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It examines how teachers’ motivation and competency to design active, technology-enhanced learning experiences vary, and how gaps in high-quality professional learning resources shape instructional practice. Using educator feedback, the report contrasts early adopters, reluctant adopters, and most teachers in the middle of the adoption curve.",{"@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/special-report-3-unfinished-business-understanding-the-digital-design-divide-in-american-schools/587244/",{"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/special-report-3-unfinished-business-understanding-the-digital-design-divide-in-american-schools/587244.png","ImageObject",300,407,{"name":92,"@type":93},"Fahsai","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the Digital Design Divide mean in this report?","Question",{"text":112,"@type":113},"It refers to differences in teachers’ motivation and competency to design active learning experiences that use technology effectively, along with gaps in access to high-quality professional learning resources.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report place teacher technology adoption on a spectrum?",{"text":117,"@type":113},"It describes a small group of early adopters transforming learning, a small group of reluctant adopters using technology mainly for productivity or passive applications, and most teachers in the middle.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the focus of this third special report?",{"text":121,"@type":113},"It examines how changes in teachers’ mindsets and valuations on digital learning can produce transformative learning environments, and it presents new findings about teachers’ desires for more effective professional learning.","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},587244,1792062406,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","S P E C I A L R E P O R T 3  \nUnfinished Business:  \nUnderstanding the Digital Design Divide in American Schools  \nKey findings from the  \nSpeak Up Research Project®  \nIn partnership with  \nTable of Contents  \nIntroduction ...................................... 4  \nFindings ............................................ 6  \nEnding thoughts and questions for further discussion ..................... 16  \nAbout us ......................................... 19  \n“In some classrooms at my school the focus is on  \nstudents using technology while other classrooms are more focused on the teacher using technology.”  \nHigh School Career Technical Education Teacher (AL)  \n“To use technology to transform learning, teachers  \nshould allow for learning to be student led and the teachers occupy a facilitator role as students move at their own pace.”  \nMiddle School English Language Arts Teacher (FL)  \n“I don't have a clear sense of how I could be  \nutilizing technology in a way that ENHANCES my teaching, instead of just replacing something I'm already doing.”  \nLower Elementary School Teacher (NH)  \nIntroduction  \nA  \nprevailing belief in K-12 education is that every district, school and classroom is distinctive and unique, shaped by the students and staff,  \nas well as by local context and culture. This belief is evidenced when examining school issues. For example, the issues that challenge school leaders in a large urban high school in Philadelphia may be very different than the concerns of a principal in a small rural high school in Oregon. Factors such as community demographics, school resources, and local priorities impact both challenges and opportunities in K-12 education every day. How successfully teachers use technology to support student learning is often impacted by such local factors.  \nMore importantly, teachers’ own personal valuation on digital learning and the level of support and guidance provided by their school and district leadership play amuch larger role in the socialization of digital learning in a school. And while there are various well-known frameworks and recommendations for how to encourage teachers’ effective use of technology within instruction, there is not one universal process or formula that is adopted for all teachers nationwide or even within the same school.  \nBased upon our 21 years of collecting and reporting on the authentic feedback of classroom educators about their use of technology within instruction, Project Tomorrow® has a unique perspective on the state of teacher adoption of technology within their classroom practices. The curve of technology adoption today is very similar to what we first reported in 2004. There continues to be a small group of early adopting, innovative teachers who are transforming the learning experience for their students through their design of student-centered learning in their classroom. Correspondingly, there remains a similarly small group of reluctant adopters who despite having  \nextensive technology access in their classroom tend to use those resources to primarily support teacher productivity or more passive applications with their students. Most teachers are in the middle of this bell curve. The unfinished business of how to most effectively support teachers in their adoption of technology within their instructional processes must be a continued focus for our nation and our local schools.  \nThough the phrase “Digital Design Divide” is relatively new within education circles, the existence of the divide has been documented for years. What is fresh today is the attention being paid to this divide because of an increased understanding about the relationship between teacher effectiveness with technology and student outcomes. The Digital Design Divide refers to the spectrum of differences in teachers’ individual motivation and competency to design active learning experiences that effectively and appropriately use technology resources, and the gap that exists in teachers","cbCaigVU0vct0fHx","https://ap.wps.com/l/cbCaigVU0vct0fHx","pdf",79189483,"English","# Introduction\n# Findings\n# Ending thoughts and questions for further discussion\n# About us","[{\"question\":\"What does the Digital Design Divide mean in this report?\",\"answer\":\"It refers to differences in teachers’ motivation and competency to design active learning experiences that use technology effectively, along with gaps in access to high-quality professional learning resources.\"},{\"question\":\"How does the report place teacher technology adoption on a spectrum?\",\"answer\":\"It describes a small group of early adopters transforming learning, a small group of reluctant adopters using technology mainly for productivity or passive applications, and most teachers in the middle.\"},{\"question\":\"What is the focus of this third special report?\",\"answer\":\"It examines how changes in teachers’ mindsets and valuations on digital learning can produce transformative learning environments, and it presents new findings about teachers’ desires for more effective professional learning.\"}]","SPECIAL REPORT 3 - Unfinished Business - Understanding the Digital Design Divide in American Schools | PDF",1792061163]