Digital Use Divide

A Call to Action for Closing the Digital Access, Design, and Use Divides

Document Title: 2024 National Educational Technology PlanDate Published: January 2024Publisher: US Department of EducationURL: tech.ed.gov

Contents

  • Acknowledgments

  • Project Team

  • Examples Are Not Endorsements

  • Contracts and Procurement

  • Licensing and Availability

  • Notice to Limited English Proficient Persons

  • How to Cite

  • Cover Image Citation

  • Introduction

  • The Digital Use Divide

  • Recommendations for Closing the Use Divide

  • Re-Defining the Digital Use Divide

  • Resetting Destination: Portrait of a Learner/Graduate

  • Universal Design for Learning Framing Active Use for All Learners

  • Principles of UDL

  • Example Lesson Utilizing UDL and Technology: A Goal-Driven Unit

  • UDL Considerations for Educators

  • Additional Technology Standards and Frameworks

  • Considerations for Emerging Technologies

  • Improving Practice, Progress, and Proficiency

  • The Digital Design Divide

  • Recommendations for Closing the Design Divide

  • Begin with the End Goal in Mind: Design Portrait of an Educator

  • Considerations in Closing the Design Divide

  • Deeper Dive: Capture Current Culture

  • Deeper Dive: Calculate Costs

  • Deeper Dive: Cultivate Capacity

  • Deeper Dive: Curate Effective Products

  • Deeper Dive: Build Evidence

  • Recommendations for Closing the Access Divide

Acknowledgments

This document is led by Roberto J. Rodríguez and Kristina Ishmael, whose vision and expertise have been pivotal in shaping the National Educational Technology Plan. The project is supported by diverse organizations, including SETDA, InnovateEDU, and Learning Forward, reflecting a collaborative effort among educational leaders and technology experts who have contributed valuable insights and strategies.

Introduction

The rapidly evolving landscape of technology has the potential to transform education fundamentally. However, this potential must be harnessed equitably to ensure that all students benefit from rich, engaging learning experiences. The historical context highlights disparities in technology use across demographic groups, emphasizing the need for solutions that address these gaps and promote educational equity.

The Digital Use Divide

The Digital Use Divide is characterized as the disparity between students engaging in active, meaningful technology use for learning and those who predominantly engage in passive consumption of content, such as watching videos without critical interaction. Engaging actively with technology is essential for fostering deeper understanding, critical thinking, and skills necessary for the future. Closing this divide involves ensuring all students have access to transformative, interactive experiences that enhance learning outcomes.

Recommendations for Closing the Use Divide

  • Create a "Profile of a Learner/Graduate": Establish clear competency expectations that define what students should know and be able to do by the time they graduate, ensuring alignment with 21st-century skills.

  • Sustainable Systems for Technology Use: Develop frameworks that incorporate technology into learning goals effectively, enabling ongoing adaptation and refinement as technology evolves.

  • Foster Student Empowerment: Encourage students to play an active role in designing their learning experiences, thereby increasing engagement and ownership of their education journey.

  • Evaluate Technology Integration: Develop evaluation rubrics to assess how well technology is utilized in educational settings, ensuring it aligns with desired learning outcomes.

  • Curricula Review for Digital Literacy: Regularly review and enhance curricula to include robust digital literacy components, preparing students to navigate an increasingly digital world.

  • Local Business Partnerships: Collaborate with local businesses to create practical learning experiences that integrate educational technology with real-world applications.

  • Ongoing Professional Learning for Educators: Provide continuous professional development opportunities focused on evidence-based practices in technology integration, supporting educators in effectively using tech in their teaching.

  • Guidelines for Emerging Technologies: Formulate policies and guidelines that prioritize data privacy and security while encouraging the thoughtful adoption of new technologies.

The Digital Design Divide

This section examines the inequalities in access to professional learning opportunities that enhance educators' capacity to effectively use educational technology. Addressing the Digital Design Divide is critical, as educators equipped with design skills can better leverage technology to support student learning.

Recommendations for Closing the Design Divide

  • Define a "Portrait of an Educator": Articulate the necessary competencies that educators must possess to effectively integrate technology into their teaching practices.

  • Sustained Professional Learning Systems: Develop and maintain professional learning systems that foster growth and innovation among educators over time.

  • Empower Educators as Co-Designers: Involve educators in the design of their professional development experiences to ensure relevance and impact.

  • Enhance Digital Literacy Among Educators: Offer targeted training and resources that promote digital literacy among teaching staff.

  • Evaluation Processes for EdTech Effectiveness: Implement procedures that evaluate relevant educational technologies based on their effectiveness and alignment with educational goals before purchase.

  • Inclusive Collaboration in Technology Planning: Encourage collaborative approaches among educators, administrators, and stakeholders in the evaluation and planning of technology needs.

  • Supportive Culture for Educator Development: Create a culture that supports teacher development through access to resources and positive feedback mechanisms.

  • Regular Feedback on Professional Learning Initiatives: Establish processes for gathering and acting on feedback regarding professional learning to continuously improve the offerings.

The Digital Access Divide

This divide concerns the inequality of access to technology and connectivity across different demographics, crucial for enhancing educational opportunities. It emphasizes the interconnected components of availability, affordability, and the adoption of digital resources as key factors influencing access.

Recommendations for Closing the Access Divide

  • Establish Learning Environment Profiles: Define the expected characteristics of effective learning environments that leverage technology.

  • Leadership in EdTech Investments: Maintain strong leadership to guide decisions about educational technology investments in a manner that benefits all students.

  • Regular Technology Assessments: Conduct assessments of technology support to identify gaps and prioritize resources effectively.

  • Device Refresh Guidelines: Create guidelines for regular updates of devices and educational resources aligned with available funding.

  • State Purchasing Collaborations: Use state purchasing agreements to acquire educational technology affordably while ensuring quality.

  • Stakeholder-Informed Learning Tech Plans: Involve stakeholders in the creation and implementation of learning technology plans, ensuring multiple perspectives and needs are addressed.

  • Community Collaborations for Broadband Access: Partner with community organizations to enhance broadband access, particularly in underserved areas.

  • Accessibility in Technology Procurement: Ensure that accessibility considerations are an integral part of technology procurement processes.

  • Digital Health Skills Implementation: Promote the integration of skills for digital health within educational settings to foster a healthy relationship between students and technology.

Conclusion

The document emphasizes the potential for educational technology to transform learning and calls for comprehensive action to ensure that all students have access to high-quality educational experiences. It urges states and districts to prioritize efforts to close the digital access, design, and use divides, recognizing that equitable technology integration is essential for promoting success in learning in a technology-driven world.