We live in a highly connected world, but unfortunately, many of our students aren’t attending class in highly connected schools. Recent data suggests that 80 percent of K-12 schools do not have the infrastructure to access broadband Internet, meaning they don’t have the basic foundation to support digital learning in the 21st century. It also means the nation’s teachers don’t have access to tools to support their instruction or bring new technology into their classrooms.
Yesterday, President Obama called on the federal government, states and districts, rural and urban communities alike, and the private sector to tackle this problem together, as he outlined his ConnectED Initiative. All children in the nation need to be career and college ready, prepared with knowledge and armed with 21st-century skills. ConnectED will help to ensure that this happens by bringing high-speed Internet within their reach.
Read more about Bringing America’s Students into the Digital Age, from the White House’s Director of the Domestic Policy Council, Cecilia Munoz, and the Director of the National Economic Council, Gene Sperling. Also, click here to read an overview on closing the broadband gap by the Acting Director of the Office of Education Technology, Richard Culatta.
Children pilot the “At the Beach” Pocoyo PlaySet at Kingsbridge Community Center in the Bronx, N.Y. (Photo courtesy of HITN’s Early Learning Collaborative)
The Hispanic Information and Telecommunications Network’s (HITN) Early Learning Collaborative (ELC) is piloting tablet-based “playsets” designed to provide fun and engaging learning experiences for young children as they develop English language, reading, and math skills. The playsets, which are available as apps for iPads, use a combination of activities, including interactive games and storybooks, sing-along songs, and a word machine, to help close the achievement gap between economically advantaged and disadvantaged children.
The playsets feature Pocoyo, an internationally recognized preschool character created by Zinkia Entertainment, a partner of HITN in the development of the playset applications. Research during the pilot phase will assess the educational efficacy of these digital products before their commercial release, expected in late 2013. The Michael Cohen Group (MCG) is conducting ongoing formative research during the piloting phase as well as large-scale summative studies of the playsets. The development of the Pocoyo PlaySets will be also be guided by feedback from more than 25 pilot sites in New York, Alabama, Maine, Florida, and California.
The pilot phase launch occurred on March 20, 2013, at the Newseum in Washington, D.C. The HITN producers demonstrated the playsets in front of an audience of education stakeholders and media. Several audience members had an opportunity to try them out. Following the demonstration, the Early Learning Collaborative hosted a panel discussion among experts in early childhood development and digital media. The panelists included Barbara Bowman, founder of the Erikson Institute and former special advisor on early childhood education to Secretary of Education Arne Duncan; Warren Buckleitner, founder/editor of Children’s Technology Review; Yolanda Garcia, director of the WestEd E3 Institute; and Roberto Rodriguez, White House special assistant for education policy.
Panelists Yolanda Garcia, Barbara Bowman, Warren Buckleitner, Robert Rodrigeuz, and moderator Ed Greene discuss early learning and digital media. (Photo courtesy of HITN’s Early Learning Collaborative)
HITN’s Early Learning Collaborative is funded through a $30 million U.S. Department of Education Ready to Learn (RTL) grant from the Office of Innovation and Improvement. The RTL program encourages and supports the development and use of video and digital programming to promote early learning and school readiness for young children and their families, as well as the dissemination of educational outreach programs and materials to promote school readiness. The HITN Early Learning Collaborative is one of three recipients of the grant, awarded in 2010.
Click here to view a video that highlights the Pocoyo PlaySets.
“We have reached another ‘Sputnik Moment,'” in terms of the opportunity for the United States to transform education, according to Assistant Deputy Secretary Jim Shelton, in his testimony before the House Subcommittee on Early Childhood, Elementary and Secondary Education. His remarks were part of the subcommittee’s Feb. 14 hearing, “Raising the Bar: How Education Innovation Can Improve Student Achievement.” The assistant deputy secretary focused on three core ways that learning technology is poised to transform education: increasing access and equity; transforming teaching and learning; and accelerating and enhancing educational research and development. Other hearing witnesses were John White of Digital Learning Now, Preston Smith of Rocketship Education, and Holly Sagues of Florida Virtual School. Click here to view the full hearing to hear what Jim and his fellow witnesses shared about innovation and technology in education.
