2013

Learning and Technology Policy Framework

 Special thanks to:

School Technology Advisory Committee (STAC) 2013

Member Jurisdiction/Organization
Brian Callaghan Alberta School Boards Association
Ed Wittchen Alberta School Boards Association
Jim Gibbons Alberta School Boards Association
Philip McRae Alberta Teachers’Association
Rik Jesse Alberta Technology Leaders in Education
Jose da Costa Association of Alberta Deans of Education
Allan Kallal Association of School Business Officials of Alberta
Ken Robitaille Battle River Regional Division No. 31
John Deausy Calgary Roman Catholic Separate School District No. 1
For further information, contact:
Michael Barr Calgary Roman Catholic Separate School District No. 1
School Technology Branch
Cathy Faber Calgary School District No. 19
Alberta Education
Brenda MacDonald College of Alberta School Superintendents
10th Floor, 44 Capital Boulevard
Jeff Johnson Council for School Leadership
10044 – 108 Street
Leo Turcotte Edmonton Catholic Separate School District No. 7
Edmonton, AB T5J 5E6
Louise Osland Edmonton School District No. 7
Telephone: (780) 427-9001 or toll-free in Alberta by dialing 310-0000
Doug Coffin FNMI and Field Services, Alberta Education
Fax: (780) 415-1091
Sharon Friesen Galileo Educational Network Association
Aziza Jivraj Information and Technology Management, Alberta Education
Bette Gray Learning and Technology Resources, Alberta Education
This document is available on the Internet at
Lyle Roberts Prairie Rose Regional School Division No. 8
http://www.education.alberta.ca/LTPF
Merla Bolender Programs of Study and Resources, Alberta Education
Evan Jones Policy and Planning, Alberta Education Copyright © 2013 Crown in Right of the Province of Alberta, as represented by the
Karen Shipka People and Research, Alberta Education Minister of Education.
Sherrie Buchner Northland School Division No. 61 Permission is hereby given by the copyright holder to use, reproduce, store or transmit
Greg Bass Rocky View School Division No. 41 this material for educational purposes and on a non-profit basis. However, Crown
Karen Andrews, Chair School Technology, Alberta Education copyright is to be acknowledged. If this material is to be used, reproduced, stored or
Edna Dach School Technology, Alberta Education transmitted for commercial purposes, arrange first for consent by contacting:
Erin Dobbin School Technology, Alberta Education
Dave Hauschildt School Technology, Alberta Education School Technology Branch
Derek McCurdy School Technology, Alberta Education Alberta Education
Ralph Luedtke School Technology, Alberta Education 10th floor, 44 Capital Boulevard
Michele Jacobsen University of Calgary 10044 – 108 Street
Edmonton, AB T5J 5E6
Writers: Telephone: (780) 427-9001 or toll-free in Alberta by dialing 310-0000
Fax: (780) 415-1091
Karen Andrews School Technology, Alberta Education
Edna Dach School Technology, Alberta Education
2 Cheryl Lemke CEO, Metiri Group

Learning and Technology Policy Framework 2013

 Contents
Executive Summary 4

Introduction8

Policy Direction 1:
Student-Centred Learning 18

Policy Direction 2:
Research and Innovation 23

Policy Direction 3:
Professional Learning 27

Policy Direction 4:
Leadership31

Policy Direction 5:
Access, Infrastructure and Digital Learning Environments 36

Summary41

Learning and Technology Policy Framework 2013

 Inspiring Education: A Dialogue with Albertans (Inspiring Education)
envisions a learner-centred, responsive education system with shared
responsibility and accountability—one that engages community and
provides inclusive, equitable access, flexibility and opportunities
for innovation that promote excellence. It anticipates shifts in policy
directions in order to build the capacity of the system to focus on
students and new competencies.

To enable the new vision of education presented in Inspiring Education,

Alberta Education launched a process in fall 2012 to update Alberta’s

Executive Summary 2004 Learning and Technology Policy Framework. Between October
2012 and March 2013, the School Technology Advisory Committee
(chaired by School Technology Branch, with membership representing
“Ultimately, the power of technology should be the ministry and 17 external stakeholders) and 1500 consultation
harnessed to support innovation and discovery, not participants from across the province co-created the updated Learning
simply to aid teaching. We need to engage learners to and Technology Policy Framework. This document represents their
use these new technologies as designers and creators voice.
of knowledge.”
This 2013 Learning and Technology Policy Framework provides
- Inspiring Education: A Dialogue with Albertans leadership and strategic direction for government and school
authorities throughout Alberta. The framework guides government
and local school authorities in developing policies to help achieve the
vision of Inspiring Education through the innovative and effective use
of technology in K–12 schools. It provides actions for bringing Inspiring
Education to life through the innovative use of technology in learning,
teaching, leadership and administration. The framework is intended
to ensure coherence and alignment across Alberta’s education
system, including classrooms, schools, school authorities, provincial
government, education partners, teacher preparation programs and
professional organizations.
4

4
 Five Policy Directions form the core of the framework. They are grounded in the Inspiring Education vision.

Policy Direction 1: Policy Direction 2: Policy Direction 3: Policy Direction 4: Policy Direction 5:
Student-Centred Research and Innovation Professional Learning Leadership Access, Infrastructure
Learning Teachers, administrators Teachers, administrators Education leaders and Digital Learning
Technology is used to and other education and other education establish policy and Environments
support student-centred, professionals read, review, professionals develop, governance structures, All students, teachers,
personalized, authentic participate in, share maintain and apply the cultivate innovation and administrators and other
learning for all students. and apply research and knowledge, skills and build capacity within education professionals
evidence-based practices attributes that enable the system to leverage have access to
to sustain and advance them to use technology technology in support of appropriate devices,
innovation in education. effectively, efficiently and student-centred learning reliable infrastructure,
innovatively in support of and system efficiencies. high-speed networks
learning and teaching. and digital learning
environments.

Learning and Technology Policy Framework 2013

 5: Access,
1: Student-Centred 2: Research and 3: Professional Infrastructure and
4: Leadership
Learning Innovation Learning Digital Learning
Environments
Students use technology, Teachers, administrators and Digitally confident teachers, Education leaders at all Students, teachers,
online learning and digital other education professionals: administrators and other levels champion effective and administrators and other
learning to: a. stay current with education professionals: innovative uses of technology education professionals have
educational technology a. are well prepared to use for all schools. As a result: support for and equitable
a. access, share and create access to:
knowledge research technology and digital a. government and school
b. participate in and apply resources innovatively and authorities have clarity a. devices and peripherals
b. discover, develop and effectively for learning, and coherence in the
apply competencies, as research to learning and b. digital learning
teaching teaching, leadership and policies and procedures environments
described in the Ministerial administration that govern educational
Order on Student Learning, c. use data systems and and administrative uses of c. facilities designed to
to enable students to: evidence-based reasoning b. use technology and maximize learning with
research to design technology in all schools
• know how to learn to monitor and support technology
personalized, student- personalized, authentic b. teachers, administrators
• think critically and student-centred and other education
centred learning
• identify and solve learning opportunities professionals use In Alberta’s education system:
complex problems to meet the diverse technology innovatively, d. reliable infrastructures
• manage information In Alberta’s education system: needs and interests of all effectively and efficiently exist that support
• innovate d. educational technology students c. economies of scale that safe, secure, efficient,
• create opportunities research is supported c. engage in professional achieve cost effectiveness interoperable and
• apply multiple literacies e. decision-making related to growth opportunities and efficiencies in sustainable networks
• demonstrate good technology is informed by that are broadened educational technology are e. technology and network
communication and data and research and diversified through realized governance, policy and
cooperation skills technology, social media d. up-to-date guidelines procedures ensure access
f. technology investments and communities of
• demonstrate global and are targeted to areas of and standards on uses of essential to achieving
cultural understanding practice technology inform school the vision of Inspiring
greatest effectiveness and
• identify and apply career need authority education plans Education
and life skills f. appropriate technology is
c. develop and apply available and supported
digital citizenship and
technological skills
d. demonstrate what they
know and are able to do
through effectively using
a range of resources and
media
e. monitor their learning
progress and inform
decisions through the use
of data and evidence-
6 based reasoning

