versions of the classes, providing comparable 
high quality instruction for those in rural areas 
who otherwise would not have access to such 
courses. 
‘‘(C) In Michigan’s Freedom to Learn 
technology program, 8th grade math achieve-
ment increased from 31 percent in 2004 to 63 
percent in 2005 in one middle school, and 
science achievement increased from 68 percent 
of students proficient in 2003 to 80 percent in 
2004. 
‘‘(D) In Texas, the Technology Immersion 
Pilot, implemented in middle schools, dem-
onstrated that discipline referrals went down by 
over 1⁄2 with the changes in teaching and learn-
ing; while in one school, 6th grade standardized 
math scores increased by 5 percent, 7th grade 
by 42 percent, and 8th grade by 24 percent. 
‘‘(E) In Iowa, after connecting teachers 
with sustainable professional development and 
technology-based curriculum interventions, stu-
dent scores increased by 14 points in 8th grade 
math, 16 points in 4th grade math, and 13 
points in 4th grade reading compared with con-
trol groups. 
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‘‘(5) Technology and e-learning in our schools 
are necessary to meet our science, technology, engi-
neering and mathematics education needs and pro-
vide students with 21st century skills, including 
technology literacy, information literacy, communica-
tion, problem solving, and the ability for self-directed 
lifelong learning. 
‘‘(6) A 2003 Department of Commerce report 
credits United States industry’s investments in in-
formation technology between 1989–2001 with pro-
ducing positive and probably lasting changes in the 
Nation’s economic potential, but finds education in 
the United States last in intensity of information 
technology of 55 industry sectors. 
‘‘(7) Many schools in the United States lack the 
resources necessary for the 21st century classroom 
and to meet the needs and expectations of today’s 
digital native students, including software, digital 
content, broadband and other technologies. 
‘‘(8) According to the Department of Edu-
cation’s National Educational Technology Trends 
Study (NETTS 2007), insufficient or outdated tech-
nology presented a substantial barrier to technology 
use for teaching and learning for more than 40 per-
cent of students, while lack of support specialists 
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was a barrier to technology use for more than 50 
percent of students. 
‘‘(9) Federal leadership and investment is need-
ed to serve as a catalyst for State and local edu-
cation initiatives aimed at school innovation and im-
proved student achievement through leveraging edu-
cational technologies. According to the Department 
of Education’s National Educational Technology 
Trends Study (NETTS 2007), because funds gen-
erated locally through bonds or taxes frequently have 
legal restrictions requiring them to be spent on 
hardware and connectivity purchases only, Federal 
and State funds supporting the use of technology re-
sources fill a critical gap. 
‘‘(b) PURPOSES.—The purposes of this part are the 
following: 
‘‘(1) To ensure that through technology every 
student has access to individualized, rigorous, and 
relevant learning to meet the goals of the No Child 
Left Behind Act of 2001 and to prepare all students 
and the United States for the 21st century. 
‘‘(2) To evaluate, build upon and increase the 
use of research-based and innovative systemic school 
reforms that center on the use of technology and 
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lead to school improvement and increase student 
achievement. 
‘‘(3) To increase on-going, meaningful profes-
sional development around technology that leads to 
changes in teaching and curriculum, and which im-
proves student achievement, including but not lim-
ited to core curricular subjects, and student tech-
nology literacy. 
‘‘(c) GOALS.—The goals of this part are the fol-
lowing: 
‘‘(1) To improve student academic achievement 
on State academic standards through the use of pro-
fessional development, research-based and innovative 
systemic school reforms, and other technology uses 
and applications. 
‘‘(2) To improve teacher professional develop-
ment to ensure every teacher and administrator is 
technologically literate, including possessing the 
knowledge and skills to use technology across the 
curriculum, to use technology and curriculum rede-
sign as key components of changing teaching and 
learning and improving student achievement, to use 
technology for data analysis to enable individualized 
instruction, and to use technology to improve stu-
dent technology literacy. 
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