Empowering Learning
Empowering Learning
Empowering Learning
A Blueprint for
California Education Technology
2014–2017
A Report to State Superintendent of Public Instruction Tom Torlakson by his Education Technology Initiative
April 2014
Empowering Learning: California Education Technology Blueprint, 2014–2017, is the product of the
Superintendent’s Initiatives Office of the California Department of Education under the
direction of State Superintendent of Public Instruction Tom Torlakson and in collaboration
with the California Department of Education’s Educational Data Management Division.
Table of ConTenTs
A MessAge FroM the stAte superintendent oF public instruction ................ 1
executive suMMAry And the cAliForniA context ............................................. 3
educAtion technology tAsk Force................................................................... 8
blueprint recoMMendAtions ........................................................................... 10
Learning...................................................................................................................14
Teaching...................................................................................................................15
Assessment..............................................................................................................17
Infrastructure..........................................................................................................18
Appendix A: blueprint developMent process ................................................. 21
Appendix b: blueprint conceptuAl FrAMework .............................................. 23
bibliogrAphy ...................................................................................................... 24
educAtion technology tAsk Force MeMbers ................................................. 26
speciAl AcknowledgeMents .............................................................................. 29
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a Message froM The sTaTe superinTendenT of publiC insTruCTion
April 2014
Fifteen years into the 21st Century, technological advancements continue to change the
way we interact with each other and with the world. Preparing our students to succeed
in the society and the economy they will find when they leave our classrooms means
preparing them to use technology effectively, safely, and productively.
Since taking office in 2011, I have visited schools all over California and seen our great
state’s diversity in all its forms. In these schools, I have seen the potential that can be
unlocked by access to the right tools. I have seen students discuss the books they are
reading in class online. I have seen desktop robots used to demonstrate engineering
concepts. And I have seen everything from virtual frog dissections to student-produced
newscasts. Most importantly, I have seen how technology can be tailored to respond to
the strengths and challenges of each student as an individual.
As first William Shakespeare and later Aldous Huxley said, it is a brave new world. It is
a world that is full of limitless potential for the young people of California, a state that
has always led the way in these areas and much more. This is what is also at the heart
of the Common Core State Standards and modern assessments that can help guide
teaching and learning in the classroom.
Those of us who have made education our life’s work know that we must ensure
students are given the tools and opportunities they need to succeed, both in school and
out. Education technology—if pursued thoughtfully—is both one such tool and one such
opportunity.
Sincerely,
Tom Torlakson
State Superintendent of Public Instruction
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exeCuTive suMMary and The California ConTexT
One only needs to look back over the past three years to
understand the magnitude of the pace of change technology
fosters. At the beginning of 2010, the iPad® had yet to be in-
troduced. That device, proudly branded by its manufacturer
as “designed in California,” began a monumental shift.
In recent presentations, Stanford
University Professor Linda
Darling-Hammond cites a sum It took more than three decades for education to embrace
mary of recent studies by Chris the personal computer era, but within three years of the
Wardlaw included in his report, arrival of the iPad®, schools embraced it and other tablets
Mathematics in Hong Kong/China:
Improving on Being 1st in PISA
(running, among others, the Google Android™ operating
to highlight some of these 21st platform, Linux® operating system, and Microsoft Win-
century skills: dows® operating system). In 2014, students in some of our
school districts—including the state’s largest—are taking
• Ability to communicate
• Adaptability to change online assessments not just on desktop computers but on
• Ability to work in teams tablets.
• Preparedness to solve
problems
• Ability to analyse and We are moving into a period where mobile learning will
conceptualise allow students to work with their teachers and parents to uti-
• Ability to reflect on and lize a cloud of knowledge and master key 21st century skills.
improve performance
• Ability to manage oneself
• Ability to create, innovate and A three-year technology window can lead to dramatic chang-
criticise es. Today, mobile users use their smart devices to access the
• Ability to engage in learning
web, check heart rate, study seismic activity, translate lan-
new things at all times
• Ability to cross specialist bor guages, and describe images for the visually impaired. Users
ders will have the power of entire libraries in the palm of their
hands.
