Forum COMMENTARY

Thanks for Making the Vision K-20 Survey a Success!

Wed, 03 Apr 2013 21:17

The Vision K-20 Survey comes to a close today and SIIA could not have had another successful survey launch without the help of our partners. We are on track to match or exceed last year�s all time high of 1600 respondents. This year we have also opened up the survey to international educators to see how educators around the world rate themselves on the Vision K-20 technology goals.

Our major partner in the Vision K-20 Survey project this year has been MMS Education. They have helped us host, analyze, and present the results of the survey. The team at MMS has been a great benefit to this project.

Key development partner Sue Collins of CollinsConsults has provided guidance and industry expertise to the development of the survey. She has also played a big role in report writing and presentations at various industry events.

Stay tuned for a NEW version of the Vision K-20 Survey later this month! We are launching a BETA version that improves upon the current survey and will allow for more detailed and accurate results. With all of the new developments SIIA and our partners hope to provide more information in more meaningful ways to our members and the ed tech industry on the whole.

A big thanks to our promotional partners who have helped us spread the word about this important survey: Campus Technology, CoSN, Curriki, Digital Learning Day, District Administration, eCampusNews, edWeb, eSchoolNews, Global SchoolNet, ISTE, iPoPP, NISOD, SmartBrief, SXSWedu, TechLearning.com, The Big Deal Book, THE Journal, Today�s Catholic Teacher, University Business, and We The Teachers.

Lindsay Harman is Market and Policy Analyst for the SIIA Education Division.

February�s What�s New in Common Core Standards & Assessments?

Thu, 07 Mar 2013 17:26

In February data and pilots for the Common Core State Standards (CCSS) became available. As the implementation date creeps closer, more decisions are being made, steps taken and information made available. To help SIIA members better track the details and trends, SIIA has created a monthly report for SIIA members on the newest and most relevant information, aggregated and summarized.

Highlights from this month include more information on accommodation regulations, an example of curriculum selection in New York, and pilot tests. These are all in the February CCSS document with summaries and links to more information for member companies and links to share with their client schools as they prepare for the transition.

The SIIA monthly series will contain information on both the major assessment organizations, Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Consortium (SBAC), as well as on the standards definitions and implementation. �This will provide a comprehensive archive for members to access and reference.

Look for more updates by SIIA Education Policy in a month!

Meanwhile, SIIA members can review past SIIA webinars on CCSS, SBAC and PARCC, as well as register for SIIA�s Ed Tech Government Forum, April 9-11 in Washington, DC featuring several sessions addressing these issues.

Lindsay Harman is Market and Policy Analyst for the SIIA Education Division. Follow the Education team on twitter at @SIIAEducation

State of the States: What Governors are Saying about Digital Learning

Thu, 28 Feb 2013 17:09

State policies, budgets and regulations have a significant impact on school implementation of educational technology.� Since the beginning of the New Year, governors across the country have been delivering their State of the State speeches and presenting their budget proposals for the next fiscal year. As outlined in a new SIIA members-only report, education including technology was a key theme for many governors.

Many governors spoke of the importance of literacy and competency by 3^rd grade, and some proposed additional spending for that goal. Common Core transition was less mentioned. There was more funding proposed for scholarship funds than for internal investments in higher education institutions and systems. Performance based funding was also a hot topic amongst the governors, and many proposed shifting of more funds into performance based formulas, especially in higher education. Flexible funding was another topic that many governors focused on and proposed in both speeches and budget proposals.

Specific digital technology funding and initiatives came from the speeches and budget proposals. Both Ohio and Arizona proposed $20 million in funding for 21^st century assessments (PARCC & SBAC). Increased IT infrastructure funds were mentioned in budgets by Georgia, Arizona, & Florida. STEM education initiatives were proposed by Virginia, Washington, Pennsylvania, and Florida. Many governors encouraged in speeches or through funding the continued development of virtual higher education resources.

