1.Achievement Through
Technology and InnovationPart
D of title II of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6751 et seq.) is amended to read as follows:
DAchievement Through Technology and
Innovation
2401.This part may be cited
as the Achievement Through Technology
and Innovation Act of 2007
or the ATTAIN
Act
.
2402.Findings,
purposes, and goals
(a)Congress
makes the following findings:
(1)Learning
technologies in our schools are critical to meet the goals of the No Child Left
Behind Act of 2001 of raising student achievement, closing the achievement gap,
and ensuring high-quality teaching, and to ensure that our Nation’s students
are prepared to compete in the 21st century knowledge-based global
economy.
(2)Increased
professional development opportunities are needed if teachers are to be highly
qualified and effective in a 21st century classroom with today’s digital native
students, including in the use of learning technologies to deliver innovative
instruction and curriculum and to use data to inform instruction.
(3)Scientifically
based research, conducted with Federal funding, demonstrates that systemic
redesign initiatives centered around technology have shown great promise in
improving teaching and learning, including the following:
(A)In Utah,
Missouri, and Maine, the eMINTS program provides schools and teachers with
educational technology tools, curriculum, and more than 200 hours of
professional development to change how teachers teach and students learn. In
classrooms in the same school (1 with eMINTS and 1 without), the student
achievement of students in the eMINTS classroom was repeatedly over 10 percent
higher than the control classroom.
(B)In West Virginia,
students receiving access to online foreign language courses performed at least
as well as those in face-to-face versions of the classes, providing comparable
high-quality instruction for those in rural areas who otherwise would not have
access to such courses.
(C)In Michigan’s
Freedom to Learn technology program, 8th grade mathematics achievement
increased from 31 percent in 2004 to 63 percent in 2005 in 1 middle school, and
science achievement increased from 68 percent of students proficient in 2003 to
80 percent 2004.
(D)In Texas, the
Technology Immersion Pilot (TIP), implemented in middle schools, demonstrated
that discipline referrals went down by more than 1/2 with
the changes in teaching and learning; while in 1 school, the percentage of 6th
graders who passed the reading portion of the 2006 test was up 17 points from
2004, and the percentage of 7th graders who passed the mathematics portion rose
13 points. The students have become more responsible for their learning, more
engaged in the classroom, and much more knowledgeable about the role of
technology in problem solving and learning.
(E)In Iowa, after
connecting teachers with sustainable professional development and
technology-based curriculum interventions, student scores increased by 14
points in 8th grade mathematics, 16 points in 4th grade mathematics, and 13
points in 4th grade reading compared with control groups.
(4)Technology and
e-learning in our schools are necessary to meet our science, technology,
engineering, and mathematics (STEM) education needs and provide students with
21st century skills, including technology literacy, information literacy,
communication, problem solving, and the ability for self-directed lifelong
learning.
(5)A 2003 Department
of Commerce report credits United States industry’s investments in information
technology between 1989-2001 with producing positive and probably
lasting changes in the nation’s economic potential
, but finds United
States education last in intensity of information technology of 55 industry
sectors.
(6)Many of our
Nation's schools lack the resources necessary for the 21st century classroom
and to meet the needs and expectations of today’s digital native students,
including software, digital content, broadband, and other technologies.
(7)According to the
Department of Education’s National Educational Technology Trends Study (NETTS
2007), insufficient or outdated technology presented a substantial barrier to
technology use for teaching and learning for more than 40 percent of students,
while lack of support specialists was a barrier to technology use for more than
50 percent of students.
(8)Federal
leadership and investment is needed to serve as a catalyst for State and local
education initiatives aimed at school innovation and improved student
achievement through leveraging educational technologies. According to the
Department of Education’s National Educational Technology Trends Study (NETTS
2007), Because funds generated locally through bonds or taxes frequently
have legal restrictions requiring them to be spent on hardware and connectivity
purchases only, Federal and State funds supporting the use of technology
resources fill a critical gap.
.
(b)The
purposes of this part are the following:
(1)To ensure that
through technology every student has access to individualized, rigorous, and
relevant learning to meet the goals of this Act, and to prepare all students
and the United States for the 21st century.
(2)To evaluate,
build upon, and increase the use of evidence-based and innovative systemic
school redesigns that center on the use of technology that lead to school
improvement and increased student achievement.
(3)To increase
ongoing, meaningful professional development around technology that leads to
changes in teaching and curriculum, improves student achievement, including in
core curricular subjects, and student technology literacy, and is aligned with
professional development activities supported under section 2123.
(c)The
goals of this part are the following:
(1)To improve
student academic achievement on State academic standards through the use of
professional development and systemic school redesigns that center on the use
of technology and its applications.