Learning and Technology Policy Framework Outcomes

Learning and Technology Policy Framework 2013

 The context for each policy direction includes a rationale/research This updated policy framework is intended to serve as a policy
base, associated outcomes and a set of actions for the provincial development guide to help government and Alberta school authorities
government and school authorities. The outcomes serve as targets achieve the vision of Inspiring Education through the innovative
to guide Alberta’s journey towards achieving the vision of Inspiring and effective use of technology in K–12 schools. The first decade
Education. The outcomes will be accomplished by implementing the of the 21st century saw a convergence of affordable and innovative
recommended actions, which reflect the principles guiding Alberta’s technologies, sophisticated web applications and sound research on
education system (see figure below). how people best learn. The inspiration and rationale for this framework
comes from that convergence—in the context of the pioneering work
that has come before it. The province is well-positioned for innovation
in K–12 education, with a focus on empowering students to thrive in
the 21st century.

The full Learning and Technology Policy Framework can be

downloaded at http://education.alberta.ca/media/7645220/learning-
and-technology-policy-framework.pdf

Policy
Vision Actions Outcomes
informs Directions guides leads to

advances

Model for a Policy Framework

Learning and Technology Policy Framework 2013

 Introduction
Today’s generation has seen the rise of knowledge as a key resource of the world’s economy. In the
future, Alberta’s economy will be even more knowledge-based, diverse and grounded in
value-added industries. As never before, the next generation will need to be innovative, creative
and skilled in managing knowledge as a resource. It will experience a world increasingly interdependent
and competitive … To truly transform education, the education system must empower innovation
throughout the province.

- Inspiring Education

Learning and Technology Policy Framework 2013

 Captured in Inspiring Education1 is a vision for education that Technology plays a role in realizing this vision. First and foremost,
represents the voice of thousands of Albertans about how to ensure technology has fueled many innovations that have had a tremendous
success for students. Inspiring Education calls for more student- influence on societies and economies across the globe. It has
centred, personalized, authentic learning experiences that will result significantly changed the way people live, work and communicate.
in youth becoming engaged thinkers and ethical citizens, with an Technology also provides the opportunity to personalize learning and
entrepreneurial spirit. This vision calls for an education system that to engage students in deep, authentic learning that enables them to
is significantly different from that of yesterday and today. One of the learn about what matters to them—at their own pace and regardless of
critical differences will be the innovative use of technology to bring this place or time.
vision to life in schools across Alberta. Such transformation will require
As a result of the need to shift from the use of technology to support
bold, innovative leadership guided by a shared vision for learning.
teaching toward the use of technology by students to create and share
knowledge, Alberta Education began the work of updating the 2004
Learning and Technology Policy Framework.

Policy Shifts of Inspiring Education

9 1 Alberta Education. (2010). Inspiring Education: A Dialogue with Albertans. Edmonton,

AB: Alberta Education.

Learning and Technology Policy Framework 2013

 The Opportunity
Educators now have more access to technologies and emergent The cognitive imperative
research on how people best learn. The opportunity for optimizing
Research from the learning sciences, psychology and neuroscience
technology resides in three key imperatives—the economic, the
provides a sound basis for shifting the focus of schools to the student
cognitive and the social.
through personalization and authentic learning experiences. The
research is clear—students learn best when they:
The economic imperative
• learn in the context of the real world, where their academic
Technology, in combination with human ingenuity, has fueled
studies help them make sense of the real world
tremendous societal and economic shifts across the globe.
• are self-directed in their learning
Technologies are woven into the fabric of today’s society and, as such,
must be integrated into the fabric of Alberta’s education system. • learn collaboratively
• exercise some choice in their learning
Alberta has led the nation in average annual economic growth for
two decades. It is staged to continue that trend in 2013.2 While the • exercise some control in the pace of their learning
energy sector is Alberta’s driving economic force, the province is • receive immediate feedback targeted to scaffold their learning
becoming increasingly economically diversified through advances in • build on their prior knowledge base
fields such as petrochemicals, agriculture, forest products, industrial
• learn with instructional multimedia that is interactive and expertly
machinery, tourism and information and communications technologies.
designed
Alberta Innovates, a branch of the Alberta Research and Innovation
• are taught by teachers who personalize their learning to address
Authority (ARIA), is focused on solving the world’s biggest problems
personal interests, meet personal needs and offer novelty and
with the best in research and innovation. This will require graduates
variety in learning
from Alberta’s schools who are ready to engage in critical and creative
thinking, innovation and entrepreneurship. Most of these research findings are difficult to scale to all students
without technology, and most are not possible to accomplish routinely
without technology. The technology enables student-centred learning
focused on new competencies. In turn, studies show a connection
between the teaching of higher order thinking in classrooms with a
region’s economic viability.3

10 2 Alberta Enterprise and Advanced Education. (2013). Highlights of the Alberta

Economy 2013. Accessed 02/25/13 from http://albertacanada.com/files/ 3 Hanushek, E. A., & Woessmann, L. (2008). The role of cognitive skills in economic
albertacanada/SP-EH_highlightsABEconomyPresentation.pdf. development. Journal of Economic Literature, 46(3), 607-668.

Learning and Technology Policy Framework 2013

 The community imperative 2013. The consultations were participatory and collaborative, intended
Thousands of Albertans’ voices are represented in Inspiring to engage participants in dialogue and discussion that informed the
Education’s vision for 21st century learning. One of the tenets of that process. The School Technology Advisory Committee (STAC) served
vision is the engagement of the larger community as a true partner in as the primary authors and advisors for the development of the
learning. As noted in Inspiring Education, “The community can be a framework. STAC convened for five all-day sessions during which
source of leadership, teaching, and support through the participation they contributed, reviewed and commented on drafts and provided
of experts, mentors, and elders.” The community extends the learning recommendations on issues related to the Learning and Technology
environment to a variety of entities, including cultural groups, the Policy Framework. This framework builds on the 2004 version, on the
business community, post-secondary institutions and not-for-profit pioneering work of Alberta school authorities over the last decade and
organizations. on Albertan’s vision of the way forward.