SIIA has produced a summary of the policy agendas and budgets from governors of the 15 most populous states, with a focus on their proposals regarding education technology.� SIIA members can download the SIIA State of the States summary document for a state-by-state breakdown with links to the budget proposals and speeches. The importance of state funding is another topic to look for at the SIIA Ed Tech Government Forum April 9-11 in Washington DC, members should register to learn more.

Lindsay Harman is Market and Policy Analyst for the SIIA Education Division.

New SIIA California State Report Highlights Impact of Prop 30 and Other California Programs

Wed, 20 Feb 2013 18:42

After many years of budget crisis, California schools and colleges are expecting a much needed funding increase after voter passage in November of California Proposition 30.� The measure increases taxes on the highest earners in California and distributes those funds into the �Education Protection Account.� A per-pupil increase of at least $200 is expected, though it is unclear if funds will simply go into the general education fund or will be earmarked for specific programs.� In recent years, school districts have received funding flexibility in light of funding cuts, freeing up many previously restricted funds to be used for many locally-determined purposes, including for technology, content and software.� SIIA�s recently released California State Report includes details of key state programs and funding.

Governor Brown released his budget plan in January 2013, calling for continued and increased funding of education mostly through additional flexible funds provided through Proposition 30. �Look for an upcoming SIIA State of the States report for a summary of proposals by Governor Brown and governors in the 15 largest states.

The SIIA California State Report is the first in a new SIIA series of reports detailing the educational programs within the largest states. �As the more populous state in the U.S. and the home of Silicon Valley, California is certainly one of the major education technology markets. While funding for education initiatives has been generally tight in California, this report contains valuable information to help companies navigate these murky waters. �This report summarizes the key funding that local districts rely on, including for educational technologies and instructional resources.� It also outlines the state agency structure with specialized programs, contact information, links, and descriptions of certain key policies and procedures such as around instructional materials.

This report is designed to be a one-stop navigation tool for member companies interested in operating within California. �The California State report is available to SIIA members only.� Look for more State Reports and updates from SIIA on our Education Policy Page.� We also encourage members to register for SIIA�s Ed Tech Government Forum, April 9-11 in Washington, DC which will also address the role the of the state in education policy and funding.

Lindsay Harman is Market and Policy Analyst for the SIIA Education Division.

SIIA at TCEA

Fri, 15 Feb 2013 19:59

Last week in Austin over 8,000 educators, district leaders, ed tech companies, and other industry insiders gathered at the 2013 TCEA conference. �With a busy show floor and sessions, the event was a great opportunity for the various groups to interact and connect. �Several SIIA members had booths on the show floor and many more were in attendance. �The show floor was busy and many members had productive and busy booths.

SIIA�s own Karen Billings was a featured speaker and hosted a session on the Vision K-20 project on Thursday, February 8^th. This session focused on the development of the Vision K-20 goals and metrics as well as the results of the 2012 survey. The 2013 survey was launched on February 7^th and educators in attendance were encouraged to participate in the sixth survey cycle. �This session also allowed SIIA to share valuable data with the TCEA community.

SIIA also hosted its member breakfast on Thursday February 8^th and had a turnout of over 25 people who were able to hear about the latest SIIA initiatives, network and enjoy a hearty breakfast. The results of the 2011 Market Survey were presented and the attendees were given a chance to view the full report. Members are encouraged to participate in the 2012 iteration of the survey for a free copy of the report.� The breakfast also highlighted the launch of the Vision K-20 survey and encouraged companies to help us get the word out about the survey to educators.� Opportunities and upcoming events were also highlighted including the Ed Tech Government Forum and the Ed Tech Industry Summit. We hope to see you at the next SIIA member breakfast or event!

Lindsay Harman is Market and Policy Analyst for the SIIA Education Division.

What�s new in Common Core Standards & Assessments?

