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Author: Marianne Bakia
Publisher:
ISBN:
Category :
Languages : en
Pages : 76
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Book Description
The purpose of this report is to provide descriptive information about educational technology practices related to the core objectives of the U.S. Department of Education's Enhancing Education Through Technology (EETT) program. The EETT program is part of the "No Child Left Behind Act of 2001" ("NCLB") and, like other elements of "NCLB," targets "high-need school districts." The authorizing legislation specifically states three goals for the program: (a) to improve student academic achievement through the use of educational technology, (b) to ensure that every student is technologically literate by the eighth grade, and (c) to encourage the effective integration of technology in teacher training and curriculum development to establish research-based instructional methods that can be widely implemented as best practices. From the program's inception in FY 2002 through FY 2008, approximately $3.4 billion was allocated to EETT. In FY 2008, the program was funded at approximately $267 million. This report is structured around the EETT program objectives and specific performance measures developed by the U.S. Department of Education to meet the requirements of the "Government Performance and Results Act" ("GPRA") of 1993, which are aligned with, but not identical to, the goals stated in the legislation. "GPRA" requirements address each of the following EETT program priorities: teachers' and students' access to technology, technology-related professional development, technology integration, and student technology literacy. This report's key findings are organized by "GPRA" measures for the EETT program (see Exhibit ES-1). Overall, states and districts are showing some progress in developing the infrastructure necessary to support student and teacher capacity to use technology in robust ways. Computers and Internet connections are increasingly in place within classrooms, suggesting the suitability of a renewed focus on high-quality teacher professional development, how technology is used in instruction and learning, and the skills that teachers and students gain as a result. Appended are: (1) ETT Program Administration; and (2) Data Sources and Methodology. (Contains 28 exhibits and 31 footnotes.).
Author: Marianne Bakia
Publisher:
ISBN:
Category :
Languages : en
Pages : 76
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Book Description
The purpose of this report is to provide descriptive information about educational technology practices related to the core objectives of the U.S. Department of Education's Enhancing Education Through Technology (EETT) program. The EETT program is part of the "No Child Left Behind Act of 2001" ("NCLB") and, like other elements of "NCLB," targets "high-need school districts." The authorizing legislation specifically states three goals for the program: (a) to improve student academic achievement through the use of educational technology, (b) to ensure that every student is technologically literate by the eighth grade, and (c) to encourage the effective integration of technology in teacher training and curriculum development to establish research-based instructional methods that can be widely implemented as best practices. From the program's inception in FY 2002 through FY 2008, approximately $3.4 billion was allocated to EETT. In FY 2008, the program was funded at approximately $267 million. This report is structured around the EETT program objectives and specific performance measures developed by the U.S. Department of Education to meet the requirements of the "Government Performance and Results Act" ("GPRA") of 1993, which are aligned with, but not identical to, the goals stated in the legislation. "GPRA" requirements address each of the following EETT program priorities: teachers' and students' access to technology, technology-related professional development, technology integration, and student technology literacy. This report's key findings are organized by "GPRA" measures for the EETT program (see Exhibit ES-1). Overall, states and districts are showing some progress in developing the infrastructure necessary to support student and teacher capacity to use technology in robust ways. Computers and Internet connections are increasingly in place within classrooms, suggesting the suitability of a renewed focus on high-quality teacher professional development, how technology is used in instruction and learning, and the skills that teachers and students gain as a result. Appended are: (1) ETT Program Administration; and (2) Data Sources and Methodology. (Contains 28 exhibits and 31 footnotes.).
Author: Barbara Means
Publisher: Teachers College Press
ISBN: 9780807743386
Category : Education
Languages : en
Pages : 152
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Book Description
Given the level of spending and hours devoted to technology-based activities in today's schools, educators and policymakers need to know which technologies have real, long-term payoffs for improving student learning. This volume interprets the research perspectives published in Evaluating Educational Technology: Effective Research Designs for Improving Learning to provide valuable insights for the successful use of technology in different classroom and curricular settings. This groundbreaking resource, used alone or with its companion research volume, will give you the tools you need to make research-based decisions concerning the use of educational technology.
