When asked if the shift toward a fully competitive model of funding will put some districts at a disadvantage, Cator said the department is working on strategies to improve competitiveness.

“Since these … different funding structures are new to us as well, we can study how these grants work over time, which schools are receiving the grants and what works best, and how we can fine-tune the model to best serve schools,” she said.

She continued, “Ed tech will never lose its voice in Congress, because technology is the standard now and we know that. This initiative is giving us the opportunity to learn how to best integrate technology across all programs, and this will—if anything—give ed tech a stronger voice then just being an add-in.”

Several education organizations remain skeptical.

Infusing ed tech throughout other programs, and maintaining a separate funding stream dedicated to promoting the effective use of technology in education, should not be an “either/or” proposition, said Lucy Gettman, director of federal programs, advocacy, and issues management, and Ann Flynn, director of education technology, in a joint statement from the National School Boards Association (NSBA).

“There needs to be a targeted program and funding, as well as an infusion throughout the education continuum of teacher preparation and professional development, instruction, assessment, college and career readiness, et cetera,” the statement said.

While integrating technology into multiple programs sounds good in theory, “we haven’t quite evolved to the point where such integration is natural in schools,” said Amanda Karhuse, director of government relations for the National Association of Secondary School Principals.

“Further, state and local education budgets are being slashed, so schools are trying to do more with less,” Karhuse said. “While federal funding for Title I and the Individuals with Disabilities Education Act could be used for technology integration, more schools are using these funds to save jobs and keep more teachers in the classroom.”

Many stakeholders are concerned that the shift to a competitive funding model will create disparities across schools and districts, because many schools do not have the resources to apply for competitive grants.

“This emphasis on competitiveness could mean that rural districts and children in the poorest parts of the country will be left behind,” said NSBA Executive Director Anne Bryant in a statement. “Those districts do not have the capacity to compete for grants—unless you want to shift money from teachers to grant writers.”

“Clearly, the schools and districts with strong and visionary tech integration leaders, transformational school and curriculum leaders, and skilled and experienced grant writers have a distinct advantage in accessing competitive funding,” said Don Knezek, CEO for the International Society for Technology in Education (ISTE). “Specific funding for schools with weak digital skills and low levels of technology use is not impossible in a competitive program, but for the programs to be effective for these schools will require carefully crafted eligibility rules.”

Besides sending letters, educators and organizations from across the United States also “Tweeted for Ed Tech” on May 13 in a national effort to tell Congress to fund EETT at $500 million for FY11.

Some 700 educators, with a collective following of about 300,000 Twitter users, sent more than 1,550 messages in support of EETT funding to key members of Congress, ISTE said—including Sens. Tom Harkin, D-Iowa, and Thad Cochran, R-Miss., the chairman and ranking member of the Senate Labor, HHS, and Education Appropriations Subcommittee; Rep. David Obey, D-Wis., chairman of the House Appropriations Committee; and Rep. Todd Tiahrt, R-Kan., ranking member of the House Labor, HHS, and Education Appropriations Subcommittee.

Links:

U.S. Department of Education, Office of Education Technology

International Society for Technology in Education

National School Boards Association

National Association of Secondary School Principals

Note to readers:

Don’t forget to visit the Enterprising Instruction resource center. Using data to inform instruction is one of the Obama administration’s keys to effective school reform, and technology is helping a growing number of educators accurately identify their students’ needs and deliver targeted—and timely—interventions when appropriate. To benefit fully from such a data-driven instructional model, schools need a system for tying their instructional and administrative processes together—in effect, bringing an Enterprise Resource Planning (ERP) approach to the classroom. Go to:

Enterprising Instruction