Wed, 13 Feb 2013 20:34

Common Core State Standards (CCSS) continue to be a core driver of educational policies and practice, including for education technology and digital learning. As the deadline inches closer, more decisions are being made, steps taken and information made available. To help SIIA members better track the details and trends, SIIA is launching a new series of monthly reports for SIIA members on the newest and most relevant information, aggregated and summarized.

Notable releases from the SIIA January 2013 report include new system framework guidelines and accommodation policies by the two assessment consortia. Also included are studies with data supporting implementation and recommendations to both developers and school districts as they create their plans for the transition to CCSS.

The SIIA monthly series will� contain information on both the major assessment organizations, Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Consortium (SBAC), as well as on the standards definitions and implementation. �As information is released, it will be added as well, creating a one-stop resource for SIIA members working to ensure their products and services help meet education common core related needs.

Look for more updates by SIIA Education Policy in a month!

Lindsay Harman is Market and Policy Analyst for the SIIA Education Division.

New Federal Legislation Supports Technology Readiness for Digital Learning and Online Assessment

Tue, 05 Feb 2013 20:25

U.S. Representative George Miller (CA) today introduced �The Transforming Education Through Technology Act��(H.R. 521) to help ensure the nation�s elementary and secondary schools have access to the technology infrastructure, applications and professional support needed for digital learning and online assessment. Congressman Miller is Ranking Democrat on the U.S. House Education & the Workforce Committee, coauthor of the No Child Left Behind Act, and was recently recognized for his leadership in education technology.

�The Transforming Education Through Technology Act is an important step forward in providing our students and educators with the technology supports they need for success in school and in the workplace,� said SIIA President Ken Wasch. �We look forward to working further with Congressman Miller to provide the leadership and investment needed to modernize our educational practices and instructional resources through technology and digital learning.�

SIIA is pleased to be part of a coalition of organizations endorsing the bill,�representing K-12 teachers, technology officers, administrators and high-tech companies.

The Transforming Education Through Technology Act would:

Support and prepare teachers and principals to use technology to redesign curriculum, effectively use real-time data to drive classroom practice, individualize instruction, and increase student engagement;
Help school districts ensure equitable access to, and effective use of, the technology infrastructure and applications all students need for expanded learning opportunities, online assessment and computer-based curriculum;
Seed new models of digital learning that help personalize learning, including�through curriculum redesign, online communities of practice, and interactive learning simulations; and
Help states to support their school districts to improve student learning, upgrade assessments, and improve educator preparation and support around technology.

The legislation comes at an important time for the role of technology in education. Common core state standards and online assessments are among the factors driving the need for technology, and educators are asking �how� not �if.� However, the continued budget crunch has left too many schools and students without adequate access. This new bill would go a long way toward addressing those gaps, and SIIA will continue its advocacy for this and related public investments.

Mark Schneiderman is Senior Director of Education Policy at SIIA. Follow the SIIA Policy team on Twitter at @SIIAPolicy

10 Reasons Why the Ed Tech Bubble will Continue to Float

Thu, 24 Jan 2013 17:16

Fueled in part by socially-conscious investors and tech entrepreneurs,�investment in the educational applications market�has exploded to an extent not seen since the dot-com boom�more than a decade ago. While some analysts are predicting�this is an era of irrational exuberance that could collapse like the bubble burst in 2000, there are at least 10 reasons why this time is different:

Lower Development Costs: Hardware and software tools have improved and costs lowered, and the savings in�application�development and delivery means reduced prices and higher�marginal revenues.�Improvements include�simpler and more powerful authoring tools, many of them open source, as well as cloud and other hosted models that enable schools and companies to�more easily�outsource and scale.��
Apps Market Dynamics:�The proliferation of Apps on various mobile devices provides�a more�welcoming market environment for�educational technology companies. Among these factors�is the reduced cost of development and distribution on the various mobile operating systems such as Android and iOS and their app stores (though�some revenue sharing models do challenge the equation).
Increased Hardware Access & Connectivity: While a digital divide still exists and too many classrooms still rely on a single�computer station,�student and teacher access (at home and school) has grown many fold over the last decade.�Reasons for this include the reduced cost of hardware (driven by Moore’s law), growing�support for BYOD (student’s�Bringing their�Own Device), and�recent investments in tablets, electronic whiteboards and other devices.
Touch Tablet Ease of Use: Many educators view the touch interface as a game changer for student learning through technology. School (and home) spending bears that out. The platforms provide a simplified user�interface for students, a simplified operating system that eases school technical�support costs, and a tactile functionality that is both beneficial to younger learners and provides a key pedagogical differentiator from other print and digital mediums.�
Educators Asking How, Not If: Educators have�crossed the tipping point from asking “if?” technology to asking “how, how much and what?” While luddites still exist and we are a long way from robust integration and effective use, teachers, administrators and policy makers recognize the upside of technology and digital learning and are focused on how to realize the power and promise.
The New Normal: Our education system is charged with doing more with less in light of the recent recession and enhanced common, college and career readiness standards. Technology has increased productivity in other sectors, and K12 education is finally looking at technology to supplant and transform, rather than simply to supplement. At the same time, many are leveraging technology for data analytics, customized interventions, and blended learning that shift us from�mass-production teaching to�the more efficient, mass-customization personalized learning model.
Educators as Digital Natives: Interestingly, in the past, it has been more veteran teachers that have gravitated to technology than younger teachers who grew up with technology. This is likely starting to change as the technology use by the young teachers and administrators in their personal (and learning) lives is much more prolific in today’s world of mobile apps, virtual communities�and online everything. The education workforce is shifting over rapidly post baby-boom generation, and their technology use�will follow.
Digital Native Students: Not much need be said. Students are too often disengaged not by the lack of technology but instead by rote lectures and static text. They understand they must be engaged and challenged, and allowed to explore and personalize their learning. They see how technology supports them outside of school. Educators are responding to their demand to bring that robust learning environment into their curriculum or risk losing too many more students to boredom.
Expanded Distribution: While the proliferation of channels — technology platforms as well as consumer forums — can be a challenge for developers, these will be outweighed by the benefits. Mobile devices and app stores are increasing access and reducing consumer risk. Formal and informal learning are blending as parents and non-school learning providers gain access to new tools. Teachers are no longer reliant on slow, one-size school or district-wide purchasing decisions, but instead can use a debit account to download a product for just one or a few students. And a number of repositories and social networks are providing single points of information�(if not yet a point of sales) for all products�(and marketing).
Parental Advocacy:�Increased parental exposure to learning technologies at home is driving their demand for use at school. While parents were sometimes the road block to school board investments, they are more often now leading the charge.

These differences do not imply that every new product and company will succeed. For better or worse, there are probably too many products on the market relative to the number of average users required for product success. Whether investment is all flowing to the right solutions and the right entrepreneurs is still an open question, but it�is�undeniable that there is growing�demand and opportunity for technology in education.

It is also�important to note one related potential market challenge — vendor�lock-in of content and data.�A dynamic market requires�minimized barriers to entry such that�(school and individual) users are empowered to seamlessly move among existing and new products with minimal risk. SIIA therefore encourages education decision makers and application developers to invest in interoperability.�By creating and demanding applications built on common data,�content�and API�standards, information and resources can be more easily shared and exported among any number of proprietary or open applications, thus reducing the risk to educators of a failed product or company. Such standardization is critical for the maturity, and therefore the�growth,�of the digital learning market, and will ultimately best serve both education and education providers.

These 10 important developments should encourage�today’s developers and investors. While the ed tech bubble may not float ever higher, a burst is not likely this time around.

Mark Schneiderman is Senior Director of Education Policy at SIIA. Follow the Education Division on Twitter at @SIIAEducation.

