Prepared for a Changing World:
Expectations for the Effective Implementation of Educational Technology


Prepared by the Connecticut Academy for Education
in Mathematics, Science & Technology, Inc.
Supported by the Connecticut Parent Teacher Association
 
Preface

During the past five years, many educational advocacy and public policy groups - Connecticut and national - have appealed for expanded use of technology in our schools. Connecticut leaders have generally endorsed expanding the use of instructional technology in our schools on the basis that instructional technology is essential to the educational enterprise to realize overall improvement in student and system performance.

Much of the discussion has focused on developing statewide networks (backbone) through which schools, libraries, and communities can be interconnected. Moreover, many recommendations have focused on the number of computers in our schools and on the percentage of the annual budget to be dedicated to the purchase, installation, and maintenance of technology, and to the training in its use.

The Connecticut Academy believes that as important as these issues are, a more critical question is to what extent does the use of technology improve teaching and learning in our schools? To address that question, Connecticut educators need a clear set of expectations that assess the extent to which instructional technology improves student and school system performance.

Prepared for a Changing World presents expectations on how technology must serve the best interests of Connecticut's students, educators, administrators, and families. These expectations are intended to guide educators and decision-makers in assessing what technology should accomplish to improve teaching and learning.

Click here to download a complete copy of our K-12 Technology Guide.