Author: Cheryl Lemke
Publisher:
ISBN:
Category :
Languages : en
Pages : 71
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Book Description
The State Educational Technology Directors Association is pleased to release its third annual Trends Report on educational technology. In addition to reporting trends on the third round (FY 04) of the No Child Left Behind, Title II, Part D, Enhancing Education Through Technology (EETT) program, the 2006 report also includes general state policy trends in educational technology. The findings in the 2006 report are based on surveys from 50 states and the District of Columbia, representing 15,997 local education agencies (LEAs) and the federal NCLB II D dollars allocated across the United States in 2004-2005. Data from the first two annual National Reports for Rounds 1 and 2 serve as a baseline. Those first two reports represented a similar population (46 states and the District of Columbia for Round 1 and 49 states plus the District of Columbia for Round 2). In Round 3 the respondent states and the District of Columbia awarded 1,630 competitive grants and 13,667 formula grants. Together with the 5% of administrative support funds expended at the state level, the total funding was $635,027,468. Seven trends were reported across the first three years of the NCLB II D program: (1) Promising Interim Results at 3-Year Mark Warrant Continued Investment; (2) States Have Set the Bar High for Professional Development; (3) States Are Leveraging Resources through Collaborations and Partnerships; (4) The Large Volume of Small Formula Grants Diminishes Overall Impact; (5) States Are Grappling with Evaluation and Impact Research; (6) Through Leadership, a Knowledge Base Is Emerging; and (7) In Many States, NCLB II D is the Only Source of Funding for Technology. The findings from SETDA's national survey provide states, local school districts, policymakers, and the U.S. Department of Education with insights into the following questions: (1) Is the Title II D program helping to close the achievement gap, leading to the attainment of NCLB II D goals?; (2) How are grant recipients across the nation structuring programs to meet NCLB II D goals?; (3) What administrative approaches by states are most effective in guiding and supporting LEAs toward NCLB goals?; and (4) Are the general trends in technology and learning indicating increased effectiveness in the use of technology for learning as outlined in NCLB II D? In general, states are increasingly focusing their technology resources on improving academic achievement and technology literacy, increasing professional development for teachers and providing more current technologies and robust access in networked environments for learning. Sustained funding and educational technology program continuation are critical to realizing the potential that technology brings to learning and teaching. Educational Technology Policy Trends are appended. (Contains 32 figures and 1 table.) [For the "National Trends: Enhancing Education through Technology--No Child Left Behind, Title II D--Year Two in Review," see ED537543.].
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309293227
Category : Education
Languages : en
Pages : 383
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Book Description
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Author: J. Michael Spector
Publisher: Routledge
ISBN: 1317530063
Category : Education
Languages : en
Pages : 212
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Book Description
Educational Technology Program and Project Evaluation is a unique, comprehensive guide to the formative and summative evaluation of programs, projects, products, practices and policies involving educational technology. Written for both beginning and experienced evaluators, the book utilizes an integrative, systems-based approach; its practical emphasis on logic models and theories of change will help readers navigate their own evaluation processes to improve interventions and conduct meaningful educational research. Key features include: evidence-based guidelines for constructing and conducting evaluations practical exercises to support the development of knowledge, skills, and program evaluation portfolios a variety of interdisciplinary case studies references and links to pertinent research and resources Using the TELL, ASK, SHOW, DO model first introduced in this series, Educational Technology Program and Project Evaluation provides comprehensive coverage of the concepts, goals, design, implementation, and critical questions imperative to successful technology-enhanced evaluation.
Author: Walt Heinecke
Publisher: IAP
ISBN: 1617350850
Category : Education
Languages : en
Pages : 289
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Book Description
Overall we come away from this project with a renewed sense of the complexity of evaluating the implementation and impact of technology in teacher education. In the post-PT3 period the federal government turned to large-scale experimental and quasi-experimental evaluations of educational technology but these have produced little in the way of understanding what types of technology work in various content areas under various conditions. PT3 and its approach to evaluation can be viewed as the pioneering period of educational technology evaluation in teacher education. It was a time when evaluators were just beginning to develop appropriate standards that could be used as evaluation criteria. It was a time when the accumulated wisdom of the evaluation field with regards to the primacy of mixed methods and multiple indicators of outcomes was just beginning to take hold. PT3 evaluators understood the importance of treading the line between summative and formative evaluation, and the relationship of evaluation to the improvement of educational practice. In a world where the policymakers now clamor for simple quantitative evaluations linking teacher preparation to pupil achievement scores, we are reminded that the causal chain from teacher preparation to in-service performance and student achievement is fraught with externalities, complexities and a less than equal playing field. Collectively we still have not figured out how technology may be adding value to education beyond any potential impact on superficial standardized test scores. We have as a nation, ignored the call of cognitive psychologists who in 2000 called for a new frame of reference for learner-centered, community-centered , assessment-centered and content-centered educational processes. They understood that the high stakes accountability systems hinder educational innovation and the release of technology's potential to unlock new ways of knowing and learning. Looking back now on the accomplishments of the PT3 program within our current political context, we see a need for more nuanced evaluation models that examine the relationship between pedagogy and technology integration, with a realization that teacher preparation programs will vary in their approaches to both. Some will focus on skills-based approaches, others on the relationship between pedagogical content knowledge and technology integration. The PT3 program served as an important incubator and test-bed of appropriate evaluation practice; we are already looking back at the program for lessons on how to move forward. We hope this volume may serve as a reminder of lessons for the future.