SIIA Testimony to NY Education Reform Commission Calls for School System Redesign to Personalize Learning through Technology

Wed, 17 Oct 2012 14:45

I�had the opportunity yesterday to provide invited testimony�to the “New NY Education Reform Commission” appointed by NY Governor Andrew Cuomo to study and make recommendations for the reform and improvement of the state’s education system.�My submitted written testimony�describes a comprehensive vision for redesigning education to pesonalize learning through technology, and then�makes dozens of reccommendations around each of the Commission’s�seven objectives.

My October 16 oral testimony is provided below and video archived (at 02:02:40):

On behalf of the Software & Information Industry Association (SIIA) and our 500 high-tech companies, thank you for inviting me today. I am Mark Schneiderman, SIIA�s senior director of education policy.

SIIA agrees with the Commission that, �Future generations of students cannot compete unless we dramatically reform our education system.�

Our industrial-age education practices are largely unchanged over a century or more:
- Too many students are disengaged, not due to lack of technology, but from undifferentiated resources, rote one-to-many instruction, and lack of attention to 21st century skills.
- Time and place are constants, but learning is variable.

Instead, our education system must be fundamentally reengineered�from a mass production, teaching model�to a student-centered, personalized learning model to address the dramatic change in student daily lives, diversity and expectations.

The mandate is not for marginal change, but for:�redesign to free learning from the physical limitations of time, place and paper; and�instead customize instructional resources, strategies, and schedules to dynamically address each student�s unique abilities, interests and needs.

The redesign of education can take place without technology and digital learning, but not at scale.� Technology is a teaching force multiplier and a learning accelerator.

This doesn�t mean computers replace teachers, or that all learning takes place online.

It does mean that we use the technology:
1. to collect and analyze extensive student learning data to a degree not otherwise possible;
2. to provide a differentiation of interactive, multimedia teaching and learning resources and student creativity and collaboration tools not possible from one teacher, book or classroom; and
3. to free teacher time from rote and administrative activities to redirect to more value-added instruction.

The result is a more effective teacher, a more highly engaged and better performing learner, and a more productive system.

SIIA�s 2012 Vision K-20 Survey of 1,600 educators found that�interest in digital learning is high at about 75%,�but only about 25% rate actual technology access and use as high by their peers and institutions.

Here are 10 SIIA recommendations to the Commission and state:

1. Eliminate the Carnegie unit (credit for seat time) as the measure of learning and replace it with a competency-based model that provides credit, progression and graduation based upon demonstrated mastery and performance.

2. Eliminate fixed, agrarian-age definitions of the hours of the school day and the days of the school year and instead provide flexibility for 24/7/365 learning as needed for student mastery.

3. Ensure all teachers have access to a minimum slate of digital tools and supports provided to other professionals, including instructional technology coaches and virtual peer learning networks.

4. Ensure all educators have the skills needed to personalize learning and leverage technology, including by updating the curriculum of teachers colleges as well as teacher licensure and certification requirements.

5. Encourage and support a shift from print-only curriculum to instead provide students with anytime, everywhere access to interactive digital content and online learning.

6. Create a statewide online learning authority for approval and oversight of virtual learning providers to New York students and schools, and loosen arbitrary limits.

7. Invest to ensure equity of technology and digital learning access to change the education cost-curve and provide opportunity to learn, while providing increased local flexibility in the use of state grant funds to meet unique local needs.

8. Set minimum expectations for school/teacher electronic communication with parents and families and support home access to student performance data, assignments and curriculum.

9. Support more flexible higher education policies that end seat-time requirements, allow students to demonstrate prior learning and complete course modules that fit their learning gaps, and receive student aid for study toward skills certifications valued in the job market.

10. Finally, recognize the role of the private sector, which invests hundreds of millions of dollars each year to develop and deliver educational technologies and digital learning. Support public-private research partnerships, and reform the RFP process to enable the private sector to share their expertise, vision and innovative business models.

Our nation�s continued success will require that our educational system adopt modern methods and means to remain not effective and relevant in the 21st century.

On behalf of SIIA and our member high-tech companies, I look forward to working with the Commission to further identify and advance a reform plan for New York education.

