1. The Broadband Imperative:
Recommendations to Address
K-12 Education Infrastructure Needs
May 21, 2012
National Press Club
Washington, DC
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3. A Special Welcome
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Join the dialogue online – asking questions
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4. State Educational Technology
Directors Association
• Ten-year old national, non-profit
member association
• Serve, support, and represent U.S.
state and territorial directors (SEA
leadership) for educational
technology
• Forum for:
• Research and best practices
• Inter-state collaboration
• Professional development
• Public-private partnerships
• State-federal relations
5. Broadband in Education
• Broadband is infrastructure
for learning
• Access required in and out-
of-school for students and
educators
• Remains an urgent and
national issue facing K-12
education
6. Factors Driving Need for Broadband
• Shift from supplemental enrichment to a
technology-rich learning environment and
reliance on technology for school operations
• Dozens of bandwidth intensive instructional
activities driving need – at all levels of K-12
education
• Large numbers of concurrent users with shift
to digital textbooks/content and online
assessment will drive near-term needs
8. The Broadband Imperative:
State and Local Perspectives
• Christine Fox, SETDA
• Jeff Mao, Maine Department of Education
• John Miller, West Virginia Department of
Education
• Andrew Zuckerman, Lawrence Township
Public Schools (NJ)
• Discussants: Karen Cator, U.S. Department of
Education & Peter Zamora, Council of Chief
State School Officers (CCSSO)
10. The Broadband Imperative:
A Unique Collaboration
• 2011 SETDA Leadership
Summit Topic Session
• Research & Drafting
• Online Collaboration
• Webinars
• Reviewers
11. Shifting to Technology-Rich Learning
Transformation
Basic Connectivity Emerging Reliance
to a Technology-
for Supplemental on Online Tools and
Rich Learning
Enrichment Resources
Environment
13. Recommendation 2
Ensure Broadband Access for Students and Educators
• Federal, state and local governments all need
to take responsibility for ensuring educational
access outside of school.
• Out-of-school access includes (but not limited
to) homes, libraries and community centers.
14. Recommendation 3
Build State Leadership
• States should provide direct leadership in
providing adequate and equitable broadband
to K-12 schools, homes, and publicly
accessible institutions.
• State broadband networks offer a cost-
effective, scalable approach.
15. Recommendation 4
Advocate for Federal Funding
Increase funding options to support:
• States in implementing and maintaining high-
speed broadband statewide networks;
• Districts and schools by helping to increasing
bandwidth capacity;
• Communities by helping providing access to
anchor institutions; and,
• Home broadband access to low-income families.
17. As Maine Goes, so Goes the Nation
“In Maine we are moving to a learner-centered system.
Technology and broadband are key to giving students the
power to take control of their own learning, and to engage
frequently and instantly with learning tools across town
and around the world. It’s why the Maine Learning
Technology Initiative made high speed internet at all public
schools a requirement and what has kept us a leader in the
business of leveraging technology for education.”
- Stephen L. Bowen, Commissioner of Education
18. Distance is Measured in Bandwidth
• Maine’s population is equivalent to New
York City in the 1860s (1.3 Million)
• Maine is about the size of South Korea
or Portugal
19. Maine School & Library Network
(MSLN)
• Operated by NetworkMaine, a consortia of
the Department of Education, State Library,
Office of Information Technology, and the
University of Maine system
• Funded by E-Rate & Maine
Telecommunications Education Access Fund
• Broadband for all K12 schools and public
libraries
21. Maine’s One to One Growth
250,000
200,000
150,000
K12 Students
100,000 Students w/Devices
50,000
0
2001 2005 2009 2013
22. Why it Matters to Maine…
• Common Core State
Standards
• Next Generation
Science Standards
• Shared standards and
shared solutions
• Increased collaboration
and capacity
23. State Perspective: West Virginia
John Miller, Assistant Director, Office of Instructional
Technology, West Virginia Department of Education
24. WV Broadband Implementation
All schools connected to Internet in 1993
• Slow connections – mostly used for
communications, viewing documents – one way
Statewide K12 intranet – centralized control
• Minimum of 10M connection – Some barriers still exist
• Many schools have 100M or 1G connections now
• 10G connection to Internet
• Capabilities include streaming media, two-way
communications & collaborations, virtual
courses, personalized instruction
25. Equal Access for All Students
• Equal opportunities for all students
• Barriers to equitable access
• Rural mountainous communities not well
connected
• Socio-economic barriers
• Ranked 45th in US for home broadband access
• 59% of homes connected
26. Technology Integration in WV Schools
Technology Integration Specialist (TIS) teacher
training program
• Provides educators with skills and tools necessary to assume
the role of TIS.
