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Appendix A. Future Ready Resources
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- Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf
Appendix B. Acknowledgments
This plan was developed under the guidance of Richard Culatta, Joseph South, Katrina Stevens, Zac Chase, and Joan Lee of the U.S. Department of Education, OET. Within the OET, technical assistance was provided by Ernest Ezeugo, Daniel Kao, Ryan Lee, Laura McAllister, and Seth Wilbur. Additional support was provided by Heidi Silver-Pacuilla of the U.S. Department of Education Office of Career, Technical, and Adult Education.
Tracy Gray of AIR led a team of experts in the development of the 2016 NETP. Valuable support was provided by Alise Brann, Marshal Conley, Arayle Freels, Jillian Reynolds, and Kristin Ruedel. Additional contributions were made by Bani Dheer, Larry Friedman, Jessica Heppen, Michael McGarrah, Caroline Martin, Snehal Pathak, and Cheryl Pruce. Karen Cator and Doug Levin served as independent consultants.
Susan Thomas served as the principal writer for the NETP.
Graphics were developed by O2 Lab in Washington, D.C.
Technical Working Group
In addition, we extend our thanks to a Technical Working Group (TWG) of leading educators, technology innovators, and researchers who reviewed drafts of the guide and provided invaluable feedback, writing, and examples from their experiences.
- James Basham, Associate Professor, University of Kansas
- Cathy Casserly, Vice President, Learning Networks, EdCast Inc.
- Vint Cerf, Vice President & Chief Internet Evangelist, Google
- Dallas Dance, Superintendent, Baltimore County Public Schools
- Melissa Gresalfi, Assistant Professor, Learning Sciences, Vanderbilt University
- Harrison Keller, Vice Provost for Higher Education Policy & Research & Executive Director of the Center for Teaching and Learning, University of Texas at Austin
- Michael Levine, Founding Director, Joan Ganz Cooney Center, Sesame Workshop
- Jeremy Macdonald, Director, Technology and Innovation, Redmond School District, Oregon
- Jennie Magiera, Chief Technology Officer, Des Plaines Public School District 62, Illinois
- Beth Simone Noveck, Professor and Director, The Govlab, New York University
- Kylie Peppler, Assistant Professor, Learning Sciences, Indiana University at Bloomington
- Candace Thille, Senior Research Fellow, Office of the Vice Provost for Online Learning & Assistant Professor, Stanford University
- Yong Zhao, Presidential Chair & Director, Institute for Global & Online Education, University of Oregon
We extend our appreciation to the thousands of individuals who participated in the numerous discussions, focus groups, presentations, webinars, public forums, and Web-based comment events that were held throughout the plan development process. A broad cross section of stakeholders contributed their input through the following activities. Our appreciation also goes to those who organized outreach efforts that helped gather valuable insights from across the field.
- Claudine Brown, Assistant Secretary for Education & Access, Smithsonian Institution
- Nadya Chinoy Dabby, Assistant Deputy Secretary, U.S. Department of Education, Office of Innovation and Improvement
- Seth Galanter, Deputy Assistant Secretary, U.S. Department of Education, Office for Civil Rights
- Dipayan Ghosh, National Economic Council, White House Office of Science and Technology Policy
- Roosevelt Johnson, Deputy Associate Administrator, NASA, Office of Education
- Patrick Martin, Instructional Systems Specialist for Educational Technology, U.S. Department of Defense, Education Activity
- Ruth Neild, Director, U.S. Department of Education, Institute of Education Sciences
- Jim Shelton, Deputy Secretary, U.S. Department of Education
- Adrian Talley, Principal Deputy Director & Associate Director for Education, U.S. Department of Defense, Education Activity
- Bob Wise, Director, Alliance for Education
- Michael Yudin, Acting Assistant Secretary, U.S. Department of Education, Office of Special Education & Rehabilitative Services
Leaders of National Organizations
- Karen Cator, President & Chief Executive Officer, Digital Promise
- Gail Connelly, Executive Director, National Association of Elementary School Principals
- Betsy Corcoran, Chief Executive Officer & Co-founder, EdSurge
- Dan Domenech, Executive Director, American Association of School Administrators
- Elyse Eidman-Aadahl, Executive Director, National Writing Project
- Scott Ellis, Chief Executive Officer, Learning Accelerator
- Ann Flynn, Director of Education Technology, National School Boards Association
- Stephanie Hirsch, Executive Director, Learning Forward
- Margaret Honey, Project Director, New York Hall of Science
- Michael Horn, Co-founder & Executive Director for Education, Clayton Christensen Institute
- Keith Krueger, Chief Executive Officer, Consortium for School Networking
- Doug Levin, Executive Director, State Educational Technology Directors Association
- Brian Lewis, Chief Executive Officer, International Society for Technology in Education
- Evan Marwell, Chief Executive Officer and Founder, EducationSuperHighway
- Barbara Means, Director, Technology in Learning, SRI International
- Chris Minnich, Executive Director, Council of Chief State School Officers
- Diana Oblinger, Chief Executive Officer, EDUCAUSE
- Shelley Pasnik, Director and Vice President, Center for Children and Technology
- Susan Patrick, President and Chief Executive Officer, iNACOL
