No Child Left Behind

1. No Child Left Behind Title IIDEnhancing Education Through Technology 8th Grade Technology Literacy Technology Integration Through the Curriculum A policy discussion guide Dan Maas July 11, 2006

2. The Law Section 2402. Purposes and Goals (b) Goals (2) Additional Goals • Every 8th grader, regardless of gender, ethnicity, race, SES, geographic location or disability will be technologically literate. • Effective integration of technology resources, systems, and teacher training to establish research-based instructional methods. Section 2413. State Applications (b) Contents (13) How will State agencies ensure ongoing integration of technology into school curricula and instructional strategies by December 31, 2006?

3. Colorado Department of Education Colorado Accreditation Indicator J In preparation for the Annual Assessment Review, the following questions should be discussed: 1. The district’s plan for technology and information literacy as it impacts standards based education? 2. The district’s approach to preventing student access to inappropriate Internet sites? 3. The district’s plan to recruit, develop and retain quality, licensed teachers? 4. The district’s plan for contextual learning? 5. Changes the district wishes to make in existing standards, goals or requirements? This is to be presented as the Educational Technology and Information Literacy (ET/IL) Plan.

4. ET/IL Planning • The CDE Portal of ET/IL Forms for Compliance: http://www.cde.state.co.us/edtech/ETIL_Forms.htm As NCLB moves towards its 2013-2014 goals, more detail is being added to Title II-D's requirements of 8th grade literacy and full integration of technology across the curriculum. By December 31, 2006, each district will need to: • define what it means to be technologically literate at the end of 8th grade • demonstrate assessment of 8th grade technological literacy • define and demonstrate that technology is fully integrated in curricula and instruction. In an effort to assist districts with defining "technologically literate" and "curriculum integration", CDE has assembled a number of national, state and district definitions. These definitions are in no particular order, and are meant to provide examples to Colorado districts.

5. Literacy Definitions in Colorado • The district defines technology as any electronic device that improves student learning including, but not limited to, computers, software, handheld calculators, and science probeware. It defines curriculum/technology integration as the use of technology to enhance instruction of the entire curriculum.-Douglas County • Our definitions of ETIL standards are: 1) Students use technology and information literacy strategies to question, research, organize, and validate data to draw authentic and meaningful conclusions. 2) Students use technology and other resources to effectively communicate relevant information. 3) Students use technology and information resources in an ethical manner.-Durango • Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the21st century.-Arapahoe 1-Englewood • Informational literacy is defined as the ability to identify information needs, seek out resources to meet those needs, and analyze, synthesize, evaluate and communicate the resulting knowledge. (American Library Association) Technology skills are embedded into all district curricular areas. Two district technology integration specialists work with classroom teachers to plan lessons and projects that integrate technology into instruction and student work.-Arapahoe 6-Littleton http://www.cde.state.co.us/edtech/download/LiteracyDefinitions.pdf

6. Some Literature • 21st Century Skills: Will our students be prepared? (Salpeter, 2003) • Does NCLB go far enough or is it just about old definitions of “the basics?” • Federal Act boosts student standards aimed at technology (Trotter, 2003) • General agreement among public and private leadership that technology literacy is necessary, but local leadership may not be convinced? • Concern that technological literacy is being narrowly interpreted (Emeagwali, 2004) • Is technology literacy just about computers and the Internet? • A proactive approach to Technological Literacy (Weber, 2005) • How educators can promote and encourage the idea of technology literacy?

7. Discussion • Political and organizational context • Where did the idea of Technology Literacy as a matter of policy originate? • Factors that make this a priority • Why is Technology Literacy important? • Identification of the stakeholders • Who has a stake in the outcome? • Indicators of a successful policy implementation • What results do we want to see? • School district impact • What does this mean for a school district’s practices?

8. References Colorado Department of Education, http://www.cde.state.co.us/edtech Emeagwali, S. N., (November, 2004). Concern that technological literacy is being narrowly interpreted. Techniques, 79(8), p16-17. Salpeter, J., (October, 2003). 21st century skills: will our students be prepared? Technology & Learning, 24(3), p17-18. Trotter, A., (September, 2003). Federal act boosts student standards aimed at technology. Education Week, 23(1), p1, 20. Weber, K. (April, 2005). A proactive approach to technological literacy. Technology Teacher, 64(7), p28-30.