Questions Log CDocuments and Settingsboardroom.rtf by liningnvp


									Questions Log C:\Documents and Settings\boardroom.LOANER03\Desktop\QuestionsLog 2009_10_26 14_59.rtf

Q: The printing press and books were the foundation of      modern schools. Will digital text such as Kindles alter
the way we design learning and teaching? [Q: 2:05 PM]

Q: Since President Johnson there have been a number of         Technology Plans. Why will this one be different? [Q:
2:10 PM]

Q: How will the National Education Technology Plan embrace the International community of education and
technology options & providers? [Q: 2:13 PM]

Q: Schools today are still designed for the agrarian society. How can we design learning for the digital age? [Q:
2:15 PM]

Q: What are the target goals that the DOE Technology Plan is designed to address? [Q: 2:15 PM]

Q: How will we ensure that all students have equal access to comprehensive 21st century technology that is
infused into content areas? Funding and assessment is not consistent across the states. How will we make sure
that all US children are empowered by technology resources and tools and how will we measure that consistently?
[Q: 2:18 PM]

Q: How is it planned to provide good-quality broadband access nationwide? [Q: 2:21 PM]

Q: Is it possible to get copy of the slides? [Q: 2:22 PM]

Q: The plan should include definite funding sources. [Q: 2:23 PM]

Q: In what ways do you see supporting new programs in higher education that support the development of a
workforce group where people on both sides of the interface understand the work of others, the supports and
constraints of systems, and the communication needs and language of each group enabling education--
technology enabled educational processes? [Q: 2:26 PM]

Q: As much as this change is needed, how would this technology be made affordable to lower socioeconomic
school districts? [Q: 2:26 PM]

Q: Will there be suggestions for an Internet "Responsible Use Policy"? [Q: 2:26 PM]

Q: Will there be any recommendations for what skills should be taught? [Q: 2:26 PM]

Q: Are you in partnership with the 21st Century Parnership? [Q: 2:27 PM]

Q: How much will this plan guide Administration policy recommendations and funding levels? [Q: 2:27 PM]

Q: I will be a new teacher in Jan. can I get a copy of this power point? [Q: 2:27 PM]

Q: Are you looking at the problem of communicating laterally between and among local school districts, schools,
and other education organizations? [Q: 2:27 PM]

Q: How does the DOE see dissemination of this document occuring? [Q: 2:27 PM]

Q: How will the National Educational Technology Plan relate to state plans? [Q: 2:27 PM]

Q: How would you rate the current quality of evidence about what works in technology? What are the most
important questions to answer through research? [Q: 2:28 PM]

Q: WIth 1to1 initiatives, wireless internet access beyond for 4 walls is necessary, how can we best address the
extended learning experiences for our students? [Q: 2:28 PM]

Q: How do you plan to incorporate other states' ed tech planning? For example, NYS is developing such a state
plan currently. [Q: 2:28 PM]

Q: If this initiative becomes difficult to implement in existing school systems due to high resistance to change, could
funding be available to set up stand alone 21st Century Learning centers to provide adjunct skill education for both
students and teachers? [Q: 2:28 PM]

Q: Will there be sufficient training, awareness building and time for reflective use of new technologies for teachers.
technology education for teachers is not a vaccination but instead ideational scaffolding for new ways of working.
[Q: 2:28 PM]

Q: Has there been talk of capitalizing on open source technologies as a means to create sustainability and drive
costs down? Textbooks, Infrastructure, etc. [Q: 2:28 PM]

Q: Access to technology outside of classrooms, and in low-income communities is an essential component to
equality across class. Where does this committee stand with reference to free universal broadband access? [Q:
2:28 PM]

Q: Too often, the problems aren't quantity of access but quality of access. How will you ensure that high-poverty
areas get quality access, not just lots of "stuff?" It's not just about the infrastructure; it's about quality teaching. [Q:
2:28 PM]

Q: What is your vision for how a state, or large school district that is creating or revising its technology plan will take
your work into account to best maximize the impact of it? [Q: 2:28 PM]

Q: There are public groups in different states such as CENIC in California and OCEAN and Rhinet in Rhodes
Island, how will they be involved in the leadership dialogues or planning? These groups are building infrastructures
for K20 and also developing resources and interstate networks, yet I don't see them in the groups interviewed or on
panels. [Q: 2:29 PM]

Q: It is easy for us to say that ALL students should have access to high quality tech tools - as I travel I hear low
income district school board members specifically rejecting technology in education. What is the plan to educate
the school board members and community members about 21st century needs? [Q: 2:29 PM]

Q: How do you plan to address the use of technology in the classroom where the use of technology actually
provides a deeper understanding of state standards versus current practices? [Q: 2:29 PM]

Q: How will programs that have been successful be integrated into the plan? [Q: 2:29 PM]

Q: Many districts are using he CIPA requirement to block resources on the Internet for fear of litigation and other
punitive methods. Therefore students (and teachers) do not have access to the 21st century tools or real-life
means to teach digital citizenship. How can the new technology plan address this? [Q: 2:29 PM]

Q: How does the plan you are working on compare with ed tech plans from other countries? Have you collaborated
with any international agencies? [Q: 2:29 PM]

Q: With Educational Testing Services and other testing for teacher qualification, how will such changes effect
teacher qualification to teach technology?] [Q: 2:30 PM]

Q: where does curriculum fit in this 4-theme structure? [Q: 2:30 PM]

Q: Do you have a Facebook page? [Q: 2:30 PM]

Q: You mentioned a focus on broadband infrastructure. Do you have ideas for creating this infrastructure such that
learners will have access to broadband as reliable and common as electricity in the home? [Q: 2:30 PM]

Q: Also, there is the issue of textbook funding dollars not being leveraged to the purchase of handheld
devices/laptops for our kids - when textbooks cost $200 bucks and a laptop $400 are we really being good
stewards of the funding sources? When can we stop with the political games with publishers and focus on rich
academic experiences? [Q: 2:30 PM]

Q: How will this plan relate to common standards and ISTE standards? [Q: 2:30 PM]

Q: The scope of the plan seems quite large, to include museums, public libraries, community colleges, and much
more, in addition to K-12 schools (of course). Is this an accurate interpretation? [Q: 2:31 PM]

Q: To Jim Shelton: You stated that we need to "increase productivity" in teaching/learning. What is the evidence
that schools/teachers/students have been unproductive, or less than productive? How is productivity being
measured? [Q: 2:31 PM]

Q: What about cloud computing using the content in the cloud with the device being a netbook, or other device that
is a transfer of the way of giving information resources that will vault the digital divide.. The cloud computing
initiatives should be investigated. Chesterfield County in Virginia is utilizing a netbook initiative. Not sure that
anyone is investing in the cloud. [Q: 2:31 PM]

Q: Panel members: What barriers have you observed or heard of between states that might inhibit quality use of
technologies to allow students to progress at an individualized pace, regardless of place or time? [Q: 2:31 PM]

Q: Are there provisions to invest in technology that provides schools with a more holistic assessment that measure
the learning growth of the entire student performance (not just test scores)? [Q: 2:31 PM]

Q: Will the technology plan include model school development. For example, virtual high schools? [Q: 2:31 PM]

Q: Wondering if you can create software that uses an online web learning to gauge student proficiency of state
standards? I know there are a variety of companies out there but education should not a business. [Q: 2:31 PM]

Q: Will you be recommending a national 21st century literacy assessment? [Q: 2:31 PM]

Q: HPC and the computer sciences are a new way of math, but the head of the National math person did not even
know what computational math, or the sciences were or computational thinking. How do we make the change that
is needed for the future if these areas are not included? [Q: 2:32 PM]

Q: How will you identify exemplary projects and what support will you provide to document, research or uncover
how these groups have worked to create possibilities? Will you engage in research or digital storytelling initiatives
to provide a developing picture of the actors, actions, layers of work and outcomes and feedback loops of such
initiatives (e.g., WCET WOW awards or CENIC Awards of State level Awards)? [Q: 2:32 PM]

Q: Jim Shelton began by explaining the two ends of the crisis - dropouts and the economy. How will the plan
address recouping dropouts? Is there a priority for inventing recuperative strategies for high school and middle
students? [Q: 2:33 PM]

Q: what are the prerequisites for launching the plan. For example, ubiquitous broadband carries a price tag of
$350bil, if that's not in place, what is plan b? [Q: 2:33 PM]

Q: How will the plan both embrace and limit the influence of corporate partners? Corporations have produced some
high-quality instructional material as well as some junk that has been peddled for profit at the expense of learning.
How can we ensure that we get the best of what corporations have to offer without getting the worst? [Q: 2:33 PM]

Q: Is the National Technology Plan going to provide some guidance to what schools should permit as far as Web
2.0 tools and resources? Many districts are extremely tight on filtering while others are more flexible. Thus, how
can this balance between IT and Educator/Student access be achieved? [Q: 2:33 PM]

Q: Can you share any preliminary discussions that touch on the inclusion of students with disabilities and Assistive
Technology? [Q: 2:33 PM]

Q: Surveys show that the technology gap is wider at home as opposed to at school now. The tech knowledge that
kids gain in well resourced homes is huge. How do you overcome that for low income kids? [Q: 2:34 PM]

Q: Yes, Linda, it is. Mobility of students is a major issue, and very much impacted by lack of capacity to share data
across districts. [Q: 2:34 PM]

Q: I have not had an opportunity to read all of the documents on this website so this information may already be
posted but if not… [Q: 2:34 PM]

Q: We talk about teachers and adults as being digital immigrants, which may be true of a lot of people but there are
digital pioneers. There used to be a project called that was pioneering in the areas of need, visualization
and modeling, computational tools, computational resources…the HPC should be an important part of this work but
how can they be included if they are not a part of NCLB, measurement? [Q: 2:34 PM]

Q: How will you address leaders understanding or lack of understanding of technology integration which often limits
teachers to use resources to expand the learning environment? In our state, a lot of school systems block blogs,
wikis, etc. [Q: 2:34 PM]

Q: Will there be any recommendations in the plan related to the E-Rate? [Q: 2:35 PM]

Q: What about a conversation for teachers which is a webinar at a time when teachers can participate? [Q: 2:35

Q: Thankfully not my system, but I have friends that want to use technology but it is restricted. [Q: 2:35 PM]

Q: How will you empower teachers to use new technologies such as educational games and simulations in an
environment where they are often constrained by school administration and IT departments? [Q: 2:36 PM]
Q: What do you mean when you say "technology"? Will it be defined broadly to include typical (e.g., calculators)
calculator) and not so typical (e.g., dynamic data software, online science simulations, web-based applet) content-
specific technology? Will the plan address the need to prepare teachers to use the variety of available technology
to support student learning of subject matter? [Q: 2:36 PM]

Q: Many teacher take lots of courses but they are not aggregated. There are courses from National Geographic,
Lemuselson MIT, NOAA, NASA , can we create a way in which teachers learn from the best and get academic
credit. The government has put forward so many resources. They need to be aggregated and then validated. [Q:
2:37 PM]

Q: Do we have any benchmarks as to what innovative practices mean nationally? In any technology plan that is to
be successful we must meet each school system and or school at their energy level--i.e. where they are. For that
reason, do we have any benchmarks and where most students are? Do we have data as to the percentage of
students that have cell phones? Has any research been done to determine if texting and the cell phone be the
equalizer? [Q: 2:37 PM]

Q: You only have 1 teacher and no students in the working tech working group. Do you have plans to have
teachers and students adequately represented? [Q: 2:37 PM]

Q: why is student supports missing from the - Learning, teaching , Assessment paradigm. ? [Q: 2:38 PM]

Q: Should there be a component in the plan that asks higher ed and other organizations to develop free/open
source resources that could contribute to the "productivity" component of the plan. Small districts can't afford SIF
compliant student info systems, learning management systems, content management systems. etc... [Q: 2:38 PM]

Q: Technology fluency is a problem. How will we define it and extend the learning of teachers, with depth of
content, and extended involvement of pedagogical strategies such as Blooms New Digital Technology, and TPack.
[Q: 2:38 PM]

Q: It would seem that Ed technology can be a key link between secondary and college access - how will this be
addressed, particularly college choice and preparation. [Q: 2:39 PM]

Q: Does technology have the potential for a radical redesign of learning and teaching? Can technology level the
learning space with disabled and non disabled learners? [Q: 2:39 PM]

Q: STEM requires well trained teachers and administrators who get the idea of STEM and problem solving. Not
simplistic problem solving but the real kinds of problem solving. [Q: 2:39 PM]

Q: Has the area of staff development been addressed? [Q: 2:40 PM]

Q: What role would online teacher professional development play in the plan? [Q: 2:40 PM]

Q: Cyberbullying is a problem. There was a coalition on the hill that was convened that gave us insight into
strategies for the use of technology. The DOE has been interested in awareness. Will the DOE convene some of
the groups working to share information? [Q: 2:41 PM]

Q: You asked for schools doing this type of work. Here are places you can find this:,, [Q: 2:41 PM]

Q: What assurances will accompany this 'disbursed' ed tech funding strategy to be sure the money doesn't go the
way the $ 25+ billion stimulus for IDEA and Title I went? Sustaining status quo with no leadership for moving
education into the digial age. Very concerned that you will leave encouragement to move learning into the digital
age to the goodness of state and district education leaders. We know where that's taken us before. [Q: 2:42 PM]

Q: There is a digital divide, an infrastructure divide, a content divide and a teacher training divide as well as a topic
area of information retrieval that is important. How will the plan guide schools of education and the professors
training the teachers to what we need? [Q: 2:42 PM]

Q: Are you interested in positive examples of intersegmental collaborations between developers of infrastructure
and the k-20 sectors and the education research community? If so, you may want to examine the collaborations
that the K20 initiative in California has been developing that brings these groups as well as business and
community actors together. [Q: 2:42 PM]

