The Path to a New American Education

Reflection on the National Educational Technology Plan 2010 – “Transforming American Education: Learning Powered by Technology”


After having looked at both the Texas Long Range Plan for Technology and the National Educational Technology Plan, I was pleased to see how many basic tenets the two shared. The national plan deals with the same domains at the Texas LRPT and adds an additional area: assessment. (Office of Educational Technology, 2010, p. vi) Some of the similar goals included anywhere, anytime access; a focus on collaborative learning for both students and teachers; specific mention of the need for online instruction (Office of Educational Technology, 2010, p. xiii) (Texas Education Agency, 2008); and a 1:1 ratio for internet access devices (Office of Educational Technology, 2010, p. xiii) (Texas Education Agency, 2006, p. 15).


In the national report I was introduced to some new ideas: the first, redesigned schedule and class groupings based on competence and academic interests and needs rather than age, seat-time, and uniform class size. The idea is based on the concept of individualized learning for students that is generated by their interests, specific curriculum needs, and learning styles (Office of Educational Technology, 2010, pp. xii, 12). The report describes the idea of individualized instruction in this way:


For example, a student who learns Russian to read the works of Dostoevsky in their original form and another who orders a surgical kit on eBay to practice sutures on oranges are learning things we would never ask all students to do. But these things are important because they are driven by learners’ own passions. (Office of Educational Technology, 2010, p. 12)


Another idea new to me involves the term Universal Design for Learning, or UDL - instruction is designed to be adaptive to the unique needs of learners. It is varied and flexible in presentation, scenario, or student response. (Office of Educational Technology, 2010, p. 19) UDL can also be used to create authentic, formative assessment, a priority in the national plan. (Office of Educational Technology, 2010, pp. 28-33) This type of assessment is in direct contrast to summative based assessment, for which TAKS is an example. A significant barrier to this type of learning and assessment is inequitable access to online: the FCC term for this inequity is "digital exclusion" (Office of Educational Technology, 2010, p. 19). The FCC and the Department of Commerce are working in conjunction to develop programs which supply online-access infrastructure to all American families and communities. (Office of Educational Technology, 2010, p. 53)


I was inspired by the wonderful technologies and programs cited in the report. A class in Singapore utilizes a program called Group Scribbles (networked interactive white boards), and students in Worchester, Massachusetts are using a program called ASSISTment ( a combination of tutorial and assessment that learns about students strengths and needs, monitors progress, and creates data for teacher regarding their thought processes) (Office of Educational Technology, 2010, pp. 28-30). One amazing story involved the use of cell phones in a Virginia middle school. Originally allowed as a stopgap measure to combat a shortage of calculators on an exam, the visionary principal at this school created an environment where student could use a variety of functions on their phones. Students kept up with homework and assignments using the calendar function, took pictures of notes with the camera function, and generated work product through podcasting and video. Understanding the risks, the school had clear expectations and boundaries for students, and specific dialogue about those boundaries. (Office of Educational Technology, 2010, p. 54) This is a wonderful example of how students can use personal technology in real-time, real-life learning experiences.


As a teacher, I yearn for professional development that has authentic value to my teaching; that integrates my technology resources and my content areas; and that, most importantly, creates an ongoing collaboration with other teachers. I am pleased to see my values shared in the national plan. The plan calls specifically for creating career-long collaborative learning communities that focus on innovation, best practices, and true integration of real-life technology with real-life learning. (Office of Educational Technology, 2010, pp. 49-50) The report zeros in on the heart of the challenge for teachers:


Unfortunately, our education system often fails to give educators the tools to do their job well. We hold educators responsible for student achievement, but we do not support them with the latest technology the way we do professionals in other fields. The technology of everyday life has moved well beyond what educators regularly use to support student learning. (Office of Educational Technology, 2010, p. 39)


The report calls for partnership and collaboration between government and foremost innovators in the various fields of technology to solve” high-risk/high-gain R&D projects" (Office of Educational Technology, 2010, p. 76). To me, the most notable of these is the challenge to integrate the goals of individualized instruction, UDL, and real-time data tracking of concept attainment. It seems such a system would reduce the effects of high student mobility in a classroom, allow for more effective monitoring and interventions for at-risk students, and help to create an environment of personal, engaged learning for students who are desperate to find meaning in their education.


Secretary of Education Arne Duncan describes our current educational system “economically unsustainable and morally unacceptable.” (Office of Educational Technology, 2010, p. 2) The plan blazes a path for a brand new era in American education, if only we find the courage to follow it.


Works Cited

Office of Educational Technology. (2010). Transforming American Education: Learning Powered by Technology. Washington, D.C.: U.S. Department of Education.
Texas Education Agency. (2006). Long Range Plan for Technology. Austin: Texas Education Agency.
Texas Education Agency. (2008). Progress Report on the Long Range Plan for Technology. Austin: Texas Education Agency.