00125 Digital Curriculum Redoubt

In colonial times the military term redoubt was used to discuss one of a series of little forts outside of a main fortress that, together, created a fortification system. With less than 5% of education supported by digital curriculum we have K-12 education’s first redoubt. The other redoubts including professional level teacher education, professional development, broadband connectivity, formative and summative data systems, and a personal computing interface for each teacher and student.

To move out of colonial times, we must transform our K-12 redoubts and main fort into a modern integrated system. A critical barrier is not the lack of motivation but the lack of knowledge on how to integrate effective digital curriculum with the books, white board, and classroom of lecture, recitation and seatwork.

Curriculum is unique for each grade level and each course within that grade level. Let’s assume detailed course standards are adequate for the approximately 150 different half and full semester K-12 courses (Career, Technical Education, core, ELL, special ed, remedial, elective, and physical education (the Wii Fit/Sport is upon us.) The decision support needed for selection and full operation of digital curriculum is not available in most schools and districts.

What is needed is a new “corps of army research and field engineers” only this time they will be digital curriculum experts and extension agents. They need to be centered in a new non-profit public sector “Digital Curriculum Institute.”

This Arizona institute will integrate three unique operations.

Expert staff to assess all significant offerings of K-12 digital curriculum from any source and match the most effective to their respective Arizona course(s);

A portal with a knowledgebase used for accessibility by educators to support their decisions on adopting and implementing digital curriculum;

An extension service to deliver advice and training within the school by mentor-master experts in digital curriculum.

The digital curriculum assessment will go far beyond the typical “Amazon” user ratings to instructional software. It will include scope from supplement to full course, flexibility, student academic performance effect factor (points increase), total cost of ownership, use of real-time formative assessment, data delivery to State Longitudinal Data System, and teacher and computer interface capabilities needed.

With decision knowledge and mentors afoot in the field, the fortress system transforms into a mobile system serving the individual needs of all our students.

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