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Mobile devices are being used for formative assessments, for As more of our students own
Common Core implementation evaluation, and to support and use portable devices, mobile
learning could become a more
the curriculum. By 2017, they may be essential for person- important part of the K-12 educa
alized instruction in blended learning environments. As tional experience.
more of our students own and use portable devices, mobile
learning could become a more important part of the K–12 According to the Pew Research
Center’s Teens and Technol
educational experience. ogy 2013 report http://www.
pewinternet.org/2013/03/13/
Teachers may have the capability to offer their students teens-and-technology-2013/:
instruction in ways that best match a child’s needs, best • 78 percent of teens now have a
learning style, and ideal pace. Teacher librarians can provide cell phone.
critical support and transmission of technical knowledge
• 37 percent of teens own smart-
and education technology teaching and learning techniques. phones.
Teacher librarians can also help implement in a mobile ed- • 74 percent of teens say they ac
ucation context the existing model frameworks that include cess the Internet on cell phones.
technology fundamentals, including the Model Library Stan- • 23 percent of teens have a tab
dards for California Schools4 and the California Career Technical let computer.
Education Model Curriculum Standards.5
The NMC Horizon Report > 2013 K–12 Edition6 argues that
the K–12 time-to-adoption horizon for mobile learning na-
tionally will be one year or less. This report, which covers a 4
Accessed April 2, 2014, at
range of technology adoptions, is enriched by K–12 exam- https://www.cde.ca.gov/be/st/
ples from California. But what are now isolated examples ss/documents/
should become commonplace. librarystandards.pdf
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We must be prepared to embrace a landscape where technol-
ogy in teaching and learning becomes part of the fabric of
modeling, observation sharing, and the new and expanded
peer groups all of us can experience.
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eduCaTion TeChnology Task forCe
California will provide a world-class education for all students, from early childhood to adulthood.
The Department of Education serves our state by innovating and collaborating with educators,
schools, parents, and community partners. Together, as a team, we prepare students to live, work,
and thrive in a highly connected world.
Education technology will be as effective and productive a tool in the school environment as it is
in the world beyond schools (p.12, A Blueprint for Great Schools).
Call to Action
The State Superintendent’s Transition Advisory Report: A Blueprint for Great Schools called out a key
recommendation for the comprehensive use of technology in California schools:
Facilitate the infusion of 1:1 computing in school, after school and in the home; provide devices,
Internet access, new digital curriculum materials, capacity for ongoing diagnostic assessment,
professional development and network support, and institute an open standard for the exchange
of educational information (p.13, A Blueprint for Great Schools).
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The Task Force met three times in person and had frequent
online conversations. They focused on what California could
do to enhance the positive impact education technology has
in four key areas:
The Education Technology Task Force presented their A copy of this memo is at http://
10
www.cde.ca.gov/eo/in/docu
recommendations to the Superintendent in the form of an ments/efftmemo.pdf
open, public memo in August 2012.10
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Based on this input, this Blueprint for California Education Tech-
nology is carefully designed to support four California educa-
tion transformation initiatives:
blueprinT reCoMMendaTions
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For educators and policy makers, keeping up with the ac-
celerating pace of technological change and policy changes
could prove a formidable challenge.
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Summary of the California Education Technology Blueprint’s
Recommendations
Learning
1. To ensure a technology skills gap will not become the next achievement gap,
California should work toward providing every student, teacher, and administrator
with access to at least one Internet-connected device.
Teaching
5. Remove barriers that restrict teacher flexibility in using technology to educate our
children.
9. Build capacity for local and regional decision making regarding instructional
materials, including digital curriculum resources.
10. Lead state and multi-state efforts to define and establish education resource
standards to improve the development of low-cost, shared resources.
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Summary of the California Education Technology Blueprint’s
Recommendations
Assessment
11. Based on the Smarter Balanced field test experience in spring 2014, further
identify technology readiness gaps in schools and advocate for funding to ensure
schools have the necessary technology and professional development support.
12. Establish professional development programs and platforms for using technology
in formative learning assessment.
13. Develop and support student recognition programs that measure 21st century
skills, demonstrate learning of standards-based concepts, and allow students to per-
sonalize their learning.
Infrastructure
15. Ensure school districts design school facilities with technology and the Common
Core State Standards in mind.