Each time I have a conversation with a questioning child or watch a teacher help a student grasp a new concept or make an important new connection, I am amazed. The potential of children and the power of teachers to change lives — moment-by-moment — are both awe inspiring. When those two phenomena intersect, you know that you are witnessing something special.
We desperately want our children to experience those moments as often as possible. We want them to love learning, to love school, and to use both to find their passions and fulfill their dreams. For many, even of those who did “well” in school, we want them to experience what we did not: to have those “special moments” be the norm rather than the exception, to have school be the place where the most exciting learning happens, to have every teacher be the teacher who “gets” them.
Each day in this country, we ask millions of teachers from preschool thru college to create those special moments for each child in their care — to match each student’s needs, interests, and personal circumstances with the perfect content, instructional approach, and support so they can make sense of that big idea or master that critical skill or negotiate that challenging person or situation. We ask them to do this for each of the 20 to 40 to 400 students in their class, each class of the day, almost every day of the week. And we ask them to do this well and do it with passion because those are so often one in the same.
We want all of this and we ask all of this and yet we have invested more in improving the buses that take our children to school, than we have in researching and developing the tools and resources that will help students and teachers achieve our lofty expectations and more importantly their incredible potential.
Over the last century, the capabilities of doctors, lawyers, engineers, farmers, drivers, artists, musicians, and countless other professionals have been transformed by technology. In less than a century, doctors have gone from literally “practicing medicine” to being able to diagnose and treat almost every known disease; and through technology, nurses now have capabilities that doctors, a few decades ago, only dreamed about. What’s more, these transformative practices are available to doctors and nurses in almost every corner of the country. Musicians can access compositions and performances instantaneously, produce scores from original music with the click of a button, and compose and jam together in real time from places that span the globe. Each of these professions can do more of what they do best in ways that take less time and effort than most in their fields would have imagined a short time ago. They have been empowered to take their crafts to another level, elevating their professions, increasing their reach, and allowing them to serve (well) people who previously would have been denied the opportunity.
We have the ability to do the same for our teachers and our students. We can put the resources of the world at their fingertips just when they want and need them, diagnose their needs and preferences at a pace, scale, and level of granularity and with so little burden that our current testing and evaluation debates will become anachronisms, and make teaching even more impactful, more sustainable, and more interesting for both teachers and students. However, this will not happen on its own or simply by holding teachers more accountable or by just putting technology in their hands or the hands of their students. These are necessary but insufficient conditions.
Research, Development and Innovation have been the keys to transformative improvements in almost every sector. Education underinvests in R&D relative to each of them. The U.S. defense and health R&D budgets are somewhere between 50 and 100 times bigger than the education R&D budget. This is not only inconsistent with our stated values and our highest aspirations; it is also counter to our national interests. As President Obama said, “we know the countries that out-teach us today will out-compete us tomorrow.”
Within the next four years, we can construct a new infrastructure for research, development, and innovation in education, leveraging technology to not only enhance learning but to accelerate the pace at which we learn about learning. For the first time in history, digital learning will allow us to (cost effectively) study the process of learning at greater levels of detail and insight than just the outcomes of learning, and to come to conclusions empirically on critical questions that have remained the fodder of ideological debates for as long as any of us can remember.
And, when we do, teachers will be empowered by new research, new tools, and greater capabilities, making their lives and those of the students, whom they touch, better for it.
No one asks if we invest in R&D to render doctors irrelevant or engineers or farmers for that matter. To the contrary, their associations advocate for more investment in R&D for their sectors. But who is advocating on behalf of educators, education and our children?
Assistant Deputy Secretary for Innovation and Improvement Jim Shelton, in a TEDx Mid-Atlantic talk last October, outlines a new infrastructure for learning about learning – one that capitalizes on digital learning’s potential to help all children, and adults, achieve their full potential.