(2)To improve
professional development to ensure every school administrator possesses the
leadership skills necessary for effective technology integration and every
teacher possesses the knowledge and skills to use technology across the
curriculum, to use technology and curriculum redesign as key components of
changing teaching and learning and improving student achievement, to use
technology for data analysis to enable individualized instruction, and to use
technology to improve student technology literacy.
(3)To ensure that
every student is technologically literate by the end of 8th grade, regardless
of the student's race, ethnicity, gender, family income, geographic location,
or disability.
(4)To improve
student engagement, opportunity, attendance, graduation rates, and technology
access through enhanced or redesigned curriculum or instruction.
(5)To more
effectively use data to inform instruction, address individualized student
needs, and support school decision making.
2403.Student
technology literacyIn this
part, 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, life-long
learning and citizenship in the knowledge-based, digital and global 21st
century, which includes, at a minimum, the ability—
(1)to effectively
communicate and collaborate;
(2)to analyze and
solve problems;
(3)to access,
evaluate, manage, and create information and otherwise gain information
literacy;
(4)to demonstrate
creative thinking, construct knowledge, and develop innovative products and
processes; and
(5)to do so in a
safe and ethical manner.
2404.Authorization
of appropriations
(a)There are authorized to be appropriated to carry out this
part, $1,000,000,000 for fiscal year 2008, and such sums as may be necessary
for each of the 5 succeeding fiscal years.
(b)Allocation of
funds between state and local and national initiativesThe amount
of funds made available under subsection (a) for a fiscal year shall be
allocated so that—
(1)3 percent of such
funds or $10,000,000, whichever amount is less, is made available to carry out
subpart 2, of which amount—
(A)$2,000,000 is
made available to carry out section 2411(1); and
(B)1 1/2 percent of
such amount or $4,000,000, whichever amount is less, is made available to carry
out section 2412; and
(2)the remainder of
such funds is made available to carry out subpart 1.
(c)
(1)Local
administrative costsOf the amount of funds made available to a
local educational agency under this part for a fiscal year, not more than 3
percent may be used by the agency for administrative costs.
(2)State
administrative costsOf the amount of funds made available to a
State educational agency under section 2406(a)(1) for administrative costs and
technical assistance, not more than 60 percent may be used by the agency for
administrative costs.
1
2405.Allotment and
reallotment
(a)Reservations
and allotmentFrom the amount made available to carry out this
subpart under section 2404(b)(2) for a fiscal year—
(1)the Secretary
shall reserve—
(A)3/4
of 1 percent for the Secretary of the Interior for programs under this subpart
for schools operated or funded by the Bureau of Indian Affairs; and
(B)1/2
of 1 percent to provide assistance under this subpart to the outlying areas;
and
(2)from the
remainder of such amount and subject to subsection (b), the Secretary shall
make grants by allotting to each eligible State educational agency under this
subpart an amount that bears the same relationship to such remainder for such
year as the amount received under part A of title I for such year by such State
educational agency bears to the amount received under such part for such year
by all State educational agencies.
(b)The amount of any State educational agency's allotment
under subsection (a)(2) for any fiscal year may not be less than
1/2 of 1 percent of the amount made available for
allotments to States under this part for such year.
(c)Reallotment of
unused fundsIf any State educational agency does not apply for
an allotment under this subpart for a fiscal year, or does not use its entire
allotment under this subpart for that fiscal year, the Secretary shall reallot
the amount of the State educational agency's allotment, or the unused portion
of the allotment, to the remaining State educational agencies that use their
entire allotments under this subpart in accordance with this section.
(d)State
educational agency definedIn this section, the term State
educational agency does not include an agency of an outlying area or the
Bureau of Indian Affairs.
2406.Use of
allotment by State
(a)Of the amount provided to a State educational agency from
the agency's allotment under section 2405(a)(2) for a fiscal year—
(1)the State
educational agency may use 5 percent of such amount or $100,000, whichever
amount is greater, to carry out activities under section 2408(a);
(2)the State
educational agency shall use 2.5 percent of such amount or $50,000, whichever
amount is greater, to carry out activities under section 2408(b); and
(3)the State
educational agency shall distribute the remainder as follows:
(A)The State
educational agency shall distribute 60 percent to award subgrants to local
educational agencies for Improving Teaching and Learning through Technology
pursuant to section 2409(c) by allocating to each eligible local educational
agency that has submitted an application to the State educational agency under
section 2409(c), for the activities described in section 2410(b), an amount
that bears the same relationship to 60 percent of the remainder for such year
as the amount received under part A of title I for such year by such local
educational agency bears to the amount received under such part for such year
by all local educational agencies within the State.