As one Alberta educator so eloquently stated, “Technology serves as The key elements of the updated Learning and Technology Policy
an enabler and accelerator of the type of learning that research says Framework include:
works best.” • the vision of Inspiring Education, which serves as the long-term
outcome for the framework

What is the Learning and Technology Policy • the learning principles that guide our work
Framework? • the five policy directions and associated descriptions, research,
outcomes and actions
The framework is a roadmap—a set of principles, policy directions,
outcomes and actions that are intended to guide government and The updated Learning and Technology Policy Framework supports
school authorities in visioning, planning and decision-making related student-centred, personalized, authentic learning. The framework
to technology. The 2013 framework serves as a policy development positions technology as an enabler, bringing the vision of Inspiring
guide to help government and Alberta school authorities achieve the Education to life in schools across the province.
vision of Inspiring Education through the innovative and effective use of
technology in an inclusive K–12 education system.

Alberta’s updated Learning and Technology Policy Framework was

11 co-created by over 1,500 Albertans between October 2012, and March

Learning and Technology Policy Framework 2013

 A Vision for Learning in Alberta
The vision of Inspiring Education is represented by three long-term Engaged Thinker:
outcomes, known as “the three E’s” of education (engaged thinker,
ethical citizen with an entrepreneurial spirit) in the context of a set of “I collaborate to create new knowledge.”
new competencies. The competencies are: I am competent in the arts and sciences, including languages. I know
how to think critically and creatively and how to make discoveries—
• Know how to learn—to gain knowledge, understanding or skills through inquiry, reflection, exploration, experimentation and trial and error. I
through experiences, study and interaction with others use technology to learn, innovate, collaborate, communicate and discover.
I have developed a wide range of competencies in many areas including
• Think critically—conceptualize, apply, analyze, synthesize and the gathering, analysis and evaluation of information.
evaluate to construct knowledge
Because I am familiar with multiple perspectives and disciplines, I can first
• Identify and solve complex problems identify problems and then find the best solutions. As a team member,
• Manage information—access, interpret, evaluate and use I integrate ideas from a variety of sources into a coherent whole and
communicate these ideas to others.
information effectively, efficiently and ethically
• Innovate—create and generate new ideas or concepts As I have grown up, I have seen many changes in society and the
economy. I adapt to change with an attitude of optimism and hope for the
• Create opportunities—through play, imagination, reflection, future. As a life-long learner, I believe there is no limit to what knowledge
negotiation and competition—with an entrepreneurial spirit may be gleaned, what skills may be accumulated and what may be
achieved in cooperation with others. And always, I keep growing and
• Apply multiple literacies—reading, writing, mathematics, learning.
technology, languages, media and personal finance
• Demonstrate good communication skills and the ability to work
cooperatively with others
• Demonstrate global and cultural understanding
• Identify and apply career and life skills

The following is an excerpt from Inspiring Education. It presents the

vision from the perspective of educated Alberta students and adults.

12

Learning and Technology Policy Framework 2013

 Ethical Citizen: Entrepreneurial Spirit:

“I do the right thing because it is the right thing to do.” “I create new opportunities.”

It’s not all about me. I have learned about and appreciate the effort and I am motivated, resourceful and self-reliant. Many people describe
sacrifice that built this province and country. My education has helped me me as tenacious because I continuously set goals and work with
see beyond my self-interests to the needs of the community. As a result, I perseverance and discipline to achieve them. Through hard work, I earn
contribute fully to the world around me—economically, culturally, socially my achievements and the respect of others. I strive for excellence and
and politically. As a steward of the earth, I minimize environmental personal success.
impacts wherever I go.
I am competitive and ready to challenge the status quo. I explore ideas
I build relationships through humility; fairness and open mindedness; and technologies by myself and as part of diverse teams. I am resilient
and with teamwork and communication. I engage with many cultures, and adaptable and have the ability and determination to transform my
religions and languages. This enables me to value diversity in all discoveries into products or services that benefit my community and by
people and adapt to any situation. I demonstrate respect, empathy and extension, the world.
compassion for all people.
I have the confidence to take risks and make bold decisions in the face
I can care for myself physically, emotionally, intellectually, socially and of adversity, recognizing that to hold back is to be held back. I have the
spiritually, yet I am able to ask for help when needed from others and courage to dream.
for others. I am well-prepared to assume the responsibilities of life
– whether they be the duties of a parent, a neighbour, a mentor, or an
employee or employer.
Achieving this vision will require a significant shift in the policy, practices
and procedures of Alberta’s education system.

13

Learning and Technology Policy Framework 2013

 The Role of Technology in Achieving
the Vision One of the key roles technology can serve in K–12 education is to shift
the focus from the system, school and content toward learning and
“If we are to shape the future of education and
the learner, building competencies and enabling the learner to create
not have it shaped for us, we must become more
and share knowledge. Technology is recognized as playing an integral
purposeful in our approach to technology. We need to
role in creating student-centred, personalized, authentic learning
understand what may be emerging, its implications,
environments.
and how it can be used for education. Ultimately, the
power of technology should be harnessed to support Innovative and routine uses of technology:
innovation and discovery, not simply to aid teaching. • enable students to research information, construct and creatively
We need to engage learners to use these new express their knowledge and collaborate and communicate with
technologies as designers and creators of knowledge.” peers and experts worldwide
• enable innovative approaches to teaching and learning that
- Inspiring Education improve the quality of students’ learning experiences while
increasing student choice
• enhance professional learning opportunities and experiences
• increase the capacity of the education system to support
improved student learning by realizing data, management and
administrative efficiencies
• improve data analyses, information sharing and communication
within and beyond the school community.

This updated Learning and Technology Policy Framework is based

on the belief that digital technologies play an integral role in preparing
students as future global citizens.

14

Learning and Technology Policy Framework 2013

 The Principles
The following principles, identified in Inspiring Education, are key to achieving Alberta’s vision for learning. The chart below presents Inspiring
Education’s description of the principle and identifies the role that technology plays in supporting that principle.

Principle Description Role of Technology

Learner-centred Decision makers should consider the needs of children and Technologies enable students to learn at their own pace, anywhere,
youth first and foremost when making decisions. at any time. Digital content, assistive technologies, online learning
and other tools provide platforms for personalizing learning for each
student.
Shared Responsibility Acknowledging that parents are the primary guides and Technology enables open lines of communication between all partners
and Accountability decision-makers for children, all partners in education in education. This offers parents, students and teachers the ability to
should share responsibility and accountability for education track progress, stay informed and work together to improve learning.
outcomes.
Engaged Communities Community resources should be fully engaged to support Today’s technologies provide a window to the world. Local, provincial,
learners, including expertise, facilities, services and learning national and global connections enable authentic, real-world contexts
opportunities. Community resources—whether local, to the students’ academic studies.
provincial, national or global—should actively participate in
the education of learners.
Inclusive, Equitable Every learner should have fair and reasonable access to Technology can provide equitable access to learning opportunities
Access educational opportunities regardless of ability, economic (e.g., online learning; multimodality of digital content; specialized
circumstance, location, or cultural background. Their needs software, apps or websites to accommodate unique learning needs).
and ways of life should be respected and valued within an
inclusive learning environment. Some learners will require
additional, specialized supports to fully access these
opportunities.

