1. How can we successfully gauge and report progress in using technology successfully at the educator proficiency and system capacity levels-as well as at the student performance level?
2. What conditions must be in place in schools to ensure effective use?
3. What is the policy road map that would build the capacity of communities and schools to move toward more effective uses of technology in schools?
   

I. What attributes and characteristics impact the effective uses of technology in schools?

II. A SUMMARY of the ESSENTIAL CONDITIONS:
List your group's top five conditions essential for a high-performance, high-tech school? What should decision makers pay attention to if they want to get learning results from technology? How does the answer to that question change in accordance with the school's/district's vision of technology's uses in learning?

III. A SUMMARY of the BARRIERS:
Your group's five most serious barriers to significant, effective uses of technology for learning, in priority order. Again, is that list contingent upon what the school is trying to accomplish?

IV. ISSUES:
What critical issues have been raised in your group discussions regarding the conditions essential to the effective uses of technology-and how progress should be tracked at the system levels?

V. REPORTING PROGRESS:
How can educators more effectively report progress at the student performance, educator and systems levels to inform policy and decision makers?

VI. POLICY ROAD MAP
What actions by policy makers would contribute the most to the effective uses of technology in learning?

VII. LESSONS FROM BUSINESS AND INDUSTRY
What have you learned from business and industry through your discussion about parallel experiences in bringing effective and productive uses of technology into the world of work?