- Introduction |
- NASBE Resources |
- NASBE Public Education Positions on Technology |
- Teacher and Leader Training |
- Digital Literacy |
- Decreasing the Digital Divide |
- Computer Science Standards |
- Open Educational Resources |
- Other Resources
Blended Learning: Bringing Personalized Learning to Scale (NASBE Discussion Guide, July 2014) explains the various elements of blended learning — what it is, and what it is not — and outlines specific of action steps policymakers can take to advance blended learning policies in their states. The guide is structured to facilitate discussion and decision-making around state policymaking.
Blended Learning in the Classroom (NASBE From Practice to Policy, July 2014) provide a first-hand look at how blended learning is being implemented in a small, urban school District outside of New York City classroom, with lessons-learned.
Rhode Island’s Blended Approach to Blended Learning (NASBE State Innovations, July 2014) explores how Rhode Island’s State Board of Education, in partnership with the state department of education, has implemented blended learning statewide. It is perhaps the only state in the nation to be “fully blended.”
A full podcast of the conference session on blended learning may be heard here.
Upgrading the Internet Infrastructure of America’s Schools (NASBE Commentary)Evan Marwell, founder and CEO of the nonprofit EducationSuperHighway, explains the crucial role of bandwidth in successfully implementing blended learning and other digital education initiatives, and offers state boards of education recommendations for how they can ensure their state’s schools are ready for digital learning.
Online Learning: New Policies Needed for New Educational Environments (NASBE Policy Update) calls attention to six new policy issues education leaders need to consider as they develop comprehensive plans for digital learning in their states.
Born in Another Time: Ensuring Educational Technology Meets the Needs of Students Today – and Tomorrow This report from NASBE’s Study Group on the Role of Technology in Schools and Communities focuses on three major areas of concern around schools and technology: 1) addressing the voice and needs of today’s students; 2) ensuring educators can use technology in meeting the needs of today’s students; and 3) educational technology infrastructure—preparing for the technology of the future. The Study Group’s recommendations for state policymakers are included. (Executive Summary)
No Time to Wait: Creating Contemporary School Structures for All Students Today and Tomorrow The report from NASBE’s Study Group on “The Structure of Schools: Time and Technology in 21st Century Learning” concludes that, among other recommendations, education systems must 1) eliminate barriers for student learning based on the agrarian calendar, seat time, and fixed physical boundaries; 2) create an environment that actively promotes and supports innovation within and beyond the school walls (e.g., in the school community, students’ homes, and school building); and 3) Allow technology to facilitate student learning that transcends the traditional building and school day.