Responsive, Flexible Children and youth should have meaningful learning The access to networked technologies can provide students with
Approach opportunities appropriate to each learner’s developmental expanded educational opportunities. Technologies enable teachers
stage, including learning that is experiential, multi- to adapt resources, activities and instructional strategies to better
disciplinary, community-based and self-paced. To ensure the meet the needs of each student, offering authentic learning as well as
learning opportunities are relevant, the education system community-based, independent and global learning.
must be nimble in responding to the changing needs of
communities and the world.
Sustainable and Efficient Decision-makers should identify and adopt strategies and Technology can serve as a vehicle for optimizing and sharing
Use of Resources structures that optimize resources (financial and human) and resources, minimizing duplication and providing data to monitor
minimize duplication. progress over time.
Innovation to Promote Creativity and innovation are central to achieving excellence Creativity and innovation are fostered through access to new people,
and Strive for Excellence in education. Learners, educators and governors must be experiences, ideas, cultures and locations. Technology offers options
15 creative, innovative and entrepreneurial to attain the highest for such connections as well as a platform for creation and sharing.
possible standards.

Learning and Technology Policy Framework 2013

 The Learning and Technology Policy
Framework
The 2013 policy framework is intended to serve as a policy At the centre of the policy framework are five interdependent policy
development guide to help government and Alberta school authorities directions:
achieve the vision of Inspiring Education through the innovative
1. Student-Centred Learning
and effective use of technology in K–12 schools. The first decade
Technology is used to support student-centred, personalized, authentic
of the 21st century saw a convergence of affordable and innovative learning for all students.
technologies, sophisticated web applications and sound research on
how people best learn. The inspiration and rationale for this updated 2. Research and Innovation
Teachers, administrators and other education professionals read,
framework comes from that convergence—in the context of the
review, participate in, share and apply research and evidence-based
pioneering work that has come before it. practices to sustain and advance innovation in education.

3. Professional Learning
Teachers, administrators and other education professionals develop,
maintain and apply the knowledge, skills and attributes that enable
them to use technology effectively, efficiently and innovatively in
support of learning and teaching.

4. Leadership
Education leaders establish policy and governance structures, cultivate
innovation and build capacity within the system to leverage technology
in support of student-centred learning and system efficiencies.

5. Access, Infrastructure and Digital Learning Environments

All students, teachers, administrators and other education
professionals have access to appropriate devices, reliable
infrastructure, high-speed networks and digital learning environments.

16

Learning and Technology Policy Framework 2013

 The context for each policy direction includes a rationale/research
base, associated outcomes and recommended actions for the
provincial government and school authorities. The outcomes serve
as targets to guide Alberta’s journey towards achieving the vision of
Inspiring Education. They will be accomplished by implementing the
recommended actions, which reflect the principles that guide Alberta’s
education system.

The interplay between the elements of the framework is represented

in Figure 1.

Policy
Vision Actions Outcomes
informs Directions guides leads to

advances

Figure 1: Model for a Policy Framework

17

Learning and Technology Policy Framework 2013

 Policy Direction 1:
Student-Centred Learning
Technology is used to support student-centred, personalized, authentic learning for all students.

18

Learning and Technology Policy Framework 2013

 Rationale
Definitions Students today live in an increasingly knowledge-based and globally
Authentic Learning is real-world learning where students interconnected society, impacted by evolving economic, environmental
investigate important questions, construct knowledge and apply and social conditions. To achieve success and fulfillment as citizens,
their learning outside of the classroom. students need to be self-directed learners, critical thinkers and
problem solvers. In today’s networked communities, communication
Digital Resources are educational documents, content and and collaboration skills are essential skills. Due to the complexity and
rapid rate of change in contemporary society, students will need to be
processes that are in digital formats.
flexible, creative and innovative as they adapt to the changes around
them. Preparing students to become independent, lifelong learners
Digital Learning uses digital media and technology in a
with such a repertoire of competencies requires that education systems
significant way to support learning.
shift to student-centred learning.

Online Learning is education in which instruction and content are In student-centred learning, the child is the centre of all decisions
delivered primarily over the Internet. related to learning and education. Teachers are the chief architects
of student learning. They plan, design and oversee learning activities
Personalized Learning focuses on learners—their individual as they consider the interests, passions, talents, abilities and natural
curiosities of the learner. This calls for personalization of learning.
needs, passions, interests and learning abilities—and
Personalized learning encompasses meaningful connections, engaging
encompasses meaningful connections, engaging learning
learning experiences and flexible learning environments that support
experiences and flexible learning environments that support
choice, collaboration, student voice and shared ownership in learning.4
choice, collaboration, student voice and shared ownership
(co-investment) in learning. An important role of the teacher is to inspire, motivate and plant the
seeds of life-long learning. When students are engaged in authentic
Student-Centred Learning is learning where the child is the real-world learning, where students investigate important questions,
centre of all decisions related to learning and education. construct knowledge and apply their learning outside of the classroom,
they are intrinsically motivated to make sense out of the world around
them—to learn.

19
4 Alberta Education. (2010). Inspiring Education: A Dialogue with Albertans.
Edmonton, AB: Alberta Education.

Learning and Technology Policy Framework 2013

 Research/Background
Over the last 20 years, the learning sciences, neuroscience and Students who are self-directed do well in school
psychological sciences have built a strong knowledge base for and in life.
understanding how people best learn. The challenge for educators
Self-direction is the capability and natural tendency to set goals related
today is one of implementation—how to ensure that every child
to learning, plan for the achievement of these goals, independently
has access to research-based learning opportunities. Technology
manage time and effort and independently assess the quality
represents a vehicle to move schools into more research-based,
of learning and associated products.7 Studies indicate that self-
student-centred learning. The following are highlights of emergent
directed learners understand concepts more deeply and achieve at
research on increasing student learning and ideas for how technology
higher levels than their peers.8 9 Technology can support student
can be leveraged to bring these research findings to life in Alberta
self-direction. For example, students can use calendars to do their
schools. This list is not meant to be exhaustive, but rather indicative of
advance planning, with alerts to keep them on schedule; rubrics can be
emergent research.
available digitally so students can continually self monitor the quality
of their work; and digital forms of their work enable multiple revision
The strategic use of feedback can double the rate cycles based on feedback.
of student learning.
Researcher Dylan Wiliam has argued that effective feedback can Providing students with choice acts as a motivator
double the rate of learning.5 6 For example, peer and teacher reviews that increases and deepens student learning.
can be embedded digitally in student work; students can monitor
One of the most effective ways in which to engage students intrinsically
their own progress through online portfolios or simple spreadsheets;
is to provide them with choice within a safe learning environment that
discussions can take the shape of blog interactions, wiki entries or
encourages measured risk-taking and innovation. This increases their
online threaded conversations; and collaborative digital learning
spaces can offer opportunities for important interactions and feedback.

7 Metiri Group and NCREL. (2003). “enGauge: 21st Century Skills for 21st Century
Learners.” Accessed February 25. http://www.metiri.com/features.html.
8 Fetcher, A.K. and G. Shaw. (2012). “How Does Student-Directed Assessment
Impact on Learning? Using Assessment as a Learning Process.” Journal of Multiple
Research Approaches Vol 6, No 3.
9 National Research Council. (2012). Education for Life and Work: Developing
Transferable Knowledge and Skills in the 21st Century. Committee on Defining
5 Wiliam, D. (2010). “The role of formative assessment in effective learning Deeper Learning and 21st Century Skills, J.W. Pellegrino and M.L. Hilton, Editors.
environments.” The Nature of Learning: Using Research to Inspire Practice. OECD Board on Testing and Assessment and Board on Science Education, Division of
20 Publishing. doi: 10.1787/9789264086487-8-en. Behavioral and Social Sciences and Education. Washington, DC: The National
6 Wiliam, D. (2007). “Changing classroom practice.” Educational Leadership 65(4): 36 Academies Press.

