‘‘PART B—PREPARING TEACHERS FOR DIGITAL 
AGE LEARNERS 
‘‘SEC. 221. DEFINITIONS. 
‘‘For purposes of this part: 
‘‘(1) ARTS AND SCIENCES.—The term ‘arts and 
sciences’ means— 
‘‘(A) when referring to an organizational 
unit of