(B)The State
educational agency shall distribute 40 percent to award Systemic School
Redesign through Technology Integration subgrants, through a State-determined
competitive process, to eligible local educational agencies that have submitted
applications to the State educational agency pursuant to section 2409(b) for
the activities described in section 2410(a).
(b)
(1)In awarding subgrants under subsection (a)(3)(B), the State
educational agency shall—
(A)ensure subgrants
are of sufficient size and scope to be effective, consistent with the purposes
of this part;
(B)ensure subgrants
are of sufficient duration to be effective, consistent with the purposes of
this part, including by awarding subgrants that will run for not less than 2
years and may be renewed for not more than a total of 5 years;
(C)give preference
in the awarding of subgrants to eligible local educational agencies that serve
schools in need of improvement, as identified under section 1116, including
those with high populations of students with limited English proficiency or
students with disabilities or other subgroups of students who have not met the
State’s student academic achievement standards; and
(D)ensure an
equitable distribution of assistance under this subpart among urban and rural
areas of the State, according to the demonstrated need of those local
educational agencies serving the areas.
(2)The amount of any local educational agency’s allotment
under subsection (a)(3)(A) for any fiscal year shall be a minimum of
$3,000.
(c)Reallotment of
unused fundsIf any local educational agency does not apply for
an allotment under subsection (a)(3)(A) for a fiscal year, or does not use its
entire allotment under this subpart for that fiscal year, the State shall
reallot the amount of the local educational agency's allotment, or the unused
portion of the allotment, to the remaining local educational agencies that use
their entire allotments under this subpart in accordance with this
section.
2407.
(a)To be eligible to receive a grant under this subpart, a
State educational agency shall submit to the Secretary, at such time and in
such manner as the Secretary may specify, an application containing the
contents described in subsection (b) and such other information as the
Secretary may reasonably require.
(b)Each
State application submitted under subsection (a) shall include each of the
following:
(1)A description of
how the State will support local educational agencies that receive subgrants
under this subpart in meeting, and help improve their capacity to meet, the
purposes, goals, and requirements of this part, including through technical
assistance.
(2)A description of
the State’s long-term goals and strategies for improving student academic
achievement, including in core academic subjects and technology literacy,
through the effective use of technology in classrooms and schools throughout
the State.
(3)A description of
the priority area upon which the State will focus its guidance, technical, and
other assistance under this part, and other local support under this part, such
that such priority area shall be identified by the State from among the core
academic subjects, grade levels, and student subgroup populations that may be
causing the most number of local educational agencies in the State to not make
adequate yearly progress, as defined in section 1111(b)(2)(C).
(4)A description of
how the State will support local educational agencies that receive subgrants
under this subpart in implementing, and help improve their capacity to
implement, professional development programs pursuant to section
2410(b)(1)(A).
(5)A description of
how the State will ensure that teachers, paraprofessionals, library and media
personnel, and administrators in a State receiving funds under this part
possess the knowledge and skills to use technology across the curriculum, to
use technology and curriculum redesign as key components of changing teaching
and learning and improving student achievement, to use technology for data
analysis to enable individualized instruction, and to use technology to improve
student technology literacy.
(6)A description of
the process, activities, and performance measures that the State educational
agency will use to evaluate the impact and effectiveness of activities funded
under this part as required under section 2408(b).
(7)Identification of
the State challenging academic content standards and challenging student
academic achievement standards that the State will use to ensure that each
student is technology literate by the end of the 8th grade consistent with the
definition of student technology literacy, and a description of how the State
will assess, not less than once by the end of 8th grade, student performance in
gaining technology literacy only for the purpose of tracking progress towards
achieving the 8th grade technology literacy goal but not for meeting adequate
yearly progress goals, including through embedding such assessment items in
other State tests, performance-based assessments portfolios, or through other
valid and reliable means, such that nothing in this part shall be construed to
require that States are required to develop a separate test to assess student
technology literacy.
(8)An assurance that
financial assistance provided under this subpart will supplement, and not
supplant, State and local funds.
(9)A description of
how the State educational agency will, in providing technical and other
assistance to local educational agencies, give priority to those local
educational agencies identified by the State with the highest need of
assistance, including those with the highest percentage or number of students
from families with incomes below the poverty line, students not achieving at
the State proficiency level with student populations identified under section
2406(b)(1)(C), or schools identified as in need of improvement under section
1116.
(10)A description of
how the State educational agency will ensure that each subgrant awarded under
section 2406(a)(3)(B) is of sufficient size, scope, and duration to be
effective as required under section 2406(b), and that such subgrants are
appropriately targeted and equitably distributed as required under section
2406(b) to carry out the purposes of this part effectively.
(11)A description of
how the State educational agency consulted with local educational agencies in
the development of the State application.
2408.
