This flyer outlines 10 education technology issues that policymakers in SREB states should address now. Without adequate progress on these issues, states may fall short of their educational improvement goals, and their key policy initiatives may fail.
Making online content accessible for students with disabilities is not easy, but it is the law. As deficiencies have resulted in lawsuits and costly resolutions, more-specific legislation has emphasized that all students need greater access to digital resources. This policy brief reviews the legal landscape and offers recommendations for how states, state agencies, colleges and schools can comply with federal and state disability laws.
Educators and policymakers often struggle to balance keeping data private and secure with making educational technology available for innovations in teaching and learning. This policy brief reviews recent legislation related to data privacy and security and reports on security breaches at various organizations. It also provides policy recommendations that incorporate best practices in technology, transparent data governance and security risk mitigation, while maintaining accessible and functional systems.
This document reports on the Kentucky Community and Technical College System’s 2013 Next Generation Learning Challenges grant to focus on breakthrough models for enhancing college completion. The KCTCS Direct2Degree program targeted low-income students in rural areas.
Over the last two decades, states invested significant amounts of their funding to design, develop and implement statewide P-20 education data systems to collect, store and examine data. These systems were aptly named Longitudinal Data Systems (LDSs).
This report describes five trends that have emerged in state-run virtual schools in the SREB region in the past three years. SREB states have been leaders in establishing state-run virtual schools and now are taking the lead in ensuring that all students have access to online learning, that students experience online learning before graduating from high school, that course providers provide quality instruction, and that sufficient and stable funding is available.
Winners and finalists of the SREB/iNACOL National Online Teachers of the Year award share ways to integrate technology into the classroom to engage students. Benefits include connecting with each student as an individual; differentiating instruction; and increasing access to courses. The teachers say teacher preparation programs should introduce online strategies and that states need strong accountability measures to ensure high quality courses.
Projections from the results of a 2011 survey conducted by SREB’s Educational Technology Cooperative suggest that as many as three-quarters of all public school districts in the 16 SREB states will offer online learning options by 2015. This report outlines the survey results, including the types of online learning options offered, and looks at the potential implications for SREB states and districts in the future.
This executive summary reports on the activities of 14 of the state-level virtual schools in SREB member states during the 2009-10 academic year, based on an SREB survey. These activities include current issues facing virtual schools, as well trends in enrollments and funding.
The Principles of Good Practice were developed to assure students about the quality of courses and programs at SREB’s Electronic Campus. The principles draw upon the work of the Western Interstate Commission for Higher Education and other organizations. All Electronic Campus courses and programs have been reviewed against the Principles of Good Practice by the offering colleges or universities and have been coordinated through the state higher education agency.
To realize the educational impact from the substantial investments SREB states have made in digital content, SREB recommends that electronic educational resources created with public funding be licensed to provide as high a level of potential for sharing as possible, both within and outside the state. These guidelines can help state-level administrators and policy-makers (as funders of digital educational resource development) establish policies, practices, statutes and regulations that increase sharing and maximize returns on investments in digital education resources.