SETDA Unveils Comprehensive Guide for Educator Digital Learning Investments to Bridge Technology Divide
In an increasingly technology-driven educational landscape, the need for effective digital learning strategies has never been more critical. SETDA, the leading association for state and territorial leaders in educational technology, has unveiled a new guide titled "Improving Professional Learning Systems to Better Support Today's Educators: How Title II, Part A Offers a Model for State and Local Leadership." This comprehensive framework highlights the crucial role of strategic funding and sustained professional development in bridging the gap between technology access and its effective integration in classrooms.
The guide emphasizes that closing the digital design divide is fundamental to creating equitable learning environments for all students. As Julia Fallon, Executive Director of SETDA, articulates, "Connectivity is the foundation, not the finish line." The report emerged from extensive national research conducted in collaboration with various educational organizations and agencies, featuring insights from 24 state education agencies and 76 local education agencies.
Key findings from the report illustrate a significant discrepancy in how funds are utilized for professional learning. While over 60% of Title II-A funds were allocated to professional development in the 2022-23 period, a large proportion was spent on short-term workshops rather than on sustainable, long-term strategies. Alarmingly, only nine states directed these funds toward technology training, leaving many local agencies underutilizing available resources for advancing technology-related professional learning.
Furthermore, the guide highlights the inconsistent definitions of quality in education and the lack of formal frameworks for student-centered instruction using technology. Many state and local educators reported a reliance on tool training, focusing on specific platforms rather than on comprehensive pedagogical frameworks like the ISTE Standards for Educators or Universal Design for Learning.
Evaluative practices currently emphasize compliance with regulations instead of fostering improvement, pointing to a more significant issue at play. Despite efforts to track fund utilization, many state and local agencies lack models of success that can guide effective professional development.
To equip educators with the necessary tools and skills to utilize technology meaningfully, the guide provides a set of detailed recommendations. These include strategies for diversifying funding sources, establishing leadership teams that represent multiple functions, and anchoring professional learning around long-term instructional goals. Title II-A funding, although not the only resource available, is presented as a flexible model capable of driving transformative instructional improvements when aligned with clear quality definitions and support systems.
Prominent experts in education reiterate the importance of this guide. Joseph South, Chief Innovation Officer at ISTE+ASCD, emphasizes the need for professional learning to begin with real classroom challenges. Dr. Beth Rabbitt, co-CEO of FullScale, underscores that sustained systems are necessary for advancing instructional improvement through technology.
The broader educational community recognizes the pivotal role high-quality professional learning plays in maximizing the potential of emerging technologies like artificial intelligence. Frederick Brown, President and CEO of Learning Forward, shares excitement about the release of this guide, viewing it as a critical resource for leaders tasked with making difficult decisions regarding resource allocation that directly affect student success.
For further insights and detailed strategies, interested readers can explore the full report. This initiative from SETDA, supported by partners such as Google.org, aims not only to inform but also to transform how educational leaders think about and approach professional development in the age of technology combatting the digital divide head-on. By translating research into actionable strategies, the guide provides a foundation for a future where technology-enhanced learning is accessible and effective for all.
The guide emphasizes that closing the digital design divide is fundamental to creating equitable learning environments for all students. As Julia Fallon, Executive Director of SETDA, articulates, "Connectivity is the foundation, not the finish line." The report emerged from extensive national research conducted in collaboration with various educational organizations and agencies, featuring insights from 24 state education agencies and 76 local education agencies.
Key findings from the report illustrate a significant discrepancy in how funds are utilized for professional learning. While over 60% of Title II-A funds were allocated to professional development in the 2022-23 period, a large proportion was spent on short-term workshops rather than on sustainable, long-term strategies. Alarmingly, only nine states directed these funds toward technology training, leaving many local agencies underutilizing available resources for advancing technology-related professional learning.
Furthermore, the guide highlights the inconsistent definitions of quality in education and the lack of formal frameworks for student-centered instruction using technology. Many state and local educators reported a reliance on tool training, focusing on specific platforms rather than on comprehensive pedagogical frameworks like the ISTE Standards for Educators or Universal Design for Learning.
Evaluative practices currently emphasize compliance with regulations instead of fostering improvement, pointing to a more significant issue at play. Despite efforts to track fund utilization, many state and local agencies lack models of success that can guide effective professional development.
To equip educators with the necessary tools and skills to utilize technology meaningfully, the guide provides a set of detailed recommendations. These include strategies for diversifying funding sources, establishing leadership teams that represent multiple functions, and anchoring professional learning around long-term instructional goals. Title II-A funding, although not the only resource available, is presented as a flexible model capable of driving transformative instructional improvements when aligned with clear quality definitions and support systems.
Prominent experts in education reiterate the importance of this guide. Joseph South, Chief Innovation Officer at ISTE+ASCD, emphasizes the need for professional learning to begin with real classroom challenges. Dr. Beth Rabbitt, co-CEO of FullScale, underscores that sustained systems are necessary for advancing instructional improvement through technology.
The broader educational community recognizes the pivotal role high-quality professional learning plays in maximizing the potential of emerging technologies like artificial intelligence. Frederick Brown, President and CEO of Learning Forward, shares excitement about the release of this guide, viewing it as a critical resource for leaders tasked with making difficult decisions regarding resource allocation that directly affect student success.
For further insights and detailed strategies, interested readers can explore the full report. This initiative from SETDA, supported by partners such as Google.org, aims not only to inform but also to transform how educational leaders think about and approach professional development in the age of technology combatting the digital divide head-on. By translating research into actionable strategies, the guide provides a foundation for a future where technology-enhanced learning is accessible and effective for all.
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