National Education Technology Plan - Baker School District

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Idaho The Idaho Student Information Management System or ISIMS Project creates a statewide, student information management system designed to provide new resources for parents, teachers, students and all stakeholders of education in Idaho. The ISIMS project is a partnership of the Governor and Legislature, State Board of Education, State Department of Education, J.A. & Kathryn Albertson Foundation and all school districts in Idaho. In the 2003 legislative session, the Idaho legislature passed legislation requiring all school districts in Idaho to use the ISIMS system to the full extent of its availability. The J.A. & Kathryn Albertson Foundation dedicated $35 million to the development and implementation of the ISIMS system. The plan expands a $3.5 million pilot program now in place in 13 districts that allows the districts to collect, maintain and share student information among their schools. The project will build a centralized, uniform system that includes a host of web-based resources and tools for education stakeholders. 32 West Virginia The West Virginia Virtual School (WVVS) was created by state senate legislation that became effective on July 1, 2000. It was created to offer high quality educational courses to students through Internet technology, regardless of school location or size. The West Virginia legislature passed the bill based on the following findings about virtual learning: • West Virginia schools have improved and expanded Internet access, which enables schools to offer courses through the Internet, and other new and developing technologies. • Current technology is available to provide students with more resources for learning, and new and developing technologies offer even more promise for expanded opportunities.
• A number of other states and other jurisdictions have developed Internet-based instruction which is available currently and which is being used by schools in the state. • To better educate the students of West Virginia, more course and class offerings can be made available through technology, especially to students who are geographically disadvantaged. In the planning stages, educators from all 55 counties participated in a “Going the Distance-1999” week-long conference to identify and study the issues associated with Virtual Schools. The educators were charged to take online classes during the summer. This planning group then re-assembled and discussion centered on best practices to inform planning of the project. The legislation was drafted using the input from this process. Arkansas The state’s Environmental and Spatial Technology Initiative (EAST) includes strong relationships between business, government and education. These relationships provide awareness and access to resources normally not available to educators. The EAST philosophy includes: • Educational experiences that are relevant, challenging, purposeful, and student centered. • An educational environment that includes state of the art, realworld tools and reflects a work-like setting. • Educators that serve as resource guides, managers, and learner facilitators. • Learning that is self-directed as much as possible and oriented towards real-world projects that engage students in independent as well as interdependent roles. • High expectations for all students. The EAST model has been recognized nationally as an innovative, relevant, and successful approach to education. 33
Page 1 and 2: Toward A New Golden Age In American
Page 3 and 4: Toward A New Golden Age In American
Page 5 and 6: The Impact of No Child Left Behind
Page 7 and 8: Teachers and students are transform
Page 9 and 10: There has been explosive growth in
Page 11 and 12: A Nation on the Move Twenty-one yea
Page 13 and 14: Today’s students, of almost any a
Page 15 and 16: No Child Left Behind created new st
Page 17 and 18: Twenty years of national data show
Page 19 and 20: • 49 percent say they may be inte
Page 21 and 22: These are clearly exciting times fo
Page 23 and 24: like that. We should not have to ca
Page 25 and 26: Success Stories from Schools That A
Page 27 and 28: o language learners to compare achi
Page 29 and 30: Founded in 1997, the state-funded i
Page 31 and 32: makes this effort extraordinary is
Page 33: New Mexico Two years ago in New Mex
Page 37 and 38: courses by mail. But through today
Page 39 and 40: The Impact of No Child Left Behind
Page 41 and 42: A National Education Technology Pla
Page 43 and 44: effective use of technology to enha
Page 45 and 46: • Encourage that broadband is ava
Page 47 and 48: Conclusions • There is no dispute
Page 49 and 50: Appendices A. Joint Federal Activit
Page 51 and 52: to strengthen this portfolio, and s
Page 53 and 54: APPENDIX B How This Plan Was Develo
Page 55 and 56: Kendall Starkweather, International
Page 57 and 58: Tom Clark, TA Consulting, Springfie
Page 59 and 60: Garret Sern, EDUCAUSE, Washington,
Page 61 and 62: Joe Simpson, Council of Chief State
Page 63 and 64: APPENDIX C Acknowledgements We want
Page 65 and 66: APPENDIX D Endnotes 1 National Comm
Page 67 and 68: 17 Ibid. See http://www.nces.ed.gov
Page 69 and 70: 43 Ibid. 44 Ibid. 45 See State Educ
Page 72: 70 U.S. Department of Education Off

National Education Technology Plan - Baker School District

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