Learning and Technology Policy Framework 2013

 motivation and perseverance, thus deepening learning.10 11 12 Technology Working collaboratively on complex tasks
opens the door to choice by providing students with multiple ways increases and deepens student learning.
to learn, communicate, collaborate, ask important questions, solve
Students working collaboratively outperform students who are working
problems and demonstrate what they know and can do.
competitively or individually when the tasks are moderately or highly
Building on the prior knowledge of students complex.14 Technology enables collaboration in school and beyond.
increases learning. For example, technology enables document exchanges, joint work on
documents in shared workspaces where multiple students can work
A key element of student-centred learning is building on students’
simultaneously, wikis, blogs, texting, chat rooms and communities of
existing knowledge, adjusting for any preconceptions or misconceptions
interest.
they may have prior to the study of a topic.13 Technology enables
teachers to collect, analyze and interpret data on students’ prior
knowledge, skills, beliefs and attitudes about subjects they will be
teaching. Through online surveys, observational notes organized
digitally and student reflections in online portfolios, teachers can gain
insights into students’ preconceptions, and perhaps misconceptions,
that must be addressed before deep learning can take place.

10 Fredricks, J. A., P.C. Blumenfeld, and A.H. Paris. (2004). “School engagement:
Potential of the concept, state of the evidence.” Review of Educational Research,
74(1): 59.
11 Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to
achievement. New York: Routledge. Location 8492-8502.
12 Ibid, Location 6728. 14 Johnson, D. W., and R.T. Johnson. (1994). Learning together and alone:
21 13 Bransford, J. D., and A.L. Brown, and R. Cocking. (1999). How people learn: Brain, Cooperative, competitive, and individualistic learning. Needham Heights, MA: Allyn
mind, experience, and school. Washington, DC: National Academy Press. and Bacon.

Learning and Technology Policy Framework 2013

 Outcomes
Students use technology, online learning and digital learning to: d. demonstrate what they know and are able to do through
effectively using a range of resources and media
a. access, share and create knowledge
e. monitor their learning progress and inform decisions through the
b. discover, develop and apply competencies across subject and
use of data and evidence-based reasoning
discipline areas for learning, work and life, as described in the
Ministerial Order (#001/2013) on Student Learning, to enable Actions
students to:
• know how to learn: to gain knowledge, understanding or skills School Authorities:
through experience, study, and interaction with others
a. establish a vision for technology-supported, student-centred
• think critically: conceptualize, apply, analyze, synthesize, and learning and attainment of competencies for all students in an
evaluate to construct knowledge inclusive K-12 education system.
• identify and solve complex problems b. develop a coherent alignment for the use of technology across
• manage information: access, interpret, evaluate and use curriculum (i.e., programs of study, assessment, learning and
information effectively, efficiently, and ethically teaching resources), instruction and online and digital learning
• innovate: create, generate and apply new ideas or concepts
The Ministry of Education:
• create opportunities through play, imagination, reflection,
negotiation, and competition, with an entrepreneurial spirit a. aligns curriculum (i.e., programs of study, assessment, learning
• apply multiple literacies: reading, writing, mathematics, and teaching resources), workforce planning and professional
technology, languages, media, and personal finance standards, digital resources, technology investments and other
key initiatives with the five policy directions
• demonstrate good communication skills and the ability to work
cooperatively with others b. ensures coherence across initiatives, programs and policies of
the provincial government regarding technology for learning,
• demonstrate global and cultural understanding, considering
teaching, administration and management
the economy and sustainable development
c. provides guidance and support for online and digital learning
• identify and apply career and life skills through personal
growth and well-being The outcomes and actions from each of the five policy directions are
c. develop and apply digital citizenship and technological skills interdependent.
22

Learning and Technology Policy Framework 2013

 Policy Direction 2:
Research and Innovation
Teachers, administrators and other education professionals read, review, participate in, share and apply
research and evidence-based practices to sustain and advance innovation in education.

23

Learning and Technology Policy Framework 2013

 Rationale
Definitions To truly transform education, the education system must
Evidence-based reasoning is the process of identifying empower innovation throughout the province.
evidence and drawing logical conclusions based on this - Inspiring Education
evidence. Evidence is considered to have three major
credentials: its relevance, its believability and its inferential force
“It is incumbent upon education leaders in Alberta to create cultures of
or weight with respect to the context.
innovation in every school. Technology has been melded into the fabric
of today’s society, and technology will be a critical part of educational
Innovation is a creative work or idea that has caused significant innovations in Alberta. Students must be prepared to thrive in a high-
change within a system. tech, networked society.”

- School Technology Advisory Committee member

Research is an investigation or experimentation aimed at
the discovery and interpretation of facts, revision of accepted
theories or laws in the light of new facts, or practical application
of such new or revised theories or laws.

24

Learning and Technology Policy Framework 2013

 Research/Background
Over the past two decades, the learning sciences, neurosciences of Education19 provided insights into how the education community
and education psychology fields have collectively developed a rich needs to “expand evidence approaches for learning in a digital world.”
knowledge base on how people best learn. That research base
The report acknowledged the transition in education to digital
strongly supports student-centred, personalized learning. Numerous
resources but stressed that “technology based resources and
meta analyses have been conducted that summarize large bodies of
interventions must be up to the task.” The authors of the report
research. Key sources include:
recommended that teachers and other education professionals
• Hattie’s (2009) syntheses of over 800 meta-analyses relating to test innovative use of digital resources and digital content in their
achievement 15 16 classrooms by using rapid cycles of prototyping, thus gaining insights
• Marzano’s (2007) synthesis of “What Works Instructionally” 17 into the efficacy of the innovation.

• Mean’s (2012) synthesis of online learning18 As students and teachers begin to use the tremendous range of digital
Such research must be considered in the context of the informed resources and online learning now available, it becomes increasingly
insights and perspectives of educators. The findings from the research important to bring coherence and transparency to that learning. That
conducted over the last decade in Alberta also serve as important calls for the establishment of digital learning environments that enable
sources of guidance. innovation. Such environments should include:

Student-centred, personalized learning requires that teachers, • learning, content and resource management systems
administrators and other adults deeply understand what the research
• document management
says works and be adaptable and innovative as they apply that
research in practice. Thus, the education community is seeking new • communication and collaboration tools/systems
ways to approach the use of evidence that are more responsive to the • search and navigation tools
rapid change cycles of technology. A report from the U.S. Department
• web 2.0 and social media tools/systems

• digital repositories for digital resources/digital content

15  Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to
achievement. New York. Routledge. Such systems offer differentiated levels of access (teacher,
16 Hattie, J. (2011). Visible learning for teachers: Maximizing impact on learning
Routledge.
administrator, student and parent) that provide transparency and
17 Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework collaboration focused on student progress. Such systems provide
for effective instruction. Alexandria, VA: ASCD.
25 18 U.S. Department of Education, Office of Planning, Evaluation, and Policy
Development. (2010). Evaluation of Evidence-Based Practices in Online Learning: 19 U.S. Department of Education. (2012). Expanding Evidence Approaches for
A Meta-Analysis and Review of Online Learning Studies. Washington, D.C. Learning in a Digital World. Office of Educational Technology.

