Heather Hostettler is a Senior Policy Analyst at ExcelinEd.
In today’s evolving educational landscape, the integration of technology is a fundamental element of classroom instruction. However, states don’t always have data on how students and schools use technology. From devices to online platforms to broadband access, states too often don’t even know what students, educators and schools need.
Timely and accurate data from districts can help state leaders allocate resources responsibly, better prepare educators to use common technology and identify students who lack home access to broadband and educational devices. With accurate and comprehensive data on the deployment and efficacy of educational technology, leaders can also make informed decisions when partnering with state broadband offices or internet service providers, ensuring equitable access to home broadband for all students.
As leaders confront gaps in data about how digital tools and platforms are being used, several states offer examples of ways to mitigate those challenges and use data to inform policy and programmatic decisions related to technology.
Indiana’s Digital Readiness Dashboard provides comprehensive data gathered from school districts, which are known as school corporations in Indiana.
This information includes:
The dashboard also reveals school corporations’ alignment to standards of practice by providing information including:
These types of data play a crucial role in supporting broader state-level initiatives aimed at expanding connectivity and making internet access more affordable. Clear data on school and student internet access has informed funding decisions. For example, Indiana’s Next Level Connections Broadband Grant Program has invested $270 million to help bring high-quality and reliable broadband to schools and homes that lack such coverage.
The dashboard also offers insights into the experience and qualifications of the technical support staff available to schools. Using this information, the state can strategically invest in programs that support initiatives like computer science programs in schools. For example, the Indiana Department of Education awarded grants to the Indiana University School of Informatics and Computing and the Rose-Hulman Institute of Technology to provide free professional development workshops on technology and computer programming for Indiana teachers. ExcelinEd’s Strengthening the Broadband Workforce policy toolkit also encourages states to coordinate with industry leaders to provide technical training for educators.
Finally, the dashboard data can improve collaboration at the local level. The Indiana Broadband Office created a handbook offering actionable steps to empower communities with the tools needed to enhance both connectivity and affordability; sharing data about student and school needs is a key component.
Policymaker Takeaway: The comprehensive data gathered from school districts offer valuable insights into the availability and uptake of digital educational tools and resources. State leaders can leverage this information to make informed decisions and better support schools and students.
In 2015, the Utah Legislature enacted Senate Bill 222, which established a program that requires the inventory of classroom technology and related resources used in Utah’s traditional public and public charter schools. Since then, the state has produced a biannual technology report.
The report focuses on the state’s technological inventory findings and includes data on:
A notable feature of the report is its survey of districts to identify which apps and educational tools are most useful for students at different grade levels. This allows leaders to understand the specific technological needs of elementary versus secondary students.
ExcelinEd recently hosted a webinar where state officials discussed how Utah leverages this information to make informed decisions on establishing master contract agreements for specific software and devices. As a result, districts can streamline their procurement processes, secure optimal deals and reduce statewide inequities by ensuring students in smaller districts have access to technology for the same cost as those in larger ones.
Additionally, the report highlights schools’ self-reported needs. The most recent report reveals that many Utah schools need science-related resources and tools for student content creation, such as coding and video editing software. The report also emphasizes the need for software designed for students with special needs and professional development resources for teachers.
Policymaker Takeaway: By collecting data from school districts, policymakers can understand the unique technological needs of different student populations and make informed decisions regarding resource allocation, curriculum development and targeted support for both students and educators.
In 2021, the Ohio Department of Education published a Data Insights report, providing comprehensive state-level information on Ohio students’ access to internet connectivity and technological devices. A survey administered to more than 500 traditional public school districts revealed that while most students have access to internet connectivity and technology at home, there are disparities across different student subgroups. Notably, students in rural and urban districts relied more heavily on cellular connectivity compared to those in towns and suburban districts. This can create speed and reliability challenges that are less prevalent with fiber technology.
Additionally, the report highlighted that certain schools face challenges in accurately gauging the level of access to internet connectivity and technological devices within their student populations. Specifically, for 14% of their K-12 students (approximately 182,000 students), districts were uncertain about the availability of connectivity access. Additionally, for 5% of their K-12 students (approximately 65,000 students), districts were unsure if the students had access to technological devices at home.
While this was a one-time report during the pandemic, Ohio and other states could benefit from recurring surveys related to student home broadband access. These surveys could both pinpoint remaining disparities and estimate the return-on-investment of state and federal dollars for broadband expansion in terms of increased educational opportunities. For example, ExcelinEd’s Closing the Digital Divide in Education Act model policy ensures that districts conduct annual surveys of students’ home broadband access. The policy brief also emphasizes the need for collaboration between state broadband and education agencies for a comprehensive approach.
Policymaker Takeaway: Policymakers need to understand the varying levels of access to internet connectivity and technological devices among different student subgroups. This understanding can help leaders create policies that bridge these disparities and ensure equitable access to educational resources. However, schools may encounter challenges in accurately assessing students’ access to technology and require support and resources to improve their methods of data collection and analysis.
Insights from Indiana, Utah and Ohio can guide leaders in leveraging educational opportunities and ensuring students access to technology. States should prioritize consistent district data collection to understand digital tool usage and identify the specific challenges and needs schools face.
