Transforming Education through Technology Act

There is growing opportunity provided by technology in classrooms, for every grade, in every subject, and for all types of learners, to—

Comprehensive education technology programs have shown great success in improving student achievement, reducing secondary school dropout rates, and improving graduation and college enrollment rates.

Mooresville Graded School District in the State of North Carolina has implemented an integrated education technology initiative, which has led to its ranking as the third highest achieving district in the State, with 21 percent composite achievement rate increases and 25 percent graduation rate increases over 5 years.

At Manor New Tech High School in the State of Texas, where 65 percent of students receive free or reduced price lunch under the Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.) and 75 percent are students of color, a project-based learning focus on science, technology, engineering and mathematics, has led to 62 percent of students being the first generation in their families to enroll in an institution of higher education and a near zero secondary school dropout rate.

At the City Arts and Technology High School Envisions in San Francisco, California, which emphasizes personalized learning environments, integration of arts and technology in project-based learning, and development of deeper learning skills, 98 percent of the graduates enrolled at an institution of higher education, 91 percent remained enrolled at such an institution, and 100 percent met the course requirements for entrance to the University of California.

The Federal Government placed a strong emphasis on technology professional development in the past decade, but no longer provides any funding support for such activities. Annual appropriations for grants awarded under the Enhancing Education through Technology Act of 2001 under subpart D of title II of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6751 et seq.) ended in 2010 and all funds appropriated by the American Recovery and Reinvestment Act of 2009 (Public Law 111–5) for such grants were to have been spent by September 2011.

Online professional development courses offer excellent opportunities for educators to receive the training that they need 24 hours each day, 7 days each week. However, a recent survey indicates that only 25 percent of teachers make use of online professional development courses.

For technology to be fully integrated into classrooms and to ensure that students are college-and-career ready, it is critical that school administrators are confident in their abilities to use technology and thereby lead change in their schools and local educational agencies. The Federal Government must invest in building leadership skills and capacity for technology to truly take hold in our Nation’s schools.

improve the achievement, academic growth, and college-and-career readiness of students who have developed the ability to think critically, apply knowledge to solve complex problems, work collaboratively, communicate effectively, be self-directed, and be responsible digital citizens;

ensure all students have access to individualized, rigorous, and engaging digital learning experiences;

ensure that educators have the knowledge and skills to develop and implement digital learning curriculum, use technology effectively in order to personalize and strengthen instruction, and effectively deliver and utilize assessments to measure student outcomes and support student success;

ensure that administrators have the leadership, management, knowledge, and skills to design, develop, and implement a school or local educational agency-wide digital age learning environment;

improve the efficiency and productivity of education through technology;

address the connectivity needs of local educational agencies and educational service agencies that are eligible for support under the E-rate program without duplicating the support available under such program; and

ensure that State educational agencies, local educational agencies, and elementary schools and secondary schools have the technological capacity and infrastructure to meet purposes described in paragraphs (1) through (6).

In general— Except as otherwise provided in this Act, any term that is defined in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801) has the meaning given the term in such section.

Digital learning— The term “digital learning” means any instructional practice that effectively uses technology to strengthen a student’s learning experience and encompasses a wide spectrum of tools and practices, including—

Eligible partnership— The term “eligible partnership” means a partnership that includes—

Eligible technology— The term “eligible technology” means modern information, computer, and communication technology hardware, software, services, or tools, including computer or mobile hardware devices and other computer and communications hardware, software applications, systems and platforms, and digital and online content, courseware, and online instruction and other online services and supports.

E-rate program— The term “E-rate program” means the Schools and Libraries Universal Service Support Mechanism.

Professional development— The term “professional development” is a process of continuous improvement for teachers and school leaders that improves educator knowledge, skills, and practice toward the goal of increased student achievement and—

Secretary— The term “Secretary” means the Secretary of Education.

Student technology literacy— The term “student technology literacy” means student knowledge and skills in using contemporary information, communication, and learning technologies in a manner necessary for successful employment, lifelong learning, and citizenship in the knowledge-based, digital, and global 21st century, including, at a minimum, the ability to—

Technology readiness survey— The term “technology readiness survey” means a survey completed by a local educational agency that provides standardized information comparable to the information collected through the technology readiness survey administered under the Race to the Top Assessment program under section 14006 of division A of the American Recovery and Reinvestment Act of 2009 (Public Law 111–5) on the quantity and types of technology infrastructure and access available to the students served by the local educational agency, including computer devices, Internet connectivity, operating systems, related network infrastructure, data systems, and—

Universal design for learning— The term “universal design for learning” has the meaning given the term in section 103 of the Higher Education Act of 1965 (20 U.S.C. 1003).