunities for all learners and accelerate the development and adoption of new open technology-based learning tools and courses.

4.4 Build state and local education agency capacity for evolving an infrastructure for learning.

4.5 Support “meaningful use” of educational and information technology in states and districts by establishing definitions, goals, and metrics.

5.0 Productivity

Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.

To meet this goal, we recommend the following actions:

5.1 Develop and adopt a common definition of productivity in education and more relevant and meaningful measures of learning outcomes and costs.

5.2 Improve policies and use technology to manage costs including those for procurement.

5.3 Fund the development and use of interoperability standards for content, student learning data, and financial data to enable collecting, sharing, and analyzing data to improve decision-making at all levels of our education system.

5.4 Rethink basic assumptions in our education system that inhibit leveraging technology to improve learning, starting with our current practice of organizing student and educator learning around seat time instead of the demonstration of competencies.

5.5 Design, implement, and evaluate technology-powered programs and interventions to ensure that students progress through our K-16 education system and emerge prepared for the workplace and citizenship.

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About Steve Yuen

I am a Professor Emeritus of Instructional Technology and Design at The University of Southern Mississippi in Hattiesburg, Mississippi, United States.
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3 Responses to National Educational Technology Plan 2010

  1. Pingback: Daily Diigo Bookmarks from Steve Yuen 05/23/2010 « Learning Technologies

  2. Patrick Chiang says:

    我認為U.S. Department of Education所推展的National Education Technology Plan (NETP)相當完善,而且能兼顧到許多我們所缺乏的層面以及一些我沒想到的點。如文所示,它區分learning, assessment, teaching, infrastructure, and productivity 四部份,以公共建設為基礎,到應用層面的教與學,並注重評估這項列入表視重視成效的表現,最後就是productivity重視生產力。

    我特別關心與注意到的就是productivity,因為一項科技要推展順利且真正幫助到老師及學生,絕對不只是科技技術的突破、社會上各項硬軟體建設的普及、教師與學生觀念的突破而已,更重要的是整個教育系統是否支持,包括課程的設計、校園設備與學習空間的重新規劃、考試方式甚至評分方式的改變、甚至政策上的修訂,簡單的說,即我們現行的教育系統必須配合做觀念以及整個體制的改變,才有可能將新科技的效能發揮到最大的效果。

    特別是國內在推行一項政策時,往往是政策訂的很模糊,標準訂的很寬鬆,想到什麼做什麼,然後就是遇到一大堆的問題,如人的反對、經費的來源、如何推展、如何評鑑、執行的效期等等,結果往往是雷聲大雨點小,不然就是豪雨成災一發不可收拾,最後就變成政黨抨擊對立的議題,白的東西最後被染得不藍不綠。

  3. Patrick Chiang says:

    我認為U.S. Department of Education所推展的National Education Technology Plan (NETP)相當完善,而且能兼顧到許多我們所缺乏的層面以及一些我沒想到的點。如文所示,它區分learning, assessment, teaching, infrastructure, and productivity 四部份,以公共建設為基礎,到應用層面的教與學,並注重評估這項列入表視重視成效的表現,最後就是productivity重視生產力。

    我特別關心與注意到的就是productivity,因為一項科技要推展順利且真正幫助到老師及學生,絕對不只是科技技術的突破、社會上各項硬軟體建設的普及、教師與學生觀念的突破而已,更重要的是整個教育系統是否支持,包括課程的設計、校園設備與學習空間的重新規劃、考試方式甚至評分方式的改變、甚至政策上的修訂,簡單的說,即我們現行的教育系統必須配合做觀念以及整個體制的改變,才有可能將新科技的效能發揮到最大的效果。

    特別是國內在推行一項政策時,往往是政策訂的很模糊,標準訂的很寬鬆,想到什麼做什麼,然後就是遇到一大堆的問題,如人的反對、經費的來源、如何推展、如何評鑑、執行的效期等等,結果往往是雷聲大雨點小,不然就是豪雨成災一發不可收拾,最後就變成政黨抨擊對立的議題,白的東西最後被染得不藍不綠。

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