SCHOOL DISTRICTS OFFERING MORE 21ST CENTURY LEARNING OPPORTUNITIES, ACCORDING TO NSBA SURVEY
T+L Conference Attendees Say Technology Plays Major Role in Supporting Curriculum Changes, Providing New Tools for Learning
Nashville, TN – October 17 – School districts across the country are revising their academic curriculum to give students more 21st century learning opportunities, according to a survey issued today by the National School Boards Association (NSBA) at the organization’s annual T+L Conference here.
More than 50 percent of responding school districts reported that they have revamped their curricula to include higher math, science, and technology standards; and nearly 50 percent have indicated they are now using new assessment measures for 21st century learning skills, such as problem-solving, teamwork, and critical thinking. Many districts are also reporting that they are offering more Advanced Placement courses and tests (nearly 42 percent), and revamping their workforce readiness programs (35 percent).
“We believe this is a good indication that school districts are moving beyond the basic requirements of No Child Left Behind and really looking at the advanced skills that students are going to need to perform well in the workplaces of the future,” said NSBA Executive Anne L. Bryant.
Among those districts that are revising their curricula, 85 percent reported that technology is playing a part in supporting the changes, especially in the area of using technology tools for project-based learning (83 percent), distance or online learning (nearly 57 percent) and upgrading math and science equipment and facilities (nearly 52 percent). A majority of districts (nearly 53 percent) said that they are using new interactive web tools, such as wikis and blogs, in the classroom.
School districts were evenly split (45 percent) between the two biggest technology challenges: funding and integrating technology into the classroom. These two challenges have remained consistent over the four years of the NSBA technology survey.
NSBA conducted an e-mail survey the week of October 1 of approximately 1,400 registrants of the T+L Conference and members of NSBA’s Technology Leadership Network. The group includes technology directors and specialists, teachers, administrators, and school board members.
For the fourth straight year, survey respondents said by a wide margin – 92 percent – that technology in the classroom increases educational opportunities for students. And when asked how technology helped, nearly 95 percent said it helps students become more engaged in learning.
Home access to the Internet for low-income students continues to be a serious issue with nearly 80 percent of respondents saying it was a problem in their districts, which was about the same reported as last year. Districts are improving Internet access for low-income students by providing opportunities in before- or after-school programs (nearly 54 percent), and supporting access for students at community centers or libraries (48 percent).
“This issue of the digital divide is becoming more serious because teachers are using technology not only in the classroom, but assigning more homework that requires use of the Internet,” said Bryant. “Every child must have regular access to what are quickly becoming today’s ordinary tools of teaching and learning.”
A new question about the speed of connectivity to the Internet revealed that the majority of school districts rate their speed as a 4 or 5, on a scale from 1 (very slow) to 5 (very fast).
The federal E-Rate program continues to be important to school districts in meeting their technology goals. Nearly 72 percent replied that the E-Rate is somewhat or very important to their districts. In terms of improving the program, nearly 76 percent said the application process needs to be enhanced, 35 percent want more additional training and outreach to applicants, and 31 percent want sanctions for rule violators.
If school districts received additional technology funding, nearly 75 percent said they would put it into classroom instruction and 66 percent said they would use it for staff professional development.
Survey results may be found on the NSBA website here .
Founded in 1940, the National School Boards Association is a not-for profit federation of state associations of school boards representing 95,000 local school board members throughout the United States. Its mission is to foster excellence and equity in public elementary and secondary education through local school board leadership. NSBA represents the school board perspective in working with federal government agencies and national organizations that impact education, and provides vital information and services to state associations of school boards throughout the nation.