- Shawn Rubin, Director, Technology Integration, Highlander Institute
- SETDA October 29, 2014
- iNACOL Conference November 4, 2014
- Higher Education Experts November 9, 2014
- ConnectED to the Future Superintendent Summit November 18, 2014
- Open Education Experts November 20, 2014
- ISTE Conference December 5, 2014
- Silicon Valley — Innovators February 24, 2015
- Silicon Valley — Developers and Investors February 24, 2015
- PDX — Portland State University Conference February 25, 2015
Target Virtual Outreach
- Classroom Teachers: February 9, 2015
- Assessment Experts: February 11, 2015
- Adult Education Experts: February 18, 2015
- Librarians: February 18, 2015
- Teacher Preparation Experts: February 18, 2015
- District Administrators: February 19, 2015
- Informal Learning Experts: February 20, 2015
- Researchers: February 20, 2015
- Frederick Brown, Deputy Executive Director, Learning Forward
- Stevie Chepko, Council for the Accreditation of Educator Preparation
- Elyse Eidman-Aadahl, Executive Director, National Writing Project
- Keith Krueger, Chief Executive Officer, Consortium for School Networking
- Evan Marwell, Chief Executive Officer, EducationSuperHighway
- Diana Oblinger, President Emeritus, EDUCAUSE
- Desiree Pointer-Mace, Associate Professor and Associate Dean for Graduate Programs in the School of Education, Alvemo College
Appendix C. The Development of the 2016 NETP
The 2016 NETP builds on the foundation of the 2010 Plan, Transforming American Education: Learning Powered by Technology. The 2016 NETP explores the exciting advances, opportunities, and research that illustrate how teaching and learning can be enhanced with the innovative use of technology and openly licensed content and resources. The 2016 NETP offers a vision of how technology can transform formal and informal learning, the critical elements such as qualified teachers and staff, high-quality curriculum and resources, strong leadership, robust infrastructure, and aligned assessments.
The development of the 2016 NETP began with a series of meetings with the TWG, which consisted of 13 leading educators, technology innovators, and researchers. The first meeting was a one-day gathering to develop the vision and overarching themes. On the basis of expertise and interest, each of the TWG members was assigned to a sub-group to focus on one of the five key topic areas: Learning, Teaching, Leadership, Assessment, and Infrastructure. TWG members provided feedback that informed the development of the 2016 NETP outline and working drafts, including the identification of relevant research and exemplary programs. The TWG reviewed two drafts and offered their comments and recommendations, which were incorporated into the final document. In addition, a group of national content experts and members of key stakeholder groups reviewed and provided feedback on an early draft, which was also incorporated into the document.
The 2016 NETP also was informed by a series of interviews conducted by the AIR team with 31 leaders from the U.S. Department of Education; the White House Office of Science and Technology Policy; and other government agencies, technology innovators, and nonprofit organizations. These interviews provided valuable insight into the priorities and practices being implemented to further the goals of ensuring equity and accessibility to high-quality instruction enabled by technology for all students.
In addition, the AIR team convened a series of nine face-to-face and eight virtual focus groups to gather further insights and recommendations for the 2016 NETP. The participants represented a broad cross section of key stakeholders, including practitioners, state and local administrators, technology innovators, experts, and developers. The focus groups also provided the opportunity for participants to identify exemplars of the innovative use of technology in formal and informal educational settings.
Throughout the development process for the 2016 NETP, attention was focused on the compilation and review of proposed examples to illustrate the innovative use of technology across the five areas of Learning, Teaching, Leadership, Assessment, and Infrastructure. Suggestions were collected from the TWG members, interviewees, focus group participants, and AIR and OET staff. In addition, the AIR team conducted a review of the literature, a survey of national education technology initiatives (for example, Future Ready, CoSN, ISTE, and Digital Promise), and Internet searches to identify these exemplary programs and initiatives. More than 235 examples were identified during the course of the project. In an effort to identify those examples that best aligned with the 2016 NETP, the AIR and OET teams used the following screening criteria to make the final selection: quality of the user experience, evidence of success, and clear use of technology (where appropriate). A total of 53 examples are included in the 2016 NETP to deepen an understanding of the innovative use of technology to enhance teaching and learning in formal and informal settings.
Appendix D. Release Notes
- Clarified introduction’s reference to ITECH program to more accurately reflect the Activities to Support Effective Use of Technology (Title IV A) included in the Every Student Succeeds Act.
- Added new Appendix for release notes.
- Aligned recommendations at the end of each chapter to the recommendations listed in the conclusion.
- Corrected typographical errors, refined example language, and fixed one broken hyperlink.