The Guide to Implementing Digital Learning
SETDA, the principal membership association of U.S. state and territorial educational technology leaders, today announced the launch of The Guide to Implementing Digital Learning (GIDL), a free web-based resource to support school and district leaders as they work to ensure that investments in digital learning spark positive results. “Digital learning is more important today than ever before. Our students are digital natives and when students utilize technology in the classroom, they are true 21st century learners,” stated Tom Luna, Idaho’s Superintendent of Public Instruction.
The Guide to Implementing Digital Learning is free to access at: http://digitallearning.setda.
SETDA also will host a free webinar for educators and other interested parties on January 15, 2015 at 2pm ET, which will feature the insights of state educational technology leaders on effective digital learning implementation and on how to best use The Guide to Implementing Digital Learning. Reserve your seat today by visiting http://tinyurl.com/
GIDL was developed through the input of state educational technology leaders who collaborated across state lines to develop guidance and aggregate resources for, and examples of, effective digital learning implementation. SETDA is proud to have partnered with the Tier I GIDL sponsors, Copia andCurriculum Associates that contributed related resources. “With the announcements of new state and federal investments in support of digital learning, including $1.5 billion annually in new E-rate support for school broadband, it is critical that leaders consider the full range of issues in implementing and scaling up new digital learning opportunities,” said Douglas Levin, Executive Director of SETDA. “Our intent in releasing The Guide to Implementing Digital Learning is to help schools and districts assess, plan and execute digital learning opportunities more effectively.”
GIDL includes six topic areas: planning, professional learning, content and software, broadband, devices and tech support. Each topic’s section includes background information, key considerations for implementation, resources and exemplars of digital learning in action.
“As we strive to better prepare our students for college and career, it is imperative that we equip our educators with the instructional strategies and technology support necessary to ensure a smooth implementation of digital learning, with the goal of improved educational outcomes for all students,” shared Rob Saxton, Deputy Superintendent of Public Instruction, Oregon Department of Education.
Founded in 2001, the State Educational Technology Directors Association (SETDA) is the principal non-profit membership association representing U.S. state and territorial educational technology leaders. Our mission is to build and increase the capacity of state and national leaders to improve education through technology policy and practice. For more information, please visit: setda.org.
The New Digital Learning Playbook – Understanding the Spectrum of Students’ Activities and Aspirations is the first in a two part series to document the key national findings from Speak Up 2013.
Key Findings from this year’s report include:
- Girls outpace boys in use of many digital tools for learning, particularly the socially based tools like texting and collaborating online.
- 29 percent of high school boys say that they are very interested in a job or career in a STEM field, but only 19 percent of girls say the same. This gap remains even among girls and boys who self-assess their technology skills as advanced. During the seven years that the Speak Up surveys have polled high school students on their interest in STEM fields, the level of student interest has not increased significantly.
- Students continue to report less regular interaction with traditional social networking sites like Facebook, while 44 percent of students in grades 6-12 report using social media apps like Instagram, Snapchat and Vine. Nearly one-third of high school students reported using Twitter.
- One-quarter of students in grades 3-5 and nearly one-third of students in grades 6-12 say that they are using a mobile device provided by their school to support schoolwork (these percentages were greater among Title I schools than non-Title I schools).
- In four years, the percent of middle school students taking tests online increased from 32 percent to 47 percent.
- High school students reported a mean average of 14 hours per week using technology for writing.
- Only one-third of middle school students say that for schoolwork reading, they prefer to read digital materials rather than printed materials; more than half, however, say online textbooks would be an essential component of their “ultimate school.”
- Digital equity, including to student access to the Internet outside of school, is a growing concern among district technology leaders with 46 percent saying it is one of the most challenging issues they face today (compared to just 19 percent in 2010).