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It addresses the shift from device access and compliance toward coherent, evidence-based instruction that enables inquiry, collaboration, creativity, and real-world application. The document explains why sustained, job-embedded professional learning matters and highlights a leadership gap created by emerging technologies and changing federal funding conditions. It presents Title II-A as a flexible model for building educator capacity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/setd-leadership-technology-innovation-learning/587282/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/setd-leadership-technology-innovation-learning/587282.png","ImageObject",300,407,{"name":92,"@type":93},"วิน","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the guide say access alone is not enough for technology in education?","Question",{"text":112,"@type":113},"It notes that infrastructure gains often do not translate into meaningful improvements in teaching and learning. Schools still face a “digital use divide” between passive technology use and technology use that transforms learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does professional learning play in improving technology-integrated instruction?",{"text":117,"@type":113},"The guide emphasizes sustained, job-embedded professional learning grounded in evidence-based strategies. This helps educators move beyond substitution-level uses toward differentiated, more engaging and equitable learning experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"How does Title II, Part A support professional learning for technology integration?",{"text":121,"@type":113},"The document describes Title II-A as a flexible funding stream that can strengthen educator effectiveness and instructional quality. It can be used to implement sustained professional learning, provide data-use support while protecting privacy, and advance technology-integrated teaching priorities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587282,1792209291,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","# SETD大LEADERSHIP·TECHNOLOGY·INNOVATION·LEARNING\n\nFullscaleiste+ascdlearningorward.  \nTHE PROFESSIONAL LEARNING ASSOCIATIONImproving Professional LearningSystems to Better SupportToday's EducatorsHow Title II,Part A Offers a Model for State and Local LeadershipPhoto by Allison Shelley for EDUimages  \nTable of Contents  \n1. Why This Guide? Why Now?………………………………………………………………………………………………………………………3  \nII. Our Research & Findings: The State of Professional Learning for Technology Integration…………7  \nⅢI. Starting Points: Defining Quality Instruction and Professional Learning for Coherent  \nTechnology Integration……………………………………………………………………………………………………………………………………10  \nIV. Designing for Impact:How LEA and SEA Leaders Can Create Enabling Conditions for  \nProfessional Learning to Support Technology Integration……………………………………………………………………14  \nV. Conclusion: From Possibility to Practice…………………………………………………………………………………………………32  \nVI. Acknowledgements……………………………………………………………………………………………………………………………………34  \nVII. AppendixA:Survey Instrument…………………………………………………………………………………………………………………39  \nVIII. Appendix B: Focus Group Question…………………………………………………………………………………………………………61  \nIX. Appendix C:Understanding Funding Sources for Professional Learning………………………………………62  \nImproving Professional Learning Systems to Better Support Today's Educators: How Titlell, Part A  \nOffers a Model for State and Local Leadership ◎2025 by SETDA is licensed under CC BY4.0.  \nTo view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/  \n## I.Why This Guide?Why Now?\n\nFunding,Strategy,and the Shift from Compliance to Coherence  \nOver the past two decades,state and local leaders have made historic progress in closing the digitalaccess divide,the gap in students'access to devices,broadband,and high-quality digital resources.Pandemic-era investments accelerated these efforts,ensuring that nearly every public school studenthad a device1 and driving both at-home and at-school connectivity²to record levels.  \nAccess alone,however,has not delivered on the full promise of technology in education.In manyschools,infrastructure gains have not translated into meaningful improvements in teaching and learning.This persistent digital use divide,the gap between students who use technology passively and thosewho use it to transform their learning,remains a defining challenge.  \nAccording to the 2024 National Educational Technology Plan,the key to bridging access and use lies inclosing the digital design divide:whether educators have the support and resources to design instructionthat leverages technology for deeper learning.The issue is not the presence of devices butwhether educators are supported to create student-centered learning experiences thatpromote inquiry,collaboration,creativity,and real-world application.Closing this gap requirescollective action across roles and departments,with professional learning(PL)as a critical lever.  \nSustained,job-embedded PL that isgrounded in evidence-based strategiesenables educators to move beyondsubstitution-level uses of technology,likedigitized worksheets or online quizzes³andtoward practices that differentiate instruction;expand access;and create more engaging,equitable learning experiences.  \nThe urgency of this work has only grown withthe rapid emergence of new technologies,including generative artificial intelligence (AI),which are reshaping what is possible inteaching,learning,and assessment.At thesame time,the expiration of federal  \npandemic relief funds,uncertainty about future federal support for public education,and the lack of staffwithin the U.S.Department of Education's Office of Educational Technology⁴have created a leadershipgap at the national level.To fillit,state and local leaders-including educational technology(edtech)directors,curriculum leaders,and PL coordinators-must work together to definewhat high-quality,technology-integrated instruction looks like and align resources andstrategies to make it a reality.  \nPhoto ","cbCaivOUDfGiJjS0","https://ap.wps.com/l/cbCaivOUDfGiJjS0","pdf",15143874,63,"English","# Why This Guide? Why Now?\n## Funding, Strategy, and the Shift from Compliance to Coherence\n# Our Research & Findings: The State of Professional Learning for Technology Integration\n# Starting Points: Defining Quality Instruction and Professional Learning for Coherent Technology Integration\n# Designing for Impact: How LEA and SEA Leaders Can Create Enabling Conditions for Professional Learning to Support Technology Integration\n# Conclusion: From Possibility to Practice\n# Acknowledgements\n# Appendix A: Survey Instrument\n# Appendix B: Focus Group Question\n# Appendix C: Understanding Funding Sources for Professional Learning","[{\"question\":\"Why does the guide say access alone is not enough for technology in education?\",\"answer\":\"It notes that infrastructure gains often do not translate into meaningful improvements in teaching and learning. 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