16. Monitor and expand network bandwidth to support the move toward deployment
of one-to-one computing.
17. Pursue measures to close the digital divide among California students and
promote broadband adoption among California residents.
19. The California Department of Education should help lead this transition by
creating a senior-level position for education technology.
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California Education Technology Blueprint Recommendations Narrative
Learning
Recommendation #1:
To ensure a technology skills gap will not become the next achievement gap, Cali-
fornia should work toward providing every student, teacher, and administrator with
access to at least one Internet-connected device.
These one-to-one initiatives can enhance any time, any place learning. To ensure they do,
these devices should meet the Smarter Balanced minimum hardware specifications (a de-
scription of them is available at http://www.cde.ca.gov/ta/tg/sa/ under the Technology
Components section).
This transition will require the adoption of new policies and learning strategies to foster stu-
dent engagement and individualized learning using technology.
Recommendation #2:
Ensure student safety by outlining policies and best practices to prevent cyberbully-
ing and protect student data.
It is important to teach students about the ethical, legal, and safe use of online information
and resources. It is also important to help students learn about how they can protect them-
selves and their personal information in
online environments.
Recommendation #3:
Enhance classroom technology integration throughout California’s K–12 and higher
education systems.
The state should coordinate its education technology policies among all of the institutions
impacting students. While education technology will be a key part of the educational experi-
ence, it should enhance student learning and not be seen as a way to replace the in-classroom
experience. Blended learning and flipped classrooms are examples of ways to make this
possible.
Recommendation #4:
Provide all students age- and grade-appropriate instruction in the use of technology,
including computer science and programming.
Computer science can aid with the development of 21st century skills such as critical think-
ing, problem solving, analysis, and collaboration. Computer science shows students how to
create—and not only use—21st century technologies while also preparing students for ca-
reers in a variety of fields.
Teaching
Recommendation #5:
Remove barriers that restrict teacher flexibility in using technology to educate our
children.
All levels of our education system should take actions to encourage, support, and reward
teachers and administrators for their use of technology to support current and emerging
models of learning.
Districts and schools can develop and implement learning resources that exploit the flexibil-
ity and power of technology to reach all learners any time and any place. Special education
classes also offer opportunities for technology to enhance the student learning experience.
Education stakeholders can also develop model policies based on the expectation that stu-
dents will use devices to enhance their learning rather than the all-too-frequent requirement
for students to turn off their technology when they arrive on campus.
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Recommendation #6:
Create professional development and teacher certification programs in education
technology instruction.
Stakeholder organizations should take steps to develop programs that allow teachers to gain
the skills necessary to teach Common Core-aligned curriculum effectively in blended learn-
ing environments. Certification programs can be designed to give teachers continuing educa-
tion credit for upgrading their skills and to ensure teachers with demonstrated expertise can
have the option to gain credit through an alternate assessment process.
Teaching institutions should be encouraged to incorporate into their programs the use of
education technology to enhance the opportunities to engage students and use tools to
provide individualized instruction. The state should investigate ways to provide appropriate
recognition to teachers who develop skills in this area.
Recommendation #7:
Create a ranked-data platform to al-
low educators, parents, and students
to evaluate online and blended learn-
ing resources.
The CDE could also seek to play a facilitation and convening role to link current resources.
Creating these kinds of professional learning communities are especially timely given the on-
going transition to the Common Core State Standards and are consistent with the principles
outlined by Superintendent Torlakson’s Educator Excellence Task Force report Greatness by
Design (available at http://www.cde.ca.gov/eo/in/documents/greatnessfinal.pdf).
Recommendation #8:
Determine how to provide regional and statewide education technology support in
the new Local Control Funding Formula policy climate.
The need for statewide and regional education technology support for teachers and schools
has never been higher. State education leaders should take steps to design a new system to
meet the needs of educators.
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Recommendation #9:
Build capacity for local and regional
decision making regarding instruc-
tional materials, including digital
curriculum resources.
Recommendation #10:
Lead state and multi-state efforts to define and establish education resource stan-
dards to improve the development of low-cost, shared resources.
Projects such as these can create a comprehensive suite of support for educators across the
state more economically than if efforts are duplicated by multiple districts. They are also a
potential solution to deliver support to many small and medium sized rural and suburban
districts.