(a)From funds made available under section 2406(a)(1), a
State educational agency—
(1)shall carry out
the following activities:
(A)Identify the
State challenging academic content standards and challenging student academic
achievement standards that the State will use to ensure that each student is
technology literate by the end of the 8th grade consistent with the definition
of student technology literacy.
(B)Assess not less
than once by the end of the 8th grade student performance in gaining technology
literacy consistent with subparagraph (A), including through embedding such
assessment items in other State tests, performance-based assessments,
portfolios, or through other means, but provided that such assessments shall be
used only to track student technology literacy and not in conjunction with
meeting adequate yearly progress goals.
(C)Publish the
results of their technology literacy assessments administered under
subparagraph (B) not less than 3 months after the assessment is administered
such that the results are made widely available to local educational agencies,
parents, and citizens, including through presentation on the Internet, and
transmit such results to the Secretary.
(D)Provide guidance,
technical and other assistance in the priority area identified by the State
pursuant to section 2407(b)(3) to local educational agencies receiving grants
of less than $10,000 under section 2406(a)(3)(A) with a priority to those in
highest need of assistance pursuant to section 2407(b)(9).
(E)Provide technical
assistance to local educational agencies, with a priority to those identified
by the State in the highest need of assistance, including those with the
highest percentage or number of students from families with incomes below the
poverty line, students not achieving at the State proficiency level, with
student populations identified under section 2406(b)(1)(C), and serving schools
identified as in need of improvement under section 1116, in the following
ways:
(i)Submitting
applications for funding under this part.
(ii)Carrying out
activities authorized under section 2410, including implementation of systemic
school redesigns as described in section 2409(b).
(iii)Developing
local educational technology plans and integrating such plans with their plans
for improving student achievement under sections 1111 and 1112, and, if
applicable, section 1116.
(F)Provide guidance,
technical and other assistance to local educational agencies on their plans to
assess, and, as needed, update the computers, software, servers, and other
technologies throughout the local educational agency in terms of their
functional capabilities, age, and other specifications, including to ensure
such technologies can process, at scale, new applications and online services
such as video conferencing, video streaming, virtual simulations, and distance
learning.
(2)may carry out the
following activities:
(A)State leadership
activities and technical assistance that assist recipients of funds under this
part in achieving the purposes and goals of this part.
(B)Assist recipients
of funds under this part in the development and utilization of research-based
or innovative strategies for the delivery of specialized or rigorous academic
courses and curricula through the use of technology, including distance
learning technologies.
(C)Assisting
recipients of funds under this subpart in providing sustained and intensive,
high-quality professional development pursuant to section 2410(b)(1)(A),
including through assistance in a review of relevant research.
(b)Activities
relating to researchFrom funds made available under section
2406(a)(2), a State educational agency shall carry out 1 or more of the
following activities:
(1)Conduct
scientifically-based or other rigorous research to evaluate the impact of 1 or
more programs or activities authorized under this part in meeting the purposes
and goals of this part.
(2)Provide technical
assistance to eligible local educational agencies in carrying out evaluation
research activities as required under section 2410(a)(1).
(3)Create 1 or more
evaluation research protocols, designs, performance measurement systems, or
other tools to assist eligible local educational agencies in carrying out
evaluation activities as required under section 2410(a)(1).
(4)Collect and
disseminate the findings of the evaluation research carried out by eligible
local educational agencies under section 2410(a)(1).
2409.
(a)To be eligible to receive a subgrant from a State
educational agency under this subpart, a local educational agency, or
consortium of local educational agencies, shall submit to the State educational
agency an application containing a new or updated local long-range strategic
educational technology plan, and such other information as the State
educational agency may reasonably require, at such time and in such manner as
the State educational agency may require, which shall include each of the
following:
(1)A description of
how the applicant will align and coordinate its use of funds under this part to
the district technology plan, to the district plans and activities for
improving student achievement, including under sections 1111 and 1112 and
sections 1116 and 2123, as applicable, and to funds available from other
Federal, State, and local sources.
(2)An assurance that
financial assistance provided under this subpart will supplement, and not
supplant other existing funds.
(3)A description of
the process used to assess and, as needed, update the computers, software,
servers, and other technologies throughout the local educational agency in
terms of their functional capabilities, age, and other specifications,
including to ensure such technologies can process, at scale, new applications,
and online services such as video conferencing, video streaming, virtual
simulations, and distance learning courses.
(4)Such other
information as the State educational agency may reasonably require.