Author: Marianne Bakia
Publisher:
ISBN:
Category :
Languages : en
Pages : 136
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Book Description
This volume describes state-level educational technology policies, focusing on the implementation of state-level Enhancing Education Through Technology (EETT) programs in the first years of operation. The report draws on survey data from both state educational technology directors and district-based educational technology coordinators that were collected by the National Educational Technology Trends Study (NETTS). This report discusses the role of the EETT program, the state priorities and programs that EETT supports, and the relationship between state educational technology program activities and the overarching goals and purposes of the No Child Left Behind Act of 2001. Chapter 1 of this report describes state educational technology policies and related programs, including the role of the EETT program in state efforts. Chapter 2 presents individual state profiles that present data summarized in Chapter 1. These data describe the EETT program in its first and second years of operation. It should be recognized that some states were still completing their educational technology plans and getting their EETT implementation procedures in place during this time. In addition, these data and other NETTS data sources do not address the relationships between educational technology use and student academic achievement. Evaluation of the impact of educational technology on academic achievement is beyond the scope of this study. The report methodology is appended. (Contains 32 exhibits.) [This report was produced by the U.S. Department of Education's Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service.].
Author:
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 39
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Book Description
Author:
Publisher: DIANE Publishing
ISBN: 0788125036
Category :
Languages : en
Pages : 302
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Book Description
Shows that helping schools to make the connection between teachers and technology may be one of the most important steps to making the most of past, present, and future investments in educational technology and in our children's future. Addresses issues, such as: potential of technology in education; federal support; use of technology to enhance instruction; assisting teachers with the daily tasks of teaching; what technologies do schools own and how are they used; technology-related training programs; and other related issues. Tables and figures.
Author: Jonathan Margolin
Publisher:
ISBN:
Category :
Languages : en
Pages : 103
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Book Description
American Institutes for Research (AIR) conducted an external evaluation of Vermont's Ed-Tech Program from January 2010-June 2011. The purpose of the evaluation was to provide feedback on the implementation and outcomes of the competitive grant programs that were active during this time. The findings of the evaluation are intended to help VTDOE (Vermont Department of Education) learn from successful components of the grant initiatives--so these components can be continued or scaled up--and about less successful components--so these activities can be improved or funds redirected. This report addresses the competitive grant programs that continued or commenced during the 2010-2011 school year. The evaluation collected data from surveys and interviews with participating teachers, grant managers, principals and other key informants. Overall, grantees have made significant progress toward their objectives and are largely implementing their programs with fidelity. Professional development was considered by teachers to be of high quality and effective. The vast majority of teachers rated professional development as high quality, and nearly 75 percent of teachers across grant programs reported that their participation had a noticeable to very strong impact on their teaching practice. The Ed-Tech Program enhanced collaboration, which in turn supported implementation of the grant goals. The Ed-Tech Program appears to have promoted student-centered instruction. The majority of teachers reported that their Ed-Tech grant programs had a noticeable to very strong impact on instructional practices, with the exception of LNV (Learning Network of Vermont) teachers. Teachers perceive that their Ed-Tech grant programs have increased student engagement and motivation. Most teachers reported that their Ed-Tech grant programs made a noticeable or very strong impact on student engagement, with CBTG (Content-Based Technology Grant Program) teachers reporting the strongest impact. In the interviews, teachers noted several aspects of the program that promoted engagement and motivation: hands-on use of technology, project-based learning, and the opportunity to connect with outside experts and peers at other locations. The majority of the Ed-Tech grant programs have plans for sustainability. The Ed-Tech Program funded the creation of the VTVLC (Vermont Virtual Learning Cooperative) program, which had 143 enrollments in 17 member schools during its first year. The following recommendations are offered: (1) Encourage effective professional development; (2) Provide opportunities for teacher collaboration; (3) Encourage administrators to actively support implementation of technology grants; (4) Consider expanding the programs; (5) Encourage grantees to plan for sustainability; and (6) Promote student interactions through use of discussion forums. Appended are: (1) Survey Instruments; and (2) Teacher Survey Tables. (Contains 41 tables, 11 figures and 5 footnotes.).