Assessment
Recommendation #11:
Based on the Smarter Balanced field test experience in spring 2014, further identify
technology readiness gaps in schools and advocate for funding to ensure schools
have the necessary technology and professional development support.
The field test provides schools the opportunity to prepare students for success and serves as
a barometer of technology capability, which allows the state and local educational agencies to
assess computer availability and server capacity to prepare for the new testing in spring 2015.
Recommendation #12:
Establish professional development programs and platforms for using technology in
formative learning assessment.
The CDE and education stakeholders should collaborate to provide technical assistance to
educators. This may include constructing an approval process on a state platform (possibly
including an updated Brokers of Expertise website) to collect, review, and process these de-
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velopment opportunities to ensure qual-
ity and alignment to the Common Core
State Standards. It may also be possible to
create a reasonable fee schedule so devel-
opment costs can be recouped, thereby
incentivizing county offices of education,
local districts, and charter schools to share
their programs.
Recommendation #13:
Develop and support student
recognition programs that measure 21st century skills, demonstrate learning of stan-
dards-based concepts, and allow students to personalize their learning.
Infrastructure
Recommendation #14:
Aggressively pursue statewide and regional partnership opportunities to enhance
broadband connectivity and access to Internet-connecting devices.
Identify state and federal funding sources, develop advisories on local funding options, and
explore industry partnerships to connect student homes to the Internet at lower prices.
Statewide and regional groups can pursue public-private partnerships—and seek to leverage
the scale of California purchasing power—to provide for discounts on technology hardware,
software, and other services or resources. They can also help build local and regional capaci-
ty by creating a clearinghouse of model practices, policies, and contracts school districts may
choose to adopt.
The CDE and education stakeholders should also work with other agencies to develop
e-waste mitigation partnerships as devices are replaced to stay current with the rapid pace of
technological change.
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Recommendation #15:
Ensure school districts design school facilities with technology and the Common
Core State Standards in mind.
Recommendation #16:
Monitor and expand network bandwidth to support the move toward deployment of
one-to-one computing.
Students and educators must have the ability to use Internet-connected devices to enable
24/7 learning. These devices must also have the capability to be used as tools for assess-
ments. In addition to adopting and supporting minimum bandwidth standards, the state
should provide tools and guidance to schools and districts to ensure they are ready and have
the capacity for emerging education and testing environments.
Recommendation #17:
Pursue measures to close the digital divide
among California students and promote
broadband adoption among California
residents.
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Recommendation #18:
Explore the deployment of statewide
cloud computing data centers.
Recommendation #19:
The California Department of Education should help lead this transition by creating
a senior-level position for education technology.
This position should provide visionary and innovative advice to CDE leadership and edu-
cation stakeholders to support the integration of mobile learning concepts throughout our
state’s education system. These efforts could include the coordination with stakeholders of
the compilation of a roadmap to assist school districts in their efforts to achieve the technol-
ogy infrastructure required to support the goals of this Blueprint. The position also should
promote the effective use of technology-related goals, initiatives, and funding opportunities
to improve teaching and learning for California’s school districts and schools. All education
organizations—from county to local—should also ensure representation of education tech-
nology personnel at the executive level.
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appendix a: blueprinT developMenT proCess
Immediately after being sworn in as California’s 27th State Superintendent of Public Instruc-
tion, Tom Torlakson convened a 59-member Transition Advisory Team.
This team included parents, teachers, classified staff, administrators, superintendents, school
board members, business and union leaders, and higher education and nonprofit represen-
tatives. The team was tasked with studying issues facing California public education and
creating a Blueprint of recommendations for improving education in California. Their work
ended in the publication of A Blueprint for Great Schools: Transition Advisory Team Report
(August 9, 2011).
A Blueprint for Great Schools provides a new direction for our education system. Its key ele-
ments include a focus on 21st century skills, the need to meet the needs of the whole child,
and a call to rebuild the ranks of California’s educators with the resources and respect they
deserve.
The Transition Advisory Team’s report also cites an urgency to address the effective use of
technology across the education enterprise. Its findings included a call for the increased use
of digital instructional materials. It recommends that California education should “facilitate
the infusion of 1:1 computing in school, after school, and in the home: provide devices,
Internet access, new digital curriculum materials, capacity for ongoing diagnostic assessment,
professional development and network support, and institute an open standard for the ex-
change of educational information.” (A Blueprint for Great Schools, page 13).