Learning and Technology Policy Framework 2013

 Actions
opportunities for educational innovations by students, teachers, School Authorities:
administrators and other education professionals. Experts recommend
a. create cultures of innovation in the use of technology for learning,
that schools set a clear vision, develop an evidence-based culture of
teaching, management and administration that are informed by
innovation and establish indicators and metrics for success that align research and evidence-based reasoning
the vision of student-centred learning. Within this environment, it will be
b. review policies and practices to ensure they support the use of
important that students are self-directed as they use such data to set
research-based pedagogies, digital resources, support systems
and monitor targeted learning goals. 20
and digital learning environments that enable student-centred
learning in all schools
Outcomes c. encourage, build the capacity of and support teachers,
administrators and other education professionals in their review,
Teachers, administrators and other education professionals: participation in and application of research related to technology,
online learning and digital learning
a. stay current with educational technology research
b. participate in and apply research to learning and teaching The Ministry of Education:
c. use data systems and evidence-based reasoning to monitor and
a. facilitates collaborative development of research among school
support personalized, student-centred learning
authorities and research institutions
In Alberta’s education system:
b. facilitates research-based educational technology innovations
d. educational technology research is supported among school authorities, post-secondary institutions and the
provincial government
e. decision-making related to technology is informed by data and
research c. supports province-wide exchanges and collaborations related to
research and research-based models and practices related to
f. technology investments are targeted to areas of greatest
educational technology, online learning and digital learning
effectiveness and need
d. hosts an online provincial resource for educational technology
research
20 Hamilton, L., and R. Halverson, and S. Jackson, and E. Mandinach, and J. The outcomes and actions from each of the five policy directions are
Supovitz, and J. Wayman. (2009). “Using student achievement data to support
instructional decision making.” (NCEE 2009-4067). Washington, DC: National interdependent.
26 Center for Education Evaluation and Regional Assistance, Institute of Education
Sciences, U.S. Department of Education. Accessed Feb 25. http://ies.ed.gov/ncee/
wwc/PracticeGuide.aspx?sid=12.

Learning and Technology Policy Framework 2013

 Policy Direction 3:
Professional Learning
Teachers, administrators and other education professionals develop, maintain and apply the knowledge,
skills and attributes that enable them to use technology effectively, efficiently and innovatively in support
of learning and teaching.

27

Learning and Technology Policy Framework 2013

 Rationale
Definition Alberta has set ambitious goals for student learning, with increasing
Professional learning is defined here to be the gains in emphasis on complex, higher-order thinking, entrepreneurial spirit,
attributes, skills and knowledge achieved through formal and ethical citizenry and 21st century competencies. This will require
informal professional opportunities by teachers, administrators or innovative, equitable and effective uses of technology. Changes of
other education professionals. the magnitude envisioned will require a high-quality system of teacher
preparation and ongoing professional learning for teachers.

Teachers, administrators and other education professionals have an

important role to play in ensuring sound technology use in learning and
teaching. They will need to:

• collaboratively develop and implement a shared vision for

technology in education within their school community
• recognize the value of technology in education and model,
communicate and promote such use within the school and school
community
• enable and support the deliberate and purposeful infusion of
technology in education to improve pedagogical practice and
student learning
• participate in professional communities of practice
• promote digital citizenship with students
• remain current in terms of technology trends that impact
education and explore opportunities to support the evolving digital
culture

28

Learning and Technology Policy Framework 2013

 Research/Background
Increasingly, ministries of education are defining teacher effectiveness • Professional development that engages teachers in instructional
as a combination of knowledge and expertise, changes in classroom inquiry across an extended time period through collaborative
practices and impact on student learning. Lifelong professional learning communities of practice work is effective, both in improving
is an essential condition in addressing these critical elements.21 22 instruction and student achievement. The problem is that such
professional development is still not the norm. This is mostly
The attributes of highly effective professional learning have been due to two barriers: the lack of shared meeting time and a
established by leaders in the field. They include, for example, shortage of teachers in the same subject area. Technology via
content focus, follow-up, active learning, feedback and collaborative videoconferencing or web-based communities of practice can
examination of student work.23 24 Regarding professional development address both barriers.26
related to effective and innovative uses of technology for learning and Other research has found that there are generally three outcomes
teaching, studies have found that: for professional development that happen in the following order: (1)
changes in teachers’ beliefs and attitudes, (2) changes in teachers’
• Just teaching teachers how to use technology may result in
changes in students’ attitudes toward learning, but teaching classroom practices and (3) changes in student learning outcomes.27
teachers how to use technology in the context of problem-based Reaching the last two stages requires continued support from school
learning gets positive results in students’ attitudes and in their leaders as teachers begin to translate the shift in practice. In order
content knowledge and classroom behaviour. 25 to accomplish the shift to more student-centred learning through
technology, professional development must occur within the context of
21  Lemke, C. (2010). “Professional Development: Ensuring a Return on the enabling whole-school innovation.
Investment”. Commissioned by Intel. Accessed June 11. http://www.intel.com/
content/dam/doc/white-paper/education-professional-development-paper.pdf Technology can be a powerful vehicle to ensure that teachers get
22  Darling-Hammond, L. (2010). The flat world and education: how America’s
commitment to equity will determine our future. New York, NY: Teachers College the follow-up, feedback and ongoing support they need to shift their
Press. practice. It can also reach across distances and time to connect
23  Ingvarson, L., and M. Meiers, and A. Beavis. (2005). “Factors affecting the impact
of professional development programs on teachers’ knowledge, practice, student
isolated teachers with collaborative activities. For example, the
outcomes & efficacy.” Education Policy Analysis Archives 13: 10. analysis of student work could be facilitated by privately posting such
24  Yoon, K. S., and T. Duncan, and S.W.Y. Lee, and B. Scarloss, and K.L. Shapley. work and facilitating online peer reviews and discussions.
(2007). “Reviewing the evidence on how teacher professional development affects
student achievement” Issues & Answers report REL 2007–no. 033. Washington,
DC: U.S. Department of Education, Institute of Education Sciences, National Center
for Education Evaluation and Regional Assistance, Regional Educational Laboratory 26  McConnell, T. J., and J.M. Parker,and J. Eberhardt, and M.J. Koehler, and
Southwest. M.A. Lundeberg. (2012). “Virtual professional learning communities: Teachers’
25  Walker, A., and M. Recker, and L. Ye, and M.B. Robertshaw, and L. Sellers, and perceptions of virtual versus face-to-face professional development.” Journal of
Science Education and Technology 1-11.
29 H. Leary. (2012) “Comparing technology-related teacher professional development
designs: A multilevel study of teacher and student impacts”. Educational Technology 27  Guskey, T. R. 2002. “Does it make a difference? Evaluating professional
Research and Development Volume 60: 1-24. development.” Educational Leadership 59(6): 45-51.

