SETDA Says

DECEMBER 19, 2019

Always working to engage state leaders, affiliates members, private sector partners, and partner organizations-SETDA developed tools and resources to support national, state, district and school leaders in the implementation of the digital teaching and learning. Best Practices Digital Content Digital Learning ED EETT Equity of Access In the News instructional materials Interoperability Legislation OER Personalized Learning Policy Professional Learning

Policies 44

Policies Equity of Access Instructional Materials Tools 44

SETDA Says

JANUARY 28, 2015

Successful digital learning implementation can meet a broad range of goals, including supporting the academic needs of students to ensure that they are college. Best Practices Digital Content E-Rate Equity of Access OER Policy Professional Learning read more.

Meeting 35

Meeting Digital Learning E-rate Equity of Access 35

edWeb.net

JULY 15, 2018

SETDA’s latest research, Navigating the Digital Shift 2018: Broadening Student Learning Opportunities , highlights how state policies are supporting the transformation to digital learning. Many states provide guidance for the implementation of digital materials in districts to help ensure that they are available to all learners. Of course, schools can’t make the switch to digital overnight. from the University of Pittsburgh.

Digital Learning 40

Digital Learning OER Instructional Materials Broadband 40

eSchool News

NOVEMBER 8, 2015

Educators stress the importance of state leadership, transparency for purchasing digital instructional materials. A new report urges care when purchasing digital instructional materials, and notes that factors such as interoperability, accessibility, and device access should be considered during the process. The report also outlines next steps for strategic support of the transition: 1. Digital Learning and Tools News Top News

Instructional Materials 82

Instructional Materials Report OER Policies 82

edWeb.net

FEBRUARY 18, 2018

This new role for educators is a direct outcome of the data-driven classroom and the quest for accountability. While teachers may understand the need to collect the information, they resent inputting the same data over and over again in every learning management system, educational application, and state and federal accountability report. Key characteristics include real-time updates, quality data in and out, educator and school control of the data, and flexibility in reporting.

Data 40

Data Report OER Policies 40