Jim Shelton is the Assistant Deputy Secretary for Innovation and Improvement.
February 6th is Digital Learning Day, a national celebration of educators that shines a spotlight on successful instructional technology practice in classrooms across the country. Participation is free, and a highlight is the National Digital Town Hall that will be simulcast live from the Newseum in Washington, D.C.
Digital learning games based on “Curious George” and “The Cat in the Hat” can boost preschoolers’ math knowledge and skills, making them better prepared for entry into kindergarten. That’s the finding of a new research study from WestEd that engaged low-income parents and their preschool children with online games and at-home activities from PBS KIDS. The study, along with other support for PBS KIDS, was made possible by a grant from the Office of Innovation and Improvement’s Ready to Learn Television (RTL) program.
School leaders in New York City are soliciting the best ideas for technology-based approaches to help middle school students excel in math through the Gap App Challenge, announced by Mayor Michael R. Bloomberg and Schools Chancellor Dennis M. Walcott earlier this month. The competition, which will award $104,000 in prizes and services in June, is part of the city’s education department’s Innovation Zone (iZone), a consortium of schools committed to personalizing learning. Its efforts are supported through a $3 million Investing in Innovation (i3) Development grant from the Office of Innovation and Improvement. i3 Development grants support promising but relatively untested projects with high potential for impact on student achievement.
“By accelerating the pace of innovation in educational technology, we will have the opportunity to close the achievement gap, improve national competitiveness, and drive economic growth,” according to Richard Culatta, deputy director of the Office of Educational Technology, in the November/December 2012 issue ofEDUCAUSEreview. Find out how innovations from fields outside of education — innovation clusters from bioscience and open data initiatives from the health care industry, for example — can point the way to the desired acceleration. Click here to read “From Innovation Clusters to Datapalooza: Accelerating Innovation in Educational Technology.”
“They’ve successfully hidden the peas in the mashed potatoes.” That’s how Andy Ackerman of the Manhattan Children’s Museum describes the creative way that UMIGO—yoUMake It GO—successfully combines entertaining media with the concepts and practices of math for elementary-aged children. Parliament Funkadelic music legend Bootsy Collins joined children and their parents on Oct. 4, at the Manhattan Children’s Museum to introduce this first-of-its-kind transmedia (using multiple media platforms to advance a fictional story with characters and events) venture and to announce its national outreach launch in 10 cities.
Last Monday, Sen. Tom Harkin of Iowa, who chairs the Senate Health, Education, Labor, and Pensions Committee, and committee member Sen. Michael Bennet of Colorado co-sponsored a briefing on innovation in public education through the use of learning technologies. More than 50 Senate staff members came to hear from a panel I moderated that featured leaders in the ed tech field.
The panelists, Dr. Stephen Elliott (founding director of the Learning Sciences Institute at Arizona State University), Jennie Niles (founder of the DC-based E.L. Haynes Public Charter School), and Jeremy Roberts (director of technology for PBS Kids Interactive), all concurred that the promise of technology to transform education has fallen short of expectations for the past two to three decades. However, they also all agree that we are finally at a time where many factors are converging to overcome historic barriers: increasingly ubiquitous broadband, cheaper devices, digital content, cloud computing, big data, and generally higher levels of comfort with technology among the general population.
As 2012 unfolds, the Department of Education continues to pursue an important question for closing the achievement gap: How can online communities of practice (COPs) best address some of the most pressing challenges in P-12 education? For the past year, a multi-pronged effort by the Department’s Offices of Innovation and Improvement (OII) and Educational Technology (OET) has pursued several critical issues associated with that question.
Following the 2010 release of the National Education Technology Plan, “Transforming American Education: Learning Powered by Technology,” the OET outlined best practices for managing online communities of practice in a report entitled “Connect and Inspire.” The report employed both research literature and observations of mature communities of practice to describe ways that online COPs can help educators access, share, and create knowledge, as well as build a professional identity that goes beyond what is possible face-to-face.