Learning and Technology Policy Framework 2013

 Similarly, video examples of new instructional practices could be
Actions
captured by the teacher and privately posted for peer feedback. For
many educators, follow-up and feedback can only be accomplished School Authorities:
through online communication.
a. use data and research to inform the design of professional
The single most important influence in student learning is the quality programs and to ascertain and increase the effectiveness of
and effectiveness of teaching. Ensuring that teachers have the such programs in making progress toward local goals and
attitudes, skills and knowledge for effective use of technology in priorities
a student-centred environment requires articulation, collaboration
b. use technology to provide options in the type, duration,
and coherence between the K-12 education system and faculties of
pedagogy, location, medium and formality of professional
education.
development and to differentiate, within professional
development offerings, to meet teacher-participants’ needs while
Outcomes also achieving local goals and priorities

Digitally confident teachers, administrators and other education c. position the school as an innovative learning community that
professionals: uses technology to engage students, teachers, administrators,
other education professionals and their community in 21st
a. are well prepared to use technology and digital resources
century learning
innovatively and effectively for learning, teaching, leadership and
administration The Ministry of Education:

b. use technology and research to design personalized, authentic a. ensures that the professional standards for teachers and
and student-centred learning opportunities to meet the diverse administrators reflect the five policy directions in the Learning
needs and interests of all students and Technology Policy Framework
b. works with post-secondary institutions and teacher preparation
c. engage in professional growth opportunities that are broadened programs to achieve alignment with the Learning and
and diversified through technology, social media and communities Technology Policy Framework across the province
of practice
The outcomes and actions from each of the five policy directions are
interdependent.

30

Learning and Technology Policy Framework 2013

 Policy Direction 4:
Leadership
Education leaders establish policy and governance structures, cultivate innovation and build capacity
within the system to leverage technology in support of student-centred learning and system efficiencies.

31

Learning and Technology Policy Framework 2013

 Rationale
Definitions Inspiring Education calls for governance that fully engages the
Governance, in the context of the Government of Alberta, is community to ensure integrated support and learning opportunities.
often understood as the process by which the government As stated in Inspiring Education, “Governance can better include the
assures outcomes. However, in the larger context it is the community by linking many different stakeholders—both traditional and
action undertaken by government in partnership with other non-traditional—into a governance team: parents; families; educators;
organizations and citizens to establish and implement policy. and representatives of municipalities; cultural groups; professional and
not-for-profit organizations; businesses; employer groups; libraries;
Policy needs to be continually reviewed and refreshed and the
post-secondary institutions; First Nations, Métis and Inuit communities;
community needs to be involved in its implementation.
and government bodies with interests in children and education.”

Creativity is the production of a product, work or idea that is This policy direction honours the lessons learned through years of
both novel and useful or valued. research in Alberta. School authorities across the province lead locally
by embracing research findings, policy directions and principles
of learning within the context of a collaborative and distributive
leadership. That leadership is supported through professional learning
communities, capacity building and cultures of innovation.

32

Learning and Technology Policy Framework 2013

 Research/Background
Over the last five years, Alberta Education has provided sound Leadership matters.
guidance on issues related to technology leadership, governance and
Alberta is renowned internationally for its long-term, strategic
planning, in part through the following initiatives:
commitment to school improvement and is recognized for its high
• Emerge One-to-One Laptop Learning, which investigated standing on the Programme for International Student Assessment
educational benefits, technical merits and innovative practices in (PISA) tests. A recent Alberta publication reported, “A stronger
a one-to-one mobile computing environment emphasis on collaborative leadership, developed through teacher
• Technology and High School Success, which investigated leadership, capacity building and professional learning communities,
effective uses of technology to improve student engagement and increasingly contributed to the improvement of student engagement
success in high school and learning.”28 The report findings are summarized in the excerpt
• Innovative Classrooms, which ensured that all Grade 1 to 12 below:
classrooms in the province are equipped with key technologies
Alberta research projects show that leadership is critical to school
that promote innovative teaching and learning
improvement and attest to the power of a distributive and dynamic
• Supporting Innovative Classrooms, which focused on innovative blend of formal and informal leadership. The following findings
practices in the areas of technology management and leadership acquired through Alberta research projects are supported by the
development for the effective use of technology. literature on effective leadership:

• Educational leadership models are becoming less centralized and

more distributive.
• Formal leadership is critical to the successful implementation of
change and innovation.
• Distributed leadership among formal and informal leaders
contributes to capacity building.
• Strong teams play a key leadership role in successful projects

33 28 Alberta Initiative for School Improvement (AISI). (2013). “Spotlight on Leadership:

What we have learned from AISI.” Accessed February 18. http://education.alberta.
ca/media/6828256/spotlight-on-leadership-jan-2013.pdf.

Learning and Technology Policy Framework 2013

 Internationally, research on leadership and change management finds A shift in thinking about learning is often required in order to leverage
that, “Providing leadership in the integration, cohesion and alignment the full potential technology brings to learning and teaching. That
of school improvement initiatives is a complex process of change and shift in thinking requires leadership, vision, strategic and tactical
innovation.” 29 planning, staging for success and then implementation in a continuous
evaluative feedback loop.31 Michael Fullan and other experts on
Policy Direction 4 is about setting a compelling, forward-thinking
change (Reeves; Bain & Weston; Leithwood) support the Alberta
vision, building the capacity of the education system to achieve
research finding that relationships among teachers, administrators
the vision, systemically ensuring innovation in schools and scaling
and other education professionals are key, as are a clear, compelling
those innovations that demonstrate potential. Chris Dede of Harvard
vision, capacity building, a culture of innovation and strong support on
University indicates that, to accomplish scaling up of innovation, five
all fronts.32
considerations by leadership are critical:

• Depth: Changing classroom practice, teachers’ beliefs, norms of

social interaction and pedagogical principles as enacted in the
curriculum.
• Sustainability: Maintaining those changes over time.
• Spread: Diffusion of the innovation to large numbers of
classrooms and schools.
• Shift: Districts, schools and teachers assuming ownership of the
innovation and spreading its impact.
• Evolution: Ongoing revision of the innovation by those adapting
it.30

29 Alberta Initiative for School Improvement (AISI). (2013). “Spotlight on Leadership:

What we have learned from AISI.” Accessed February 18. http://education.alberta. 31 Bain & Weston. (2012). The Learning Edge: What technology can do to educate all
ca/media/6828256/spotlight-on-leadership-jan-2013.pdf. children. Technology, Education—Connections (The TEC Series). New York and
30 Dede, C. (1998). “The scaling-up process for technology-based educational London: Teachers College Press.
34 innovations.” Learning with Technology 1998 ASCD Yearbook: 199-215. 32 Reeves, D. B. (2004). Accountability for Learning: How Teachers and School
Alexandria, VA: ASCD. Leaders Can Take Charge. Alexandria, VA: ASCD.

Learning and Technology Policy Framework 2013

 Outcomes
Education leaders at all levels champion effective and innovative uses The Ministry of Education:
of technology for all schools. As a result:
a. provides support for school authorities in revising education plans
a. government and school authorities have clarity and coherence and technology plans to reflect the five policy directions
in the policies and procedures that govern educational and
b. guides capital planning in such areas as school construction,
administrative uses of technology in all schools
modernization, purchasing and infrastructure investments to
b. teachers, administrators and other education professionals use ensure that technology innovations are considered vehicles to
technology innovatively, effectively and efficiently achieving local goals and priorities
c. economies of scale that achieve cost effectiveness and c. facilitates and participates in partnership opportunities
efficiencies in educational technology are realized (e.g., cross-jurisdiction, cross-institution, community, industry)
d. up-to-date guidelines and standards on uses of technology inform d. establishes and updates guidelines and procedures for
school authority education plans technology uses, such as online learning and digital resources/
content, in order to create opportunities for school authorities to

Actions jointly develop, exchange, aggregate and share online offerings

e. provides opportunities for consultation, dissemination of
School Authorities: information, and collaboration on educational and information
technologies
a. incorporate into their planning systemic, innovative and effective
uses of technology to support learning, teaching, administration The outcomes and actions from each of the five policy directions are
and management, and regularly assess progress in this regard interdependent.

b. update technology plans for systemic, community-based

approaches to student-centred, personalized, authentic learning
and support implementation in all schools
c. seek out and participate in partnership opportunities (e.g., cross-
jurisdiction, cross-institution, community, industry) that support
innovative use of technology

35

Learning and Technology Policy Framework 2013

 Policy Direction 5:
Access, Infrastructure and Digital Learning
Environments
All students, teachers, administrators and other education professionals have access to appropriate
devices, reliable infrastructure, high-speed networks and digital learning environments.