(b)Competitive
grants; Systemic school redesign through technology
integrationIn addition to components included in subsection (a),
eligible local educational agencies or consortia of local educational agencies
submitting applications for a grants under section 2406(a)(3)(B) shall submit
to the State educational agency an application containing the following:
(1)A description of
how the applicant will use grant funds to implement systemic school redesign,
which is a comprehensive set of programs, practices, and technologies that
collectively lead to school or district change and improvement, including in
the use of technology, and in improved student achievement and that incorporate
all of the following elements:
(A)Reform or
redesign of curriculum, instruction, assessment, use of data, or other
standards-based school or classroom practices through the use of technology,
including to increase student learning opportunity, student technology
literacy, access, and engagement.
(B)Improve educator
quality, knowledge and skills through on-going, sustainable, timely, and
contextual professional development pursuant to section 2410(b)(1)(A).
(C)Development of
student technology literacy and other skills necessary for 21st century
learning and success.
(D)Ongoing use of
formative assessments and other timely data sources and data systems to more
effectively identify individual student learning needs and guide personalized
instruction, learning, and appropriate interventions that address those
personalized student learning needs.
(E)Engagement of
district and school leaders as well as classroom educators.
(F)Are either
research-based or innovative, or both, such that research-based systemic
redesigns are based on a review of the best available research evidence, and
innovative systemic redesigns are based on development and use of new
redesigns, programs, practices, and technologies.
(2)An assurance that
the applicant will use not less than 25 percent of funds to implement a program
of professional development pursuant to section 2410(b)(1)(A).
(3)A description of
how the applicant will evaluate the impact of 1 or more programs or activities
authorized under this part in meeting 1 or more of the purposes and goals of
this part.
(c)Formula grants;
improving teaching and learning through technologyIn addition to
components included in subsection (a), eligible local educational agencies or
consortia of local educational agencies that submit an application for a grant
under section 2406(a)(3)(A) shall submit to the State educational agency an
application containing the following:
(1)An assurance that
the applicant will use not less than 40 percent of funds for professional
development pursuant to section 2410(b)(1)(A) and for technology tools,
applications, and other resources related specifically to such professional
development activities.
(2)A description of
how the applicant will implement a program of professional development as
required under paragraph (1).
(3)A description of
how the local educational agency will employ technology tools, applications,
and other resources in professional development and to improve student learning
and achievement in the area of priority identified by the local educational
agency pursuant to paragraph (4).
(4)A description of
the priority area upon which the local educational agency will focus its grant
funds under this part, such that such priority area shall be identified from
among the core content areas, grade levels, and student subgroup populations in
which the most number of students are not proficient.
(d)An eligible local educational agency that submits an
application to the State educational agency for funds awarded under section
2406(a)(3)(B) may, upon notice to the State educational agency, submit a single
application that will also be considered by the State educational agency as an
application for funds awarded under section 2406(a)(3)(A), provided its
application addresses each application requirement.
(e)For any fiscal year, a local educational agency
applying for financial assistance described in section 2406(a)(3) may apply as
part of a consortium in which more than 1 local educational agency jointly
submits a grant application under this part, except that no local educational
agency may receive more than 1 grant under this part.
2410.
(a)Competitive
grants; systemic school redesign through technology
integrationFrom funds made available to a local educational
agency under section 2406(a)(3)(B), the local educational agency—
(1)shall use not
less than 5 percent of such funds to evaluate the impact of 1 or more programs
or activities carried out under the subgrant in meeting 1 or more of the
purposes and goals of this part as approved by the State educational agency as
part of the local application as described under section 2409(b)(3); and
(2)shall use the
remaining funds to implement a plan for systemic school redesign, which may
take place in 1 or more schools or across the entire local educational agency,
pursuant to section 2409(b)(1), including each of the following:
(A)Using not less
than 25 percent of funds to improve teacher quality and skills through support
for the following:
(i)Professional
development activities, as described under subsection (b)(1)(A).
(ii)The acquisition
and implementation of technology tools, applications, and other resources to be
employed in the professional development activities described in clause
(i).
(B)Acquiring and
effectively implementing technology tools, applications, and other resources in
conjunction with enhancing or redesigning the curriculum or instruction in
order to—
(i)increase student
learning opportunity or access, student engagement in learning, or student
attendance or graduation rates;
(ii)improve student
achievement in 1 or more of the core academic subject areas; and
(iii)improve student
technology literacy.
(C)Acquiring and
effectively implementing technology tools, applications, and other resources
to—
(i)conduct ongoing
formative assessments and use other timely data sources and data systems to
more effectively identify individual student learning needs and guide
personalized instruction, learning, and appropriate interventions that address
those personalized student learning needs;
(ii)support
individualized student learning, including through instructional software and
digital content that supports the learning needs of each student, or through
providing access to high-quality courses and instructors, including
mathematics, science, and foreign language courses, often not available except
through technology and online learning, especially in rural and high-poverty
schools; and
(iii)conduct such
other activities as appropriate consistent with the goals and purposes of
research-based and innovative systemic school redesign, including to increase
parental involvement through improved communication with teachers and access to
student assignments and grades.
