Special Issue on “The US National Education Technology Plan”
By Bonnie Bracey Sutton
May 11, 2011
Did everyone see this? This is important because it is reflection on the National Educational Technology Plan
Just published in E-LEARNING AND DIGITAL MEDIA, Volume 8 Number 2 2011 ISSN 2042-7530 http://www.wwwords.co.uk/elea/content/pdfs/8/issue8_2.asp
SPECIAL ISSUE
The US National Education Technology Plan – Transforming American Education: Learning Powered by Technology
Editors: MICHAEL A. PETERS & DANIEL ARAYA
Michael A. Peters & Daniel Araya. Introduction. Transforming American Education: learning powered by technology, pages 102‑105 doi:10.2304/elea.2011.8.2.102 VIEW FULL TEXT
Robert B. Kozma. ICT, Education Transformation, and Economic Development: an analysis of the US National Educational Technology Plan, pages 106‑120
Kathleen Scalise & Mark Wilson. The Nature of Assessment Systems to Support Effective Use of Evidence through Technology,pages 121‑132
Michael B. Horn & Katherine Mackey. Transforming American Education, pages 133‑144
Leonard J. Waks. Transforming American Education: revolution or counter-revolution?, pages 145‑153
Nalova Westbrook. Media Literacy Pedagogy: critical and new/twenty-first-century literacies instruction, pages 154‑164
Raymond M. Rose. The National Educational Technology Plan Doesn’t Live Up to its Call for Revolutionary Transformation, pages 165‑169
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New York State Regents on Verge of Bold Step
By Harry Keller
May 10, 2011
The New York State Board of Regents has an item on the agenda for its next meeting on May 16 and 17 that could change the landscape for science instruction in that state and then reverberate throughout
all states. Here’s the recommendation for this item.
It is recommended that the Regents direct department staff to convene a group of science, technology, and education stakeholders including teachers and leaders from school districts, institutions of higher education, and business and industry to:
- review and evaluate the science laboratory requirement;
- consider and appraise current available research on teaching and learning in science;
- make recommendations to the Board of Regents regarding amendments to current clause 100.5(b)(7)(iv)(d) of the Commissioner’s Regulations.
Click here for the full agenda.
This agenda item was scheduled for the previous meeting in April, but did not come up then. The committee recommended by Dr. John B. King, Jr., the item’s author, will include all stakeholders including teachers, leaders from districts, institutions of higher learning, and even businesses. The step being taken in forming a committee represents a huge change for New York State and signals the potential for more far-reaching change across the nation. The New York State Board of Regents has been adamant for decades about this topic. Other states have also created similar obstacles to using online science labs in schools. They may follow New York’s lead.
Many will decry, as they have for a very long time, the potential for loss of the experience of working with lab equipment directly. If not carefully crafted, the change could well result in cost-savings at the expense of a degradation of student science experience. New York State must walk a narrow line if they’re to allow online lab experiences without sacrificing quality science education.
After so many decades of holding firm against any change in the 1,200-minute requirement, New York has allowed for the possibility of change. That crack in the dam of science lab requirements will create a flood of opportunity for online science lab development and, possibly, a new way of presenting science courses.
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By Jim Shimabukuro
Educational Technology and Change Journal 