He charged this group to review current research provided by the National Education Technolo-
gy Plan: Transforming American Education: Learning Powered by Technology (available at http://www.
ed.gov/technology/netp-2010) and to use that model and conceptual framework to develop
a long-range plan to further integrate 21st century skills into California’s K–12 education
system.
Upon completion of this process on August 16, 2012, the Task Force delivered to Superin-
tendent Torlakson a memorandum outlining their recommendations on the topics presented
above.
Superintendent Torlakson and his staff then spent several months making presentations
around the state and receiving comments on the recommendations. This “listening tour”
process was designed to receive input and ensure there was ample support and agreement
with the recommendations.
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California Department of Education staff also reviewed the work and research-based re-
ports of several leading organizations.
The staff began work on this Education Technology Blueprint by reviewing and building
upon the work and research-based reports of several leading education organizations. These
reports, along with ten years of annual reports to the CDE and the State Legislature from
the California Technology Assistance Project (CTAP), demonstrate the ongoing and com-
plex need for education technology planning, collaboration, and the leveraging of resources
across the state.
California educational leadership groups have prepared position papers and provided
thoughtful recommendations since the mid-1990s.
These suggested changes include encouraging teachers to teach 21st century skills, advising
school site leaders to provide resources and training to classroom teachers, suggesting that
district leaders provide access to new tools for communication and online digital tools, and
proposing that the state consider revisions in all curricular areas to better support digital
learners including expanding the use of online instructional materials.
Since the 1990s, the CDE has worked diligently to stay abreast of issues in educational
technology. The CDE has also worked to provide state leadership to leverage collaborative
work and provide economies of scale. It also has sought to implement support systems for
students, teachers, and administrators.
The previous work and planning documents served to guide the discussions and reviews
during the development of this new version of an educational technology plan for the state,
now called the Education Technology Blueprint.
The 2014–2017 Education Technology Blueprint will not be the final word on this subject.
Just as technology evolves so will our state’s Education Technology Vision. Please continue
to visit our website at http://www.cde.ca.gov for more information.
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appendix b: blueprinT ConCepTual fraMework
To organize the Education Technology Task Force and conduct group and private inter-
views, briefings, and input sessions, the Principal Advisor to the State Superintendent of
Public Instruction and the staff of the CDE’s Education Data Management Division uti-
lized the design of the National Education Technology Plan 2010 as a construct to organize
comments, feedback, and document submissions (see box below).
This framework allowed for a full review of the technology landscape in California and pre-
vented a premature call to action without the necessary context. This broad construct also
helped to direct a thoughtful consideration of current and emerging trends. It helped ensure
these conversations did not inadvertently overlook any area of education technology policy.
CDE staff presented the focus areas and the goal statements in the National Technology
Plan 2010 to the Education Technology Task Force Members. Staff also presented them
during the various public input sessions and meetings.
The Task Force discovered that the structure of the National Plan was well-known in the
field of education technology. It also received comments online that were formulated to
align with the National Technology Plan construct. The Task Force used this structure to
prepare and organize its final memo of recommendations to the Superintendent.
Learning: All learners will have engaging and empowering learning experiences,
both in and out of school, that prepare them to be active, creative, knowledgeable,
and ethical participants in our globally networked society.
Assessment: Our education system at all levels will leverage the power of technol
ogy to measure what matters and use assessment data for continuous improve
ment.
Productivity: Our education system at all levels will redesign processes and struc
tures to take advantage of the power of technology to improve outcomes while
making more efficient use of time, money, and staff.
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bibliography
California Department of Education. Model School Library Standards for California Public
Schools. Sacramento: California Department of Education, 2010. https://www.cde.ca.gov/
be/st/ss/documents/librarystandards.pdf (Accessed February 3, 2012).
California Department of Education, Transition Advisory Team. 2011. A Blueprint for Great
Schools. A report presented to the California State Superintendent of Public Instruction, Au-
gust 2011. http://www.cde.ca.gov/eo/in/bp/bpcontents.asp (Accessed February 1, 2012).
