The National Educational Technology Goals set to be achieved by 2020 that have been defined in their Plan are: to “raise the proportion of college graduates from where it now stands [39%] so that 60% of our population holds a 2-year or 4-year degree” and to “close the achievement gap so that all students – regardless of race, income, or neighborhood – graduate from high school ready to succeed in college and careers” (U.S. Department of Education, 2010).
In order to achieve these two quite sizable (and might I say valiant) goals, there must be quite an innovative transformation in their approach, pushing the [education] system to be unambiguous, work effectively and efficiently in all collaborative efforts; to ensure measures are taken to rate and monitor progress and to “hold [themselves] accountable” (USDE, 2010) for that progress (or short-falls).
In order to achieve these two quite sizable (and might I say valiant) goals, there must be quite an innovative transformation in their approach, pushing the [education] system to be unambiguous, work effectively and efficiently in all collaborative efforts; to ensure measures are taken to rate and monitor progress and to “hold [themselves] accountable” (USDE, 2010) for that progress (or short-falls).
In respect to teaching and learning, technology allows educators to access and implement the “connected teaching model” (USDE, 2010) which enables teachers to become a part of online learning communities to help forge a higher teaching and learning capacity for them. It shifts isolated teaching to a “team activity” (USDE, 2010) in which all participating educators connect not only to data to learn from, but also the tools for using that data. For student learning, the main challenge for this plan is to reshape the structure of how the students learn. To give them the freedom to take the reins on how they learn, by incorporating the technology they use in their everyday lives to have a more tailored experience with learning, which will then motivate and encourage them beyond the traditional style of learning information (lectures, books, writing, and so on) (USDE, 2010).
The plan also states that there must be a mutual/shared, sound, and on-going approach taken in respect to professional development and training for educators. This entails unifying traditional person-to-person workshops and trainings (most prevalent currently in our education system) with the new online learning environments that are rich with resources and collaboration with fellow educators (USDE, 2010).
The main concern that I see with this comprehensive, proactive plan is that there are such a high number of socio-economically challenged school districts that will struggle financially to acquire the technology they will need implement to become a part of this plan. More specifically, it is not that they will not qualify for assistance, but many schools of this nature lack the personnel needed to take the appropriate steps to document, report and receive funding because often these small/underprivileged schools struggle to hire “experienced” staff that is well-versed in this area or even care to take the steps to move forward with new technology.
Reference:
U.S. Department of Education. (2010, March 5). Transforming American
Education: Learning Powered by Technology. Retrieved from
Education: Learning Powered by Technology. Retrieved from
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