District and state leaders may not be maximizing federal funding that could transform teaching with technology. Here’s some advice.
Leaders looking to drive academic growth with technology can rethink how they use federal funding, particularly the highly flexible Title II-A, according to new research from the State Educational Technology Directors Association (SETDA).
Title II-A can boost district-wide efforts to:
- Sustain professional learning to help educators integrate technology into instruction.
- Provide training and ongoing support on using data to improve student outcomes.
- Strengthen STEM instruction through comprehensive systems of support.
- Invest in evaluation to continuously improve professional learning.
However, Title II-A funds are often allocated for short-term or compliance-driven activities, rather than to boost educators’ skills, SEDTA’s research suggests.
To build sustainable PD, leaders should “braid” funds by combining multiple revenue streams to achieve district goals, according to the research.
The Washington Office of Superintendent of Public Instruction has released a guide, “Unlocking Federal and State Program Funds to Support Student Success.” It demonstrates how braided funding can strengthen student engagement, academic achievement and teacher development.
SETDA’s research identified four key themes in states’ and districts’ use of Title II-A funding:
- Definitions of quality are inconsistent: Few leaders have implemented a formal, statewide definition of their vision for student-centered instruction with technology.
- Prioritizing instructional strategy over technology training: Leaders often use these funds for short-term training on specific learning tools. While this may address immediate needs, it rarely builds durable skills.
- Data isn’t driving improvement: LEAs must strengthen connections between professional learning that shifts teaching practice and measurable improvements in student learning outcomes.
- Relying on proven strategies: Leaders struggle to name specific, well-documented programs with evidence of success, making it harder for SEAs and LEAs to replicate what works.
Read the full report here.
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