• Participants receive the equivalent of 320 hours of PD.
• Completers earn TIS advanced credential
29. 1:1 Implementations
• Several districts have fully or partially implemented
1:1 computing
• Success depends more on teacher training than
equipment
• Preparation and support are critical
30. Support for Personalized Learning
Framed around 8 variables that impact student achievement
1. Students: the WHO of SPL
2. Instruction: the WHAT of SPL
3. Location: the WHERE of SPL
4. Assessment: the WHY of SPL
5. Time: the WHEN of SPL
6. Personnel: the BY WHOM of SPL
7. Group Size: the HOW of SPL
8. Documentation: the NOW WHAT of SPL
√ These 8 things within our scope of control must be
maximized to meet the needs of individual students and
personalize learning for all.
31. Future of Broadband in WV
• Personalized learning landscape
• Online adaptive assessments
• Expansion of virtual courses / credit recovery
• Blended content
32. WV – Final Thoughts
• SETDA guidance and state collaboration are crucial for
state success
• Continued E-Rate funding essential for schools
• Support for broadband initiatives and digital literacy
imperative
33. District Perspective: New Jersey
Andrew Zuckerman, Director of Instructional
Services, Lawrence Township (NJ) Public Schools
34. Lawrence Township Public Schools
State Talent 21 Grant
• 1-to-1 Program
• Foundation & Continued Growth
• Critical Elements of Implementation
• Professional Development
• Increased Broadband Access
• Increased Wireless bandwidth (54 to 144 Mbps)
• Upgraded Switches (1GB to access points and 10GB
to the schools)
40. Inconsistencies
Lack of Network Capabilities
• Frustration
• Loss of Instruction Time
• 20th Century Learning for 21st Century Students
41. Accessibility
High speed broadband and allows teachers and
students to:
• Expand Learning Opportunities
• Connect Globally
Professionals
Students around the world
• Utilize Online Textbooks
• Unlimited Resources
Video Streaming
Materials
Instructional Supports
43. Importance to Schools/Districts
• Recommendations for Future Planning
• Point of Contact to Enhance Collaborate with
Other Educators
• Importance of Equal Access
(students, schools and districts)
44. Future Needs
“…global Internet traffic will quadruple by
2015, and in the next five years, mobile
broadband usage will be 35 times what it is
now.”
Telecommunications Industry Association (TIA)
• LTPS Fiber Project
45. Discussants:
The Broadband Imperative
• Karen Cator, Director of the Office of Educational
Technology, U.S. Department of Education
• Peter Zamora, Director of Federal
Relations, Council of Chief State School Officers
46. Questions?
Join the dialogue online –
asking questions and making
comments – by using the
hashtag:
#k12broadband
48. A Special Thank You, Event Sponsors
Supporting Sponsor
Premier Sponsor
Webcast Sponsor
49. The Broadband Imperative:
Recommendations to Address
K-12 Education Infrastructure Needs
May 21, 2012
National Press Club
Washington, DC
Notes de l'éditeur
1993 – 56k connections, sparsely used, mostly for communicationsStatewide intranet – Minimum of 10M to all schools. However, T1s are still the largest connections available to some schools (out of 750 schools in WV, approximately 150 still rely on T1s). We expect to have fiber broadband access available to all schools by the end of this year – via the Broadband Technology Opportunities Program (BTOP). A $126 million ARRA/NTIA grant was awarded to WV to extend fiber broadband service to un-served and under-served communities.