36

Learning and Technology Policy Framework 2013

 Rationale
Definitions Access to appropriate devices, reliable infrastructure, high-speed
Access is the use of a computer device and a network to link networks and digital learning environments is essential to achieving
a user to the Internet, digital resources, other users and digital the vision of student-centred learning. This access enables students to
communications. connect to other communities, experts, digital resources and authentic
learning and provides opportunities for cultural and global exchanges.
Devices are computers used to process digital information and Digital learning environments are defined here to be integrated digital
connect to networks and the Internet. This includes desktops, systems that offer access, communication, resource libraries, file
laptops, smartphones and tablets. exchanges, learning and content management and web tools that
facilitate learning in school and beyond. This type of environment
Digital learning environments are integrated digital systems typically provides educators and students with real-time access to
that offer access, communication, resource libraries, file a system that integrates and aligns digital and print-based content,
exchanges, learning management, content management and student data (formative and summative) and learning standards.
web tools that facilitate learning in school and beyond.
It is precisely this type of access that will enable students to learn
in ways that build the three E’s (engaged thinker, ethical citizen,
Infrastructure is the physical hardware used to connect entrepreneurial spirit) and the 21st century competencies as they
computers and users. make sense of the world around them. Such access requires a strong
information technology system designed and built to support the
Networks are the collection of computers and other hardware emerging trends in personalized, mobile technologies; cloud-based
connected by communication channels that allow sharing and computing; and bring-your-own-device (BYOD) models. Access also
exchanges of information. requires strong collaboration between the information technology and
educational technology teams.

Equitable access to technology, as well as to online and digital

learning, can level the playing field across the province, helping to
overcome educational barriers due to geographical isolation and
economic disadvantage while also addressing unique learning needs.

37

Learning and Technology Policy Framework 2013

 Research/Background
Alberta has made great strides in providing equitable access across Some school authorities track the availability of Internet access at
the province. The provisioning of the Alberta SuperNet by the provincial home and in the community and actively seek to ensure that all
government has provided equitable, high-speed access to networks students are connected.
for every school authority in the province. The Alberta SuperNet was
In some cases, the school may serve as a hub of the community. As
built to connect public institutions across the province—schools,
such, the school might actively involve the community in achieving its
hospitals, colleges, universities, libraries and municipal offices—to a
learning goals by reaching out to the community to:
broadband network for high-speed Internet access, video conferencing
and other services. It is a network of fibre cables and towers currently • extend learning into community centres, libraries, museums and
reaching 429 communities across Alberta. The system provides other public spaces
accessibility, reliability, performance, affordability and flexibility. These
• bring relevance to curricula through partnerships that take the
characteristics, plus the interoperability and security of the network,
shape of apprenticeships, community service and the use of
provide the backbone for Inspiring Education’s vision for real-time, just-
community-based experts and resources
in-time personalized learning.
• implement community-based exhibitions, reviews, critiques and
As learners increasingly expect to be connected 24 hours a day, 7 celebrations of student work
days a week, they have come to expect access anywhere and anytime,
• coordinate after school programs, including collaboration with the
often through personal devices. Alberta has conducted research and
school and teachers
development that specifically targets technology use (i.e., Emerge
One-to-One Laptop Learning Initiative, Bring Your Own Device Guide, Alberta schools currently use broadband access through mobile
Technology and High School Success). Alberta has also delivered devices, laptops and desktop computers for videoconferencing,
research projects focused on targets such as student engagement, online learning, professional development, communities of practice,
personalized learning and formative assessment, many of which used access to digital resources (such as LearnAlberta.ca), online testing,
technology. With the cost of devices rapidly decreasing, the number communication with parents and community and student media
of Bring Your Own Device (BYOD) programs is on the rise (in many production to demonstrate knowledge and skills.
cases students bring more than one device). Also the proliferation of
photography, video production and multimedia production by students
and education professionals is increasing bandwidth demand.

38

Learning and Technology Policy Framework 2013

 Outcomes
Over the last five years, Alberta Education has supported numerous Students, teachers, administrators and other education professionals
educational technology initiatives, which provided school authorities have support for and equitable access to:
with opportunities to research different device and network
a. devices and peripherals
configurations (see Policy Direction 4). In support of school authority
technology use, Alberta Education provided the following guides in b. digital learning environments
2012 for educational and information technology: c. facilities designed to maximize learning with technology

• Wireless Local Area Network (WLAN) Best Practices Guide In Alberta’s education system:
Update
d. reliable infrastructures exist that support safe, secure, efficient,
• Digital Citizenship Policy Development Guide (with Digital
interoperable and sustainable networks
Citizenship Needs Assessment Tool)
e. technology and network governance, policy and procedures
• Bring Your Own Device: A Guide for Schools
ensure access essential to achieving the vision of Inspiring
• iPads: What are we learning? Education
The following outcomes and recommended actions will launch the next f. appropriate technology is available and supported
generation of access, infrastructure and digital learning in Alberta.

Actions
School Authorities:

a. ensure equitable student access to devices, other technologies

and, as appropriate, to assistive technologies to support student
learning
b. provide students, teachers, administrators and other education
professionals with access to well-designed, high-speed, reliable
and sustainable networks and technology infrastructures
c. consider opportunities for community partnerships that expand
access to technology-supported learning experiences

39 d. ensure the administration of safe and secure networks,

infrastructure and technologies

Learning and Technology Policy Framework 2013

 e. provide students, teachers, administrators and other education
professionals with access to high-quality digital learning
environments
f. provide and maintain timely technical support and services

g. adopt and maintain effective practices and up-to-date

technological standards with respect to Information Technology
(IT) governance, IT management, and information security
management.

The Ministry of Education:

a. supports access to a safe and secure, high-speed network for

school authorities
b. seeks out and implements strategies that result in more affordable
and sustainable access to technology and networking
c. considers community and private-sector partnerships to support
access and system efficiencies
d. develops and periodically updates technology/networking
standards
e. tracks and reports emergent technology trends
The outcomes and actions from each of the five policy directions are
interdependent.

40

Learning and Technology Policy Framework 2013

 Summary
Innovation fuels today’s global economy. Increasingly, 21st century
skills, such as creativity, self direction, collaboration, multi-modal
communication and information, communications and technology (ICT)
literacy, are being integrated into learning standards of school systems
across the globe.

The new national resources that countries are beginning to mine are
human ingenuity, creativity and innovation. The good news is that
these natural resources are malleable and renewable, but this requires
schools that ready students for the complexities of the world today. The
linchpin to such learning is highly effective leadership and articulation
across the K-12 education system, guided by Alberta’s 2013 Learning
and Technology Policy Framework.

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Learning and Technology Policy Framework 2013