(b)Formula grants;
improving teaching and learning through technologyFrom funds
made available to a local educational agency under section 2406(a)(3)(A), the
local educational agency shall carry out activities to improve student
learning, student technology literacy, and achievement in the area of priority
identified by the local educational agency as required under section
2409(c)(4), including that such local educational agency shall comply with the
following:
(1)The local
educational agency shall use not less than 40 percent of funds for professional
development activities that are aligned with activities supported under section
2123 to improve teacher quality and skills through support for the
following:
(A)Training of
teachers, paraprofessionals, library and media personnel, and administrators,
which—
(i)shall include the
development, acquisition, or delivery of—
(I)training that is
ongoing, sustainable, timely, and directly related to current teaching content
areas;
(II)training in
strategies and pedagogy in the core curriculum areas that involve use of
technology and curriculum redesign as key components of changing teaching and
learning and improving student achievement;
(III)training in the
use of technology to ensure every educator is technologically literate,
including possessing the knowledge and skills to use technology across the
curriculum, to use technology and curriculum redesign as key components of
innovating teaching and learning and improving student achievement, to use
technology for data analysis to enable individualized instruction, and to use
technology to improve student technology literacy; and
(IV)training that
includes on-going communication and follow-up with instructors, facilitators,
and peers; and
(ii)may
include—
(I)use of
instructional technology specialists, mentors, or coaches to work directly with
teachers, including through the preparation of 1 or more teachers as technology
leaders or master teachers who are provided with the means to serve as experts
and train other teachers in the effective use of technology; and
(II)use of
technology such as distance learning and online virtual educator-to-educator
peer communities as a means for delivering professional development.
(B)The acquisition
and implementation of technology tools, applications, and other resources to be
employed in the professional development activities described under
subparagraph (A).
(2)The local
educational agency shall use the remaining funds to acquire or implement
technology tools, applications, and other resources to improve student
learning, student technology literacy, and achievement in the area of priority
identified by the local educational agency, including through 1 or more of the
following:
(A)Conducting
on-going formative assessment and using other timely data sources and data
systems to more effectively identify individual student learning needs and
guide personalized instruction, learning, and appropriate interventions that
address those personalized student learning needs.
(B)Supporting
individualized student learning, including through instructional software and
digital content that supports the learning needs of each student, or through
providing access to high-quality courses and instructors, including
mathematics, science, and foreign language courses, often not available except
through technology and online learning, especially in rural and high-poverty
schools.
(C)Increasing
parental involvement through improved communication with teachers and access to
student assignments and grades.
(D)Enhancing
accountability, instruction, and data-driven decision making through data
systems that allow for management, analysis, and disaggregating of student,
teacher, and school data.
(E)Such other
activities as appropriate consistent with the goals and purposes of this
part.
(c)A local educational agency that receives a grant under
both subparagraph (A) and subparagraph (B) of section 2406(a)(3) may use all
such grant funds for activities authorized under subsection (a).
2
2411.From the amount
made available to carry out national activities under section 2404(b)(1), the
Secretary, working through and in coordination with the Director of the Office
of Educational Technology and collaborating, as appropriate, with the National
Center for Achievement Through Technology authorized under section 2412, shall
carry out the following activities:
(1)The Secretary shall annually conduct and publish a
national report on student technology literacy to determine the extent to which
students have gained student technology literacy by the end of the 8th grade.
In conducting the study, the Secretary shall—
(A)consult first
with experts and stakeholders, including educators and education leaders,
education technology experts from education and industry, and the business and
higher education communities seeking high school graduates with these skills;
and
(B)employ a random
stratified sample methodology of student technology literacy performance using
a cost-effective assessment that is a readily available, valid, and reliable
assessment instrument.
(2)Student
technology literacyThe Secretary shall publish each year the
results of the State technology literacy assessments pursuant to section
2408(a)(1)(C).
(3)National
education technology planThe Secretary shall update not less
often than once every 5 years the National Education Technology Plan to promote
understanding and awareness of the role of technology and e-learning in meeting
the Nation’s education goals and needs, and shall implement such a plan.
(4)Other national
activitiesFrom the funds remaining after carrying out paragraphs
(1), (2), and (3), the Secretary shall carry out 1 or more of the following
activities:
(A)Support efforts
to increase student technology literacy, including through outreach to
education, business, and elected leaders aimed at building understanding of the
knowledge and skills students need to succeed in the 21st century through use
of technology for life-long learning, citizenship, and workplace
success.
(B)Support the work
of the National Center for Achievement Through Technology in serving as a
national resource for the improvement of technology implementation in education
through identification and dissemination of promising practices and exemplary
programs that effectively use educational technologies.