Equal access – WV law requires equal spending for all students. This includes access to technology tools. Through economies of scale, WVDE saves districts money on purchases. We are not currently able to ensure equal access to all students to broadband. This is because all communities are not equally served. Although we have a statewide contract for Telco services, the vendor does not reach all communities. Some schools cannot get high speed services while others pay more for the same services.Barriers – rural mountain communities / Sporadic Telco coverage / 1.9 million residents - 7.4% unemployment (some counties as high as 13%) / 22% of residents below poverty level45th ranking - Only 59% of WV homes subscribe to broadband service. This number needs to increase to insure students have access to anywhere, anytime learning resources and to insure that citizens are able to succeed in today’s economy.
Technology was once treated as a scarce resource in education, as something extra rather than something essential. We have now surpassed the tipping point where everyone agrees that it is essential.Tech Integration Program – WV’s TIS program has been nationally recognized. This year-long blended course prepares teachers to be a source of support for other classroom teachers. Participants receive an advanced credential after completing 320 hours of PD. The credential can be renewed each year by completing an additional 40 hours of technology integration related PD.
Online Learning – Policy 2560 recommends that all students complete an online course during grades 9-12. Although experiencing an online course aids in preparing students for college, these courses are sometimes the only option for students to meet graduation requirements, such as when an AP course is only available via virtual school. We are also now offering credit recovery via virtual school. Access to these courses is becoming more important.
TechSteps - The WVDE provides TechSteps, a personalized, project-based technology literacy curriculum, to all public schools in West Virginia to assist in ensuring that all students develop technology literacy within the context of 21st century learning. TechSteps activities are sequenced to introduce technology skills developmentally and provide a completely integrated and systematic approach for students in meeting the development of technology literacy skills within curriculum. TechSteps has been updated to include modules educating minors about appropriate online behavior and cyberbullying awareness, which meets the new CIPA requirement.
1:1 – Several WV districts have full or partial 1:1 implementations. As it becomes possible to give every student a device, it also becomes more important to ensure students have access to broadband service for anywhere, anytime learning. Some classrooms have implemented the flipped classroom model where students receive digital instruction at home and complete work in the classroom.
Personalized learning - The West Virginia Support for Personalized Learning (SLP) framework is a statewide initiative that suggests flexible use of resources to provide relevant academic, social/emotional and/or behavioral support to enhance learning for all students. Technology aids in making learning personal for students. The WVDE vision sees this framework evolving into a digital landscape where students can access personalized instruction and resources which align to their personal needs.
Personalized learning landscape – This is WVDE’s vision of an online platform to support personalized learning; students have instructional resources tailored to their needs, as well as information about where they are on the journey to meeting goals. Other stakeholders, including teachers, parents and counselors, can also view student progress and growth.Online adaptive testing – As we move to an online national test, broadband access will be even more essential. These tests are adaptive which adds extra bandwidth requirements over a standard multiple choice online test. Furthermore, in order to make students feel at ease with an online assessment, practice sessions throughout the year will insure reliable results.Expansion of Virtual School – As students, parents and teachers become more comfortable with virtual courses, the demand for online content will increase. Credit recovery options will also continue to expand.Blended content – Teachers are getting more comfortable with incorporating online content into their daily lessons. We will see an increase in courses designed to include digital resources.
Through SETDA, state leaders are able to share ideas and collaborate to implement best practices and solve common problems. The recommendations in this document will guide states in meeting the increased demands that come with fully integrating technology in a meaningful way to reach each student.WV applauds the work of Senator Rockefeller and Senator Snowe and the FCC. We would not be where we are now without their efforts. Continued, and even expanded, E-Rate funding will be crucial for the success of digitally integrated instruction and assessment. Increased broadband access for communities will be imperative so that students have access to online resources at home and to insure an informed citizenry.Leadership is important to implement broadband policies. “If you build it, they will come” is not correct. You must plan and support broadband initiatives from the state down.
Include discussion about classroom technology and provide examples
Ben Franklin sister school in Tiwan Skype four times a year and maintain a wiki. The classes post information about
Our students are connected most of the time when they are outside of school
Staying Ahead of the NeedThinking about now is too lateWith the expected future demands, we will begin to exceed existing broadband capabilitiesHow Do We Provide Access to the Underserved and Unserved Communities
