The State EdTech Directors Association’s first-of-its-kind survey sheds new light on key trends as state leaders continue the post-pandemic transition to digital learning.
WASHINGTON, September 7, 2022 /PRNewswire/ — As students return to another school year impacted by the COVID-19 pandemic, a new report sheds light on how state education agencies and policymakers are adapting to an increasingly digital post-pandemic world.
the 2022 State Educational Technology Trends Reportpublished by the State Educational Technology Directors Association in collaboration with Whiteboard Advisors, is based on the results of SETDA’s flagship annual event State Survey of Educational Technology Trends of edtech directors, state superintendents, chiefs of staff, and other top state officials from all 50 states, the D.C.the Department of Defense Activity (DoDEA), and the Northern Mariana Islands.
The report supplements the survey findings with interviews with leaders in multiple states to highlight their efforts to support digital learning. “Our job in the state is to advocate for what districts need and promote our mindset that we’re all in this together to help our students achieve,” he said. Rob DietrichSenior Director of Teaching and Learning for the North Carolina Department of Public Instruction.
“This report is very important because it represents the first attempt to document the changes taking place in state education agencies as they adapt to a digital world,” he said. John Ebert, Superintendent of Public Instruction for the Nevada Department of Education and author of the report’s foreword. “In doing so, it highlights the great work taking place in states across the country, while also identifying opportunities for further discussion, collaboration and improvement.”
Among the key findings of the report and survey:
- Seventy percent of respondents reported that the State Education Agency or at least one district in the state was the victim of a cyber attack. However, 57% of respondents report that their states provide very little funding for cybersafety efforts in schools.
- Respondents emphasized the need for a greater focus on the effective use of technology. More than half report that schools have “a lot of edtech programs or products, but we don’t always use them effectively,” while only 8 states report that they collect data on edtech use and effectiveness.
- States vary widely in how they are organized to support educational technology, with only 55% of states reporting having a dedicated educational technology office. Although billions of dollars are being spent annually on edtech, an investment that has increased significantly during the pandemic, many states still lack a dedicated edtech office. The names of these offices, their roles and functions, and the positions within the organizational structures of state education agencies vary widely.
- States can more intentionally connect education priorities and technology priorities, and support the connection with investment. Only 48% of respondents agree that their State Education Agency (SEA) has explicit discussions about the role of technology in supporting state priorities, while only 41% say that people working in edtech at the state level are regularly included in broader, strategic planning. conversations around technology.
- Many states report a disparity between edtech priorities and activities. For example, while cybersecurity and privacy were high technology priorities for states, only 6% of respondents said their state provides a large amount of funding for cybersecurity, 37% said the state provides cybersecurity to local education agencies and 57% said their state provides very little or a small amount of funding for cybersecurity.
“This benchmark data provides a look at how states are organized internally, and will be a catalyst guiding SETDA’s work as we continue to support state edtech leaders in creating organizational structures and technology infrastructure to help schools create powerful and engaging learning opportunities for students and educators,” said Julia Fallon, Executive Director of SETDA. “Our hope is that it can also serve as a guide for other institutions and for all those working to harness the power of technology to rethink and transform their educational systems.”
The State Educational Technology Directors Association (SETDA) is the premier association representing U.S. state and territory leaders in educational technology and digital learning. Through a wide range of programs and advocacy, SETDA builds the capacity of members and engages partners to empower the education community to harness technology for learning, teaching, and school operations.
For more information, please visit our website https://www.setda.org either Twitter @setda