(C)Support efforts
to increase the capacity of State and local education officials to budget for
technology acquisition and implementation, including taking into account the
long-term costs, how technology investments could increase effectiveness and
efficiencies that ultimately save other educational costs or provide improved
outcomes, and how spending for technology in education should be considered in
a comprehensive cost-benefit analysis and not simply as a supplemental
expense.
(D)Support staff at
the Department of Education and other Federal agencies in their understanding
of education technology, its role in Federal education programs, and how
Federal grantees can be supported in integrating education technologies into
their programs as appropriate.
(E)Convene
stakeholders in an effort to outline and support a national research and
development agenda aimed at supporting public-private partnerships to leverage
evolving technologies to meet evolving educational needs.
(F)Convene
practitioners and leaders from local and State education, business and
industry, higher education, and other stakeholder communities to carry out the
activities under this section, including convening an annual forum on
leadership to integrate technology, classroom technology best practices, and to
otherwise address challenges and opportunities in the use of technology to
improve teaching, learning, teacher quality, student achievement, student
technology literacy, the efficiency and productivity of the education
enterprise, and to otherwise support school innovation and the Nation’s
competitiveness.
(G)Support efforts
to ensure teachers and other educators have the knowledge and skills to teach
in the 21st century through the use of technology, including by providing
assistance to and sharing information with State accrediting agencies, colleges
of teacher education, and other educational institutions and government
entities involved in the preparation and certification of teachers, to ensure
such teachers possess these skills prior to entering the teaching force.
(H)Support efforts
to assist principals, superintendents, and other senior school and district
administrators in adapting to, and leading their schools with, 21st century
technology tools and 21st century skills, including the following:
(i)Developing a
blueprint for both the job skills required and the coursework and experience
necessary to be prepared for school leadership.
(ii)Supporting the
development of professional development and training programs that help
education leaders obtain these skills, including through collaborative efforts
with existing programs and institutions.
(iii)Developing
materials, resources, self-assessments, and other tools to meet these
goals.
(I)To undertake
other activities that lead to the improvement of the Nation's educational
system in both using educational technologies to improve teaching, learning,
and student achievement, as well as in improving student technology literacy
and related 21st century college preparedness and workforce competitiveness and
that complement other such efforts being undertaken by public and private
agencies and organizations.
2412.National
center for achievement through technology
(a)The
purpose of this section is to establish a National Center for Achievement
Through Technology, consistent with this part, that—
(1)provides national
leadership regarding improvement in the use of technology in education, with a
focus on elementary and secondary education, including technology’s role in
improving student achievement and technology literacy as well as teacher
quality;
(2)serves as a
national resource for the improvement of technology implementation in education
through identification and dissemination of promising practices and exemplary
programs that effectively use educational technologies to improve teaching and
learning, teacher quality, student engagement and opportunity, student
achievement and technology literacy, and the efficiency and productivity of the
education enterprise, including the related research and research on the
conditions and practices that support the effective use of technology in
education; and
(3)provides an
annual report to Congress synthesizing the promising practices and exemplary
programs that effectively use educational technologies to improve teaching and
learning, as described in paragraph (2), including the related research and
research on the conditions and practices that support the effective use of
technology in education.
(b)
(1)The Secretary, acting through the Director of the Office
of Educational Technology, shall award a grant, on a competitive basis, to an
eligible entity to establish a National Center for Achievement Through
Technology (in this section referred to as the Center
).
(2)Coordination
with the InstituteThe Director of the Office of Educational
Technology shall award the grant under paragraph (1) in coordination with the
Director of the Institute of Education Sciences, but the Director of the Office
of Educational Technology shall administer the grant program under this
section.
(3)
(A)An entity shall be eligible to receive the grant under
this section if the entity is—
(i)a
research organization or research institution with education technology as one
of the organization or institution's primary areas of focus; or
(ii)a partnership
that consists of a research organization or research institution described in
clause (i) and 1 or more education institutions or agencies, nonprofit
organizations, or research organizations or institutions.
(B)The
grant awarded under this section shall be 5 years in duration, and shall be
renewable at the discretion of the Director of the Office of Educational
Technology for not more than an additional 3 years.
(C)In awarding the grant under this section, the Director of
the Office of Educational Technology shall consider the recommendations of a
peer review panel, which shall be composed of representatives of the following
stakeholder communities:
(i)Teachers and
other educators who use technologies.
(ii)Local and State
education leaders who administer programs employing technologies.
(iii)Businesses that
develop educational technologies.
(iv)Researchers who
study educational technologies.
(v)Related
education, educational technology, and business organizations.