Common Core State Standards Initiative: Preparing America’s Students for College and Ca-
reer (CCSS). 2012. http://www.corestandards.org/ (Accessed March 2, 2012).
National Alliance of Business. 2000. A Nation of Opportunity: Report ofthe 21st Century Work-
force Commission. (Washington, D.C.: National Alliance of Business.
National Association of State Boards of Education. 2012. Born in Another Time: Ensuring
Educational Technology meets the Needs of Students Today—and Tomorrow.
http://www.nasbe.org/wp-content/uploads/Born-in-Another-Time-NASBE-full-report.
pdf (Accessed December 6, 2012).
National Research Council. 2000. How people learn: Mind, brain, experience, and school
Page 24
(Expanded edition). J. D. Bransford, A. Brown and R. Cocking (eds.). Washington, D.C.: Na-
tional Academy Press.
National Research Council. 2009. Learning science in informal environments: People, places,
and pursuits. P. Bell, B. Lewenstein, A. W. Shouse, and M. A. Feder (eds.). Washington, D.C.:
National Academy Press.
National Research Council. 2003. Planning for two transformations in education and learn-
ing technology: Report of a workshop. R. D. Pea, W. A. Wulf, S. W. Elliot, and M. Darling
(eds.). Washington, D.C.: National Academy Press.
National Research Council. 2007. Taking science to school: Learning and teaching science in
grades K-8. R. A. Duschl, H. A. Schweingruber, and A. W. Shouse (eds.). Washington D.C.:
National Academy Press.
Partnership for 21st Century Skills (P21). 2013. http://www.p21.org/ (Accessed March 5,
2012).
Vockley, Martha. Maximizing the Impact: The Pivotal Role of Technology in a 21st Century Education
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PDFS/ED519463.pdf (Accessed May, 10, 2012).
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eduCaTion TeChnology Task forCe MeMbers
The Superintendent wishes to thank the following individuals for their contribution to the
Education Technology Blueprint Planning Process:
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• Nonette Martin, Assistant Superintendent, Business Services, Bassett Unified
School District
• Chuck McMinn, President, NapaLearns
• Steve Midgley, Principal, Mixrun LLC
• Richard Miller, Superintendent, Riverside Unified School District
• Jane Mintz, Director, Educational Technology, Oak Park Unified School District
• Barbara Nemko, Superintendent, Napa County Office of Education
• Michelle Pacansky-Brock, Online Associate Faculty, Mt. San Jacinto College
• Richard Quinones, Assistant Superintendent/Chief Technology Officer, Los Ange-
les County Office of Education
• Rebecca Randall, Vice President Education Programs, Common Sense Media
• Marisa Rivas, Educational Consultant, Digital Edge Learning
• Ron Rohovit, Deputy Director of Education, California Science Center
• Bill Selak, Teacher, Covina-Valley Unified School District
• Ken Shelton, Teacher, Los Angeles Unified School District
• Kevin Silberberg, Superintendent, Standard Elementary School District
• Brad Strong, Senior Director, Education, Children Now
• Hilda Sugarman, School Board Trustee, Fullerton Elementary School District
• Torrence Temple, Teacher, Murrieta Valley Unified School District
• David Tokofsky, Strategist, Associated Administrators of Los Angeles
• Rebecca Wardlow, Provost, Ashford University
• Glen Warren, Teacher, Orange Unified School District
• Paul Watters, Director, Regional Occupational Program, Butte County Office of
Education
• John White, School Administrator, Los Angeles Unified School District
• Esther Wojcicki, Teacher, Palo Alto High School
• Amy Wong, Director, Science, Technology, Engineering, and Mathematics Integra-
tion, Silicon Valley Education Foundation
• Alexander Zwissler, Executive Director/CEO, Chabot Space and Science Center
Page 27
California deparTMenT of eduCaTion sTaff
The members of the Education Technology Task Force join the State Superintendent of
Public Instruction and his staff in thanking The Californians Dedicated to Education Foun-
dation, a 501(c)(3), for their generous financial support during the development of this
Blueprint. The California Department of Education also acknowledges the generous support
from the S.D. Bechtel Jr. Foundation, the Intel Corporation, and Bridgepoint Education.
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