Mark Schneiderman is Senior Director of Education Policy at SIIA.

Leaders or Laggards: The State Role in the Shift to Digital Content

Fri, 07 Sep 2012 18:55

The focus at the recent annual meeting of the State Instructional Materials Review Association (SIMRA) was the shift from print to digital. While paper weight and book binding standards remain on their agenda, the shift is symbolized in part by this group’s recent name change that replaced “textbooks” with “instructional materials.” I had the opportunity to present at the meeting, and had some timely discussions about the evolving state role in the digital world. Texas (see SIIA webinar), Florida (see SIIA summary) and West Virginia are among the states most proactive in helping lead their schools into the digital content future, while many states (with leadership from their SIMRA-member adoption director) are trying to catch up with their districts and understand their evolving roles and rules. A parallel but accelerated shift to digital is underway in state assessments with the leadership of PARCC and SBAC.

As background, SIMRA members administer the process used in 20+ states for instructional materials adoption, including identifying curriculum and technical requirements, soliciting publisher submissions, managing the peer review criteria and process, and coordinating the school procurement of approved materials (including with state funds to buy materials in states such as Texas, California and Florida). SIIA has advocated for years the need to update legacy rules that often create barriers to adoption of digital and online resources, and therefore limit local choice. While often this is simply about correcting for unintended consequences of legacy print rules, the issues are often far more complicated and reflect the still evolving views of instructional materials in the digital age. A leading example is dynamic content: State policies have traditionally required that content remain unchanged over the course of the six year adoption cycle, while digital resources can be seamlessly updated to remain current, accurate and meet evolving curriculum and pedagogical needs. Not surprisingly, SIIA has long advocated the flexibility for content to be updated and improved during the period of adoption.

Here are a few other trends identified at the SIMRA meeting:

State budget shortages continue, causing many states to delay adoption cycles or reduce funding and leaving many teachers and students with increasingly outdated materials.
Common Core State Standards are central to the process, but many state cycles are not aligned and adjustments are often not possible given the overall budget shortages.
Fewer states are funding instructional materials. In the traditional model, states paid for instructional materials, providing them the leverage to determine which materials are to be used. That is often no longer the case.
States are increasingly providing local control such that school districts can buy state approved materials, but can also buy any other instructional resources as well.
Some states are asking whether they should continue to target only single, primary tools of instruction (i.e., textbooks or their digital equivalents), or whether they should also adopt, for example, digital learning objects and modules to support teachers in dynamically assembling resources to differentiate instruction and personalize learning.
Some states are allowing the use of instructional materials funds for the purchase of the technology hardware needed to access those materials, though priority in general still for content.

States are working with SIIA, publishers and other stakeholders to address new challenges in reviewing adaptive instructional software and other robust digital content. For example, how do they review the full resource in cases where each student may be provided a unique, dynamic pathway through the content (compared to the relative ease of reviewing a more linear (e)textbook).

Also, as digital content shifts from supplemental to primary, format and platform are also increasingly of concern. State agencies, on behalf of local educators, seek to ensure the content they purchase is accessible from multiple platforms, as well as increasingly from their students� personal/home devices. Some have floated the requirement that digital content must be accessible from every platform through a common format. While interoperability is�a key goal, SIIA recommends for industry evolution of common standards and against regulatory mandates that could block use of�many widely used technologies.�SIIA instead encourages that states focus on ensuring publishers disclose�system requirements to empower local decision makers with the information they need to determine what platforms and resources best meet their needs. This will enable technology innovation and competition, enhance education choice, and ultimately ensure the needs of teachers and students are best addressed.

SIIA encourages states to further lead the print to digital transition. In doing so, they must recognize that there is not yet any single best technology, curriculum or instructional practice solution for the use of digital content. Therefore, most importantly, SIIA encourages states to provide the investment, regulatory flexibility and technical assistance districts need to innovate as educators collectively and individually determine the best path forward.

Mark Schneiderman is Senior Director of Education Policy at SIIA.