Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56SUMMARY OF PROPOSALS | 22 Current Status Some districts have adopted Blended Learning and some are using the Flipped Classroom model. Also, because the state assessment is administered online, there has been a strong effort to improve access to computers and making sure students are accustomed to using computers. Almost every school in Connecticut has high- speed internet access. To assure equity of access beyond schools, students use libraries and other community facilities, wireless access in stores and restaurants. Efforts to expand high-speed, affordable access help ensure equitable access for all. ACTION STEPS 4 The state will provide continuing support to build and upgrade the capacity of districts and schools to provide an evolving infrastructure for learning, including computers and network hardware. 4 Districts will provide on-demand access to learning experiences, resources, and information and services 24/7. 4 The state in collaboration with higher education should establish demonstration sites for the application of technology to enable students to progress through standards as they master content and skills. For specific recommendations on Leverage Technology see Appendix pages 44-45. to share student work, for students and teachers to keep track of the progress and systems to communicate information between stakeholders. ◆ Support for educators to integrate technology Educators need training to learn how to use a variety of educational technologies and time to integrate technology into their practice. This should begin in preparation programs and continue in ongoing professional learning opportunities. ◆ The role of technology in educational transformation Time, talent and technology-enabled learning environments all inform instruction, but are secondary to it. They are important elements, but they shouldn’t drive learning and instructional decisions. Instead, time, talent, and technology are flexible and dynamic tools to help educators create learning environments that lead to desired student outcomes. Technology should not lead the change, but it should enable teachers to personalize instruction or help a school realize its mission. EXECUTIVE SUMMARY | 22