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As has ever been true, edtech holds vast potential to improve learning and teaching for every student and teacher in the United States. In recent years, driven by the emergency of a pandemic, schools have found themselves with more connectivity, devices, and digital resources than at any other moment in history. This current context presents a unique opportunity. 

States, districts, and schools across the country can leverage this momentum of a narrowing access divide to focus key efforts in providing all teachers the time, support, and capacity they need to design authentic learning experiences for all learners supported by this proliferation of digital tools. They can set bold new visions of the skills, knowledge, and experiences all students must have as they progress through and graduate from PK-12. Furthermore, states, districts, and schools can eliminate barriers and uncover biases in practice that have historically limited innovative learning experiences supported by edtech to a predictable minority.

The nation can close the digital access, design, and use divides. The NETP includes examples from every state in the country where schools, districts, and their partners are proving it’s possible. For this possibility to reach all students will require an understanding that the kinds of instructional tasks students need to prepare them for the world they will inherit cannot rely on content alone. The instructional core requires attending to both content and people.