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Florida Ed-Tech Dimensions

The Department’s school improvement efforts are currently guided by a strategic plan (Office of School Improvement) designed to support achievement of the Sunshine State Standards. The Sunshine State Standards support the inclusion of technology at all grade levels and in all subject areas. It is expected that academic performance of students will be enhanced by increasing the capacity of teachers to integrate technology effectively into the curriculum and through proficient use of technology by students. Efforts are being made to structure the Department of Education‘s long term strategies for using technology and telecommunications in support of improved student instruction around the Milken Family Foundation’s “Seven Dimensions for Gauging Technology Progress in Schools”. The Seven Dimensions are identified as: Learners, Learning Environments, Professional Competency, System Capacity, Community Connections, Technology Capacity, and Accountability. The “Dimensions” are essentially a set of broad indicators for policymakers to consider when assessing whether or not schools have established the “essential conditions” necessary to begin improving student learning through technology. The “Dimensions” can be seen as interdependent components of a seamless and integrated system.

The following is a summary of specific educational technology related initiatives, resources, and links which have been associated with the Milken Dimensions to the extent possible:

Learners

  • Florida Virtual School distance learning courses are provided to meet diverse and unique student needs.
  • Special educational programming can be accessed though the Florida Knowledge Network. Programming is offered that can meet a wide variety of instructional and information needs of students and teachers.
  • Unique learning opportunities are provided to students throughout the State in conjunction with grants and projects funded through the Florida Department of Education.

Learning Environments

  • Contemporary technology-supported learning environments and support structures are evidenced by: the integration of technology standards within the Sunshine State Standards for K-12 schools; the Florida Virtual School distance learning program; State supported dual-enrollment technology-based programs through community colleges for high–school students in all school districts; and the Knowledge Network (video programming aligned to the K-12 Sunshine State Standards in core subject areas).
  • Teachers and students have access to modern telecommunications services and web-based digital content via the Florida Information Resource Network (FIRN). The SUNLINK statewide database of K-12 library media materials expands the resources available to Florida public school student.
  • The Department coordinates resources and programs that facilitate technology-supported learning for special needs students through the Bureau of Instructional Support and Community Services.

Professional Competency

  • Professional competencies are the basis of Florida’s Educator Accomplished Practices.
  • Opportunities for teachers to increase their knowledge of technology and the ability to integrate technology into the classroom learning environment are provided through special programs such as MarcoPolo and other targeted training opportunities coordinated by regional education consortia, university-based training centers, and grant supported centers. Numerous other programs are coordinated through the Department’s Office of Educator Recruitment and Professional Development that provide technology related skill improvement opportunities for teachers and administrators as well.

System Capacity

Significant “System Capacity” is evidenced by:

  • Annual legislative appropriation of Public School Technology Funding that supports school and district technology program development and maintenance (apx. $62.4 million). Special legislative funding appropriations or increases are also made in certain instances where critical system improvement needs have been identified.
  • The continued development of the Florida Information Resource Network. This statewide telecommunications network provides essential network access services to Florida public schools.
  • Instructional Television Fixed Systems (ITFS) that support school districts which have the ability to rebroadcast video transmissions.
  • Regional educational consortia, special university-based and grant supported technology centers such as the BEACON CENTER, and the Florida Learning Alliance provide significant technology program support to small and rural districts across the State.
  • Educational technology program support and clearinghouse resources are available to school and district staff.
  • Contracts are established which facilitate the acquisition of instructional software products at discounted rates. Specific benefits include lower prices for individual schools and districts with limited purchasing volume, the elimination of internal bid development costs for larger school districts, and teacher access to current information on quality instructional software used within Florida schools. Contract prices also provide benchmarks for school districts when developing special local purpose bids. The Florida Diagnostic and Learning Resources System Network TECH Center (FDLRS/TECH) provides annotations, correlates software products to the Florida Sunshine State Standards, and classifies each product relative to multiple intelligences. An online catalog is available to school districts through the Bureau of Educational Technology website.

All of the systems and services listed require vision, administrative leadership, educator commitment, planning, and ongoing stakeholder support to maintain and develop.

Community Connections

  • The Department’s Office of Family Involvement provides resources, training, and technical assistance for parents, schools and communities to support a high quality education for children.
  • Many projects funded by the Department include the development of strong partnerships and community connections as an integral design component.

Accountability

  • The Florida Comprehensive Assessment Test (FCAT) is a key component of Florida’s effort to promote higher student achievement through establishing educational standards and monitoring progress in meeting those standards. An important aspect of the FCAT is to assess student achievement of the high-order cognitive skills represented in the Sunshine State Standards (SSS) in Reading, Writing, and Mathematics. The SSS portion of FCAT is a criterion-referenced test. A secondary purpose is to compare the performance of Florida students to the performance of students across the nation using a norm-referenced test. All students in Grades 3-10 take the FCAT in the spring of each year.
  • Project or program specific interim, fiscal, and follow-up performance reporting is also required in conjunction with the administration of technology related grant programs in the Department.

Technology Capacity

  • Technology capacity in Florida schools is monitored through the annual Technology Resources Survey and through technical network monitoring by FIRN staff. Summary results of the TRS survey are available at the Bureau of Educational Technology website.
  • Priorities for system infrastructure and technology program improvements are established through regular review of needs assessment data, ongoing monitoring of project performance data, and analysis of special study results. Basic connectivity between schools, districts, the Department of Education and the education community has been achieved through the years through development of the Florida Information Resource Network (FIRN). A major contributing factor driving the need to improve FIRN’s telecommunications backbone and the “last mile to the school district” services has been the success of the federal E-Rate program. The E-Rate program has also resulted in increasing demand because schools have been able to upgrade internal network connections throughout the state. For past several years, FIRN has provided Internet filtering services for a select number of school districts. These filtering services have been provided at little or no cost to the school districts involved. An increase in demand by school districts for filtering services has required development of an RFP for continued services and increased capacity. A review team composed of district personnel and Department of Education staff determined the need for additional capacity and services.