Some current defining documents with a vision of digital learning:
The National Education Technology Plan: Transforming American Education: Learning Powered by Technology
U.S. Department of Education, Office of Educational Technology
"The plan calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement. It presents five goals with recommendations for states, districts, the federal government, and other stakeholders. Each goal addresses one of the five essential components of learning powered by technology: Learning, Assessment, Teaching, Infrastructure, and Productivity.
When Success is the Only Option: Designing Competency-Based Pathways for Next Generation Learning
Chris Sturgis, MetisNet
Susan Patrick, International Association for K-12 Online Learning
"The most important finding from this investigation is that competency-based pathways are a re-engineering of our education system around learning - a re-engineering designed for success in which failure is no longer an option. Frequently, competency-based policy is described as simply flexibility in awarding credit or defined as an alternative to the Carnegie unit. Yet, this does not capture the depth of the transformation of our education system from a time-based system to a learning-based system.
Federal Communications Commission
"Like electricity a century ago, broadband is a foundation for economic growth, job creation, global competitiveness and a better way of life. It is enabling entire new industries and unlocking vast new possibilities for existing ones. It is changing how we educate children, deliver health care, manage energy, ensure public safety, engage government, and access, organize and disseminate knowledge.
Digital Learning Spaces 2010
Consortium for School Networking (CoSN)
"For chief technology officers, creating a vision of technology-rich learning environments should be no stretch of the imagination. The familiar kinds of technology that millions of people, businesses and leading-edge schools already use could transform public education on a grander scale within five years: Small, portable smart devices are ubiquitous and user-friendly. Wireless technology and digital accessories make anytime, anywhere connections to people, information and applications possible. Voice, video and data communications are merging over high-speed bandwidth. Customizable software and Web services personalize information and experiences.
Innovate to Educate: [Re]Design for Personalized Learning
Software & Information Industry Association (SIIA) in conjunction with Association of Supervision and Curriculum Development (ASCD) and the Council of Chief State School Officers (CCSSO)
"On August 4-6, 2010 in Boston (MA), 150 invited education leaders convened at the SIIA-ASCD-CCSSO Symposium on [Re]Design for Personalized Learning. They gathered under the common belief that today’s education system is inadequate to meet the needs of tomorrow, and focused on identifying changes essential to transform learning for each student. Following are the Symposium participants’ key findings about how to redesign our current education model to a student-centered, customized learning model that will better engage, motivate, and prepare our students to be career and college ready."
International Society for Technology in Education
"Today’s educators must provide a learning environment that takes students beyond the walls of their classrooms and into a world of endless opportunities. Technology standards promote this classroom transformation by ensuring that digital-age students are empowered to learn, live, and work successfully today and tomorrow.
The Online Learning Imperative: A Solution to Three Looming Crises in Education
"Currently, K–12 education in the United States is dealing with three major challenges: global skill demands versus educational attainment; the funding cliff; and a looming teacher shortage. Independently, these factors present significant challenges for U.S. schools. In combination, they create a national imperative for swift action to create a more innovative, effective, and efficient education system."
New Media Consortium
"The internationally recognized series of Horizon Reports is part of the New Media Consortium’s Horizon Project, a comprehensive research venture established in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years on a variety of sectors around the globe. This volume, the 2011 Horizon Report, examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry. It is the eighth in the annual series of reports focused on emerging technology in the higher education environment."
Keeping Pace with Online Learning 2010: An Annual Review of Policy and Practice
"While K-12 online learning continues to grow rapidly, the shape and pace of growth is uneven. Constrained education budgets, new policy developments, and changing technologies are accelerating growth in some areas while slowing growth in other segments, but the growth trend persists. As of late 2010, online learning opportunities are available to at least some students in 48 of the 50 states, plus Washington DC. No state, however, provides the full range of potential online learning opportunities—supplemental and full-time options for all students at all grade levels.
The cast of Keeping Pace sponsors evolves every year, with the only common thread being that they are educational organizations that share an interest in online education and believe that it is important that current policy and practice information be available to practitioners and policymakers. Sponsors provide guidance and leadership in planning, research, analysis, and writing."
Speak Up is a national initiative of Project Tomorrow, the nation’s leading education nonprofit organization dedicated to the empowerment of student voices in education. The Speak Up National Research Project annuallypolls K-12 students, parents and educators about the role of technology for learning in and out of school and represents the largest collection of authentic, unfiltered stakeholder voice on digital learning. Since fall 2003, over 2.2 million K-12 students, parents, teachers, librarians, principals, technology leaders and district administrators have shared their views and ideas through Speak Up. K-12 educators, higher education faculty, business and policy leaders report they regularly use the Speak Up data to inform federal, state and local education programs.
Wisconsin Standards for ELA and Mathematics
State Superintendent Tony Evers adopted the Common Core State Standards as the new Wisconsin Standards for English language arts and mathematics on June 2, 2010. Districts now should begin the process of aligning their local curriculum, instruction, and assessment with these new standards. The standards are integrally connected to each district’s implementation of a Response to Intervention multi-level system of support.
DPI Next Generation Assessment Task Force
The Next Generation Assessment Task Force was convened in Fall 2008 to examine balanced assessment systems and to make recommendations on the components of an assessment system essential to increasing student achievement. The concluding recommendations of the Next Generation Assessment Task Force are available for use by districts, professional development organizations, school boards, and the public.
Wisconsin's Vision for Response to Intervention
In Wisconsin’s vision for RtI, the three essential elements of high quality instruction, balanced assessment, and collaboration systematically interact within a multi-level system of support to provide the structures to increase success for all students. Culturally responsive practices are central to an effective RtI system and are evident within each of the three essential elements. In a multi-level system of support, schools employ the three essential elements of RtI at varying levels of intensity based upon student responsiveness to instruction and intervention. These elements do not work in isolation. Rather, all components of the visual model inform and are impacted by the others; this relationship forms Wisconsin’s vision for RtI.