113 HR 521 IH: Transforming Education through Technology Act U.S. House of Representatives 2013-02-06 text/xml EN Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I 113th CONGRESS 1st Session H. R. 521 IN THE HOUSE OF REPRESENTATIVES February 6, 2013 Mr. George Miller of California introduced the following bill; which was referred to the Committee on Education and the Workforce A BILL To award grants to encourage State educational agencies, local educational agencies, and schools to utilize technology to improve student achievement and college-and-career readiness, the skills of teachers and school leaders, and the efficiency and productivity of education systems at all levels.

1.

Short title

This Act may be cited as the Transforming Education through Technology Act.

2.

Table of contents

The table of contents for this Act is as follows: Sec. 1. Short title. Sec. 2. Table of contents. Sec. 3. Findings. Sec. 4. Purposes. Sec. 5. E-rate restriction. Sec. 6. Rule of construction regarding purchasing. Sec. 7. Definitions. Title I—Technology Readiness and Access Sec. 101. Technology grants program authorized. Sec. 102. State applications. Sec. 103. State use of grant funds. Sec. 104. Local subgrants. Sec. 105. Reporting. Sec. 106. Authorization. Title II—Technology for Tomorrow Fund Sec. 201. Short title. Sec. 202. Technology for tomorrow fund. Sec. 203. Application. Sec. 204. Use of funds. Sec. 205. Data collection and reporting. Sec. 206. Performance measurement and evaluation and dissemination. Sec. 207. Authorization of appropriations.

3.

Findings

Congress finds the following: (1)There is growing opportunity provided by technology in classrooms, for every grade, in every subject, and for all types of learners, to— (A)ensure that students are college-and-career ready; and (B)access the accelerating roll-out of online assessments. (2)Comprehensive education technology programs have shown great success in improving student achievement, reducing secondary school dropout rates, and improving graduation and college enrollment rates. (3)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. (4)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. (5)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. (6)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. (7)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. (8)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.

4.

Purposes

The purposes of this Act are to— (1)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; (2)ensure all students have access to individualized, rigorous, and engaging digital learning experiences; (3)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; (4)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; (5)improve the efficiency and productivity of education through technology; (6)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 (7)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).

5.

E-rate restriction

Funds awarded under this Act may be used to address the networking needs of a recipient of such funds for which the recipient is eligible to receive support under the E-rate program, except that such funds may not be duplicative of support received by the recipient under the E-rate program.

6.

Rule of construction regarding purchasing

Nothing in this Act shall be construed to permit a recipient of funds under this Act to purchase goods or services using such funds without ensuring that the purchase is free of any conflict of interest between such recipient, or any partner of such recipient, and the person or entity receiving such funds.

7.

Definitions

In this Act: (1)

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. (2)

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— (A)interactive learning resources that engage students in academic content; (B)access to online databases and other primary source documents; (C)the use of data to personalize learning and provide targeted supplementary instruction; (D)student collaboration with content experts and peers; (E)online and computer-based assessments; (F)digital content, adaptive, and simulation software or courseware, (G)online courses, online instruction, or digital learning platforms; (H)mobile and wireless technologies for learning in school and at home; (I)learning environments that allow for rich collaboration and communication; (J)authentic audiences for learning in a relevant, real world experience; (K)teacher participation in virtual professional communities of practice; and (L)hybrid or blended learning, which occurs under direct instructor supervision at a school or other location away from home and, at least in part, through online delivery of instruction with some element of student control over time, place, path, or pace. (3)

Eligible partnership

The term eligible partnership means a partnership that includes— (A)not less than 1— (i)State educational agency; or (ii)local educational agency or consortium of local educational agencies; and (B)not less than 1— (i)local educational agency, educational service agency, consortium of local educational agencies, or consortium of educational service agencies; (ii)institution of higher education; (iii)nonprofit or community-based organization; or (iv)business or for-profit organization. (4)

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. (5)

E-rate program

The term E-rate program means the Schools and Libraries Universal Service Support Mechanism. (6)

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— (A)is intensive, ongoing, connected to practice, and on-site where allowable; (B)is focused on student learning and addresses the teaching of specific curriculum content; (C)is aligned with school improvement priorities and goals of the school and local educational agency; and (D)builds strong working relationships among teachers and school leaders that— (i)may be built around active professional learning communities; and (ii)may contain on-demand components, such as instructional videos, training documents, or learning modules. (7)

Secretary

The term Secretary means the Secretary of Education. (8)

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— (A)effectively communicate and collaborate; (B)analyze and solve problems; (C)access, evaluate, manage, and create information and otherwise gain information literacy; (D)demonstrate creative thinking, construct knowledge, and develop innovative products and processes; and (E)carry out the activities described in subparagraphs (A) through (D) in a safe and ethical manner. (9)

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— (A)requiring— (i)an internal review of the degree to which instruction, additional student support, and professional development is delivered in digital formats, media, and platforms and is available to students and educators at any time; (ii)an internal review of the ability of educators to use assessments and other student data to personalize and strengthen instruction and identify professional development needs and priorities; and (iii)any other information required by the State educational agency serving the local educational agency; and (B)may include an assessment of local community needs to ensure students have adequate on-line access and access to devices for school-related work during out-of-school time. (10)

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).