(c)National center
for achievement through technology activitiesIn order to provide
leadership for the effective use of technology in education, the eligible
entity awarded the grant under this section shall establish the Center, which
shall carry out the following activities:
(1)Promising
practices, exemplary programs and researchThe Center shall
identify and compile promising practices, exemplary programs, quantitative and
qualitative research, and other information and evidence demonstrating the
broad uses and positive impacts of technology in elementary and secondary
education as well as the factors and steps important to its improvement and
effective use—
(A)on the following
uses of technology, such that specific technologies are considered in the
context of the comprehensive educational program or practice in which they are
used:
(i)Across the
curriculum to improve teaching, learning and student achievement, including in
the core academic subject areas of reading, mathematics, science, and history
or social studies.
(ii)To support the
teaching and learning of student technology literacy as student knowledge and
skills in using contemporary information, communication, and learning
technologies in a manner necessary for successful life-long learning and
citizenship in the knowledge-based, digital, and global 21st century, which
includes the abilities to effectively communicate and collaborate, to analyze
and solve problems, to access, evaluate, manage, and create information and
otherwise gain information literacy, and to do so in a safe and ethical
manner.
(iii)For formative
and summative assessment, including to inform instruction and data-driven
decision making, to individualize instruction, and for accountability
purposes.
(iv)To improve
student learning and achievement, including through improving student interest
and engagement, student access to courses and instructors through distance
learning, and student learning time, and through individualizing curriculum and
instruction to meet unique student learning needs, styles, and pace.
(v)To improve
teacher quality, including for professional development and for timely and
ongoing training and support.
(vi)To improve the
efficiency and productivity of the classroom and school enterprise, including
through data management and analysis, resource management, and
communications.
(B)on the policies,
budgeting, technology infrastructure, conditions, practices, teacher training,
school leadership, and other implementation factors important to improving the
effectiveness of technology in elementary and secondary education as outlined
in subparagraph (A), including in—
(i)the knowledge and
skills teachers and other educators need to teach in the 21st century through
the use of technology, including that necessary to use technology and
curriculum redesign as key components of changing teaching and learning, to use
technology for data analysis to enable individualized instruction, and to use
technology to improve student technology literacy;
(ii)the knowledge
and skills principals, superintendents, and other senior school and district
administrators need to effectively lead in 21st century schools using
technology, including the job skills required and the coursework and experience
necessary to be prepared for school leadership; and
(iii)the budgeting
for technology acquisition and implementation, including taking into account
the long-term costs, how technology investments could increase effectiveness
and efficiencies that ultimately save other educational costs or provide
improved outcomes, and how spending for technology in education should be
considered in a comprehensive cost-benefit analysis and not simply as a
supplemental expense.
(2)The Center may conduct, directly or through grants and
contracts, original research as necessary to fill important gaps in existing
research necessary to address the areas described in paragraph (1) with a focus
on the policies, budgeting, technology infrastructure, conditions, practices,
teacher training, school leadership, and other implementation factors important
to improving the effectiveness of technology in elementary and secondary
education.
(3)The
Center shall consult with appropriate stakeholders, including at least those
described in subsection (b)(3)(C), in determining priorities pursuant to
paragraph (1), in gathering information pursuant to paragraph (1), and in
determining the need for original research pursuant to paragraph (2). The
Center shall establish 1 or more informal advisory groups to provide this
consultation.
(4)The
Center shall disseminate widely the information identified and compiled
pursuant to paragraph (1) to teachers and other educators, local, regional,
State, and Federal education leaders, public and elected officials, the
existing network of federally funded educational resource centers and labs,
businesses that develop educational technologies, colleges of teacher education
and teacher accrediting agencies, researchers who study educational
technologies, other interested stakeholders, and related educator, education
leader, and business organizations, including through—
(A)development and
ongoing update of a database accessed through the Internet;
(B)development,
distribution, and delivery of reports, tools, best practices, conference
presentations, and other publications; and
(C)partnerships with
organizations representing stakeholders, including educators, education
leaders, and technology providers.
(d)
(1)Grants,
contracts, and cooperative agreementsAs appropriate, the Center
shall award grants to, or enter into contracts or cooperative agreements with,
individuals, public or private institutions, agencies, organizations, or
consortia of such institutions, agencies, or organizations to carry out the
activities of the Center, including that the Center shall do so with regard to
dissemination of the Center's findings pursuant to subsection (c)(4)(C).
(2)The
Center shall submit an annual report on March 1 to the Committee on Education
and Labor of the House of Representatives and the Committee on Health,
Education, Labor, and Pensions of the Senate that provides a summary synthesis
of the promising and exemplary practices and programs, and related research,
that effectively use educational technologies to improve teaching and learning
as described in subsection (c)(1), including the conditions and practices that
support the effective use of technology in education, in order to inform
Federal education policymaking and
oversight.
.