The State of Education in Tennessee: Investing in Technology to Enhance Instruction
Investing in Technology to Enhance Instruction:
Providing Students with the Tools to Succeed
Overview
with guidance from the TDOE and PARCC – to upgrade their
technology infrastructure and Internet bandwidth to ensure
that they are ready for online assessments by the 2014-2015
school year. While a paper and pencil version will be available to districts, at least during the first year, there are many
benefits to using the online version, including potentially
faster results, more dynamic and interactive test questions,
and lower cost.
Tennessee has an unprecedented opportunity to leverage
technology to transform education and prepare students for
success in college and the workforce. Schools and districts
are investing in technology and working to upgrade their
current infrastructure and devices to not only meet the requirements of new online assessments but more importantly
to enhance teaching and learning. As a representative from
The TDOE administered a survey to districts in October 2013
the Tennessee Department of Education (TDOE) explained,
to help assess their readiness for online PARCC assessments.
“Investing in technology is not about putting new toys in
the classroom. It needs to be about
providing assistive technology that
will enhance both the delivery of instruction and the ability for students
Schools are using technology to enhance teaching and learning through a variety of ways to
to learn.” The TDOE has been workachieve multiple goals, including:
ing with districts to assess current
The Power of Technology
needs and to help make a successful
transition to the new Common Core
State Standards-aligned tests that
will be administered online. However, it is unclear whether districts are
prepared to administer online tests,
and whether teachers and students
are adequately prepared to use new
technology to truly enhance learning.
1. Expanding access: Students receive the opportunity to engage with technology and
develop digital skills they may not otherwise develop and will need in college and career.
2. Engaging students: Various devices provide students the opportunity to learn through
multiple pathways and invite students to engage with the teacher and each other.
3. Personalizing instruction: Online or computer-based learning can be used to provide
opportunities for rigorous learning, differentiated learning, and remediation.
4. Supporting educators: Online resources can be used to provide professional development and facilitate professional learn ing communities.
Update on the Work
5. Using data: Technology can provide immediate feedback on student performance that
Throughout 2013, school districts
can help teachers and parents identify individual student progress and specific needs.
have been assessing their current
technology systems and determining what improvements need to be
made. A driving force behind this
work has been the state’s plan to administer online assessments in the 2014-2015 school year. As part of the transition
to higher expectations through Tennessee’s Common Core
State Standards, the state will assess student learning in math
and English language arts through PARCC assessments. (See
“Maintaining a Commitment to Rigorous Standards and
Assessments” for more information about PARCC.) The
state’s efforts to help districts transition to the online assessments include targeted assistance from the TDOE, as well as
$51 million in the state’s 2014 budget toward technology for
school districts.
The PARCC assessments are being designed to leverage technology so that the tests complement, enhance, and accurately
measure student learning. Districts have been working –
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Districts were provided with their status
(red, yellow, green) and initial assistance as
needed. Looking ahead to 2014, the TDOE
plans to provide further assistance to districts through the Centers of Regional Excellence offices. Additionally, the TDOE’s work
to administer constructed response assessments, as well as online writing assessments
provided districts with practical experience.
A priority during this transition will be to
ensure the new assessments measure content knowledge rather than students’ technological skills.
Investing in technology is not
just about preparing for a
new assessment system, but
about utilizing technology
that enhances the classroom
experience.
Investing in technology is not just about
preparing for a new assessment system,
but about utilizing technology that enhances the classroom
experience. For example, STEM School Chattanooga, L&N
STEM Academy in Knoxville, and Innovation Academy in
Kingsport have a one-to-one technology structure, providing all students with iPads to use both inside and outside the
classroom. The iPads are used to facilitate a flipped classroom
structure, in which students use their time out of class to
study material and then devote classroom time to practicing
and mastering concepts. Computer labs and iPads are also
used as part of a blended learning approach, which helps
students use technology to enhance their access to content,
use of the content, and ultimately application of the content.
Both L&N STEM Academy and Innovation Academy have
earned the honor of Apple Distinguished School or Program,
by providing all students, teachers, and administrators with
comprehensive school-wide access to mobile devices and
computers and by demonstrating an innovative learning environment that engages students and provides tangible evidence of academic accomplishment.xxviii
enrolled in online, distance learning, Advanced Placement,
or dual enrollment courses through NETCO.xxix
While technology is emerging as an effective strategy to
enhance teaching and learning, many schools and districts
face challenges related to equipment, infrastructure, and adequate training for students and educators. There is variability
across the state in terms of technological capacity. Even some
districts that are more technologically prepared have expressed concern about their ability to accommodate wholeschool online testing. An underdeveloped infrastructure
limits the extent to which technology can be used to meet
additional school and
district needs, like
individualized learning for students,
professional
development for teachers,
and greater access
to advanced and college-level coursework.
Technology is also being used to expand opportunities for
students to take academically rigorous courses. The Northeast Tennessee College and Career Ready Consortium (NETCO), formed by the Niswonger Foundation in 2010, is a network of 29 high schools and five colleges and universities
across 15 counties that has invested in and leveraged technology to increase student access to rigorous courses, such
as Advanced Placement. The Advanced Placement teachers
use audio-video equipment to live-broadcast their lessons to
students in other high schools, while facilitators in the remote classrooms supervise the learning that takes place. In
the 2012-2013 school year, more than 10,000 students were
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