Q: Has any thought been given to the application of technology to student safety in our districts? [Q: 2:43 PM]
Q: Afterschool initiatives such as the NAA and museums [Q: 2:43 PM]

Q: Can you see a future where a student learns solely in virtual mode and the need for a physical site will only be
for admin purposes? [Q: 2:43 PM]

Q: Will there be opportunities for public comments on the final written plan before the Department adopts it? [Q:
2:43 PM]

Q: In addition to innovation around the edges ... logistics and delivery of content, management ... how will you
ensure innovation in the student learning experiences for engagement? [Q: 2:44 PM]

Q: Are we looking at successes and innovations of our international educational counterparts? [Q: 2:44 PM]

Q: Where do you want the examples that you are asking for? On the website [Q: 2:44 PM]

Q: Afterschool initiative such as the National Aftershool program and museum workshops have been recently
investigated and studied by the national academy of sciences. [Q: 2:44 PM]

Q: We are talking about students finishing high school--what about the other end with emergent literacy and
helping to bring students up at an early age? [Q: 2:44 PM]

Q: There are teachers who have been gated in practice by the people who administer them, who create the
permission for them to work, how do we rescue those teachers through training with mentor teachers and
synergistic educational programs and exposure to what works. [Q: 2:45 PM]

Q: Can you address the thinking around excluding preK-12 educators and innovators for the NETP National
Advisory group? [Q: 2:46 PM]

Q: Has the Pennsylvania CFF model been considered? [Q: 2:46 PM]

Q: Is there a component of leadership development in the plan? [Q: 2:47 PM]

Q: who do we contact to further discuss long-term comprehensive online teacher professional development? [Q:
2:47 PM]

Q: Many students are interested in the humanities which can be a road to the thinking about using computers.
What kinds of mashups, games and gadget and gizmos can we share to get their interest? At NVCC there is a
game pit, the professors entice students to come and play games, but he also teaches them using other technology
strategies. [Q: 2:48 PM]

Q: Will the plan address the fact that the definition of "Highly Qualified Teacher" is sadly deficient and does not
even address a teacher being a digital-age professional? [Q: 2:48 PM]

Q: Will there be regional centers of support for innovative development of the use of ed technology in schools and
in higher ed? [Q: 2:48 PM]

Q: What support staff (if any) will be recommended for schools to assist educators with technology? [Q: 2:49 PM]

Q: Recently there was an article in Inside Higher Ed regarding creating more affordable access to online courses
by the "Online Skills Laboratory" is this being explored by the plan? [Q: 2:49 PM]

Q: The Jack Kent Cooke foundation talks about the achievement gap. How many people are aware of it and how
can we use those findings to solve the dropout problem in many different ways. How do we reach out to the
students we have missed? [Q: 2:50 PM]

Q: Wouldn't the alignment of Teacher Training to Actual Teaching Conditions need to involve more standardized
testing, teaching to the test, and less performance based assessment, along with the elimination of a
practicum??? [Q: 2:50 PM]

Q: can you type in the url for ed tech teachers? [Q: 2:50 PM]

Q: You need to demonstrate where you want the examples. It is not intuitive. [Q: 2:51 PM]

Q: I would love to send an example on a statewide Online PD that has serviced over 42,000 teachers! We have lots
of research and data. [Q: 2:51 PM]

Q: In some urban areas, the local public school district has relinquished their obligations to charter schools (like is
South Central Los Angeles). How could this Plan coordinate the technology divides in this situation that is all to
prevalent? [Q: 2:51 PM]

Q: In high performance computing Dr. Bob Panoff, of Shodor org has highly recommended curriculum at ..we need to infuse this information into the school curriculum. [Q: 2:51 PM]

Q: Faculty and teacher development is critical. Will funding and resources be available to make this happen? [Q:
2:52 PM]

Q: Reading is many things , we learn to read in different ways, combining , reading, and multimedia is a way to
attract new readers, but how will a program that is new and innovate get known. The research of Award is
available. go to . That is early reading the initiative. [Q: 2:53 PM]

Q: Will the info from this meeting be written down as minutes so we can review how to submit information? I had
some issues with audio. [Q: 2:53 PM]

Q: What is the time frame for getting a plan complete? [Q: 2:53 PM]

Q: Geography is missing from curriculum why as we use geospatial tools, technology and GPS tools. Then the
question is do students know where we are in a flat world? [Q: 2:54 PM]

Q: Thank You![ [Q: 2:56 PM]

Q: Would we have access to this as an archive? [Q: 2:56 PM]

Q: Thank you for an informative session. [Q: 2:56 PM]

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