Finding ways to assess 21st century learning skills should top the list of education technology priorities for the next Administration and Congress according to the survey. Said Anne L. Bryant, NSBA executive director, "In past years, this survey has told us that school districts are working hard to integrate technology and enhance the curriculum to support the acquisition of 21st century skills. This year as we continue to move even further toward that end, it is time for federal leadership to invest in the research and development of new tools that will help educators assess these skills."

 

More than 80 percent of educators indicated that technology has supported their ability to deliver increased 21st century learning opportunities to their students. Survey respondents listed a variety of ways that school districts are addressing 21st century learning opportunities, including: using new assessment tools to measure 21st century skills (43 percent); raising math, science, and technology standards (38 percent); focusing on career tech readiness programs (34 percent); and offering more Advanced Placement courses and tests (33 percent). Thirty-eight percent of respondents want an increased focus on S.T.E. M. subject areas (science, technology, engineering, and math).

 

Technology is a key teaching tool. Ninety-three percent of respondents indicated that technology continues to increase educational opportunities for children. Because of technology, say survey results, students are more engaged in learning (92 percent), curriculum has been enhanced for students with special needs (60 percent), critical thinking skills are increased (58 percent), and students possess a stronger ability to communicate (55 percent). When asked about devices that could best engage students, respondents reported interactive boards (51 percent) were most effective followed by laptops (44 percent), overhead projection (24 percent) and individual response clickers (21 percent).

 

Forty-three percent called for supporting increased professional development around educational technology. Additionally, a new survey question addresses the use of data in school districts, and nearly 67 percent indicated that professional development is addressing accurate data use and interpretation. Other instructional decisions driven by data include allocation of district resources (65 percent), staffing as a reflection of building needs (49 percent), and teacher customization of assignments based on student ability (nearly 45 percent). Fifty-six percent indicated they had student information systems that provide for easy analysis of data.

 

Districts were also surveyed on technology challenges. Half of respondents ranked funding as the top challenge. Additionally, 64 percent of districts indicate that they have delayed hardware purchases or upgrades due to the economy. In the silver lining, 29 percent of responding districts have explored or adopted open source 20 percent have explored "green" IT initiatives as ways to offset costs and save school district money.

 

The digital divide continues to be an issue for school districts, with 70 percent of respondents saying that home access to the internet is a problem for low-income students. Districts are working to alleviate some of this divide by providing access in before- or after-school programs (51 percent) and supporting access for students at community centers or libraries (40 percent).

 

Source: NSBA press release, School Districts Call for New Administration to Address 21^st Century Skills, According to NSBA Survey; see also 2008 T+L Conference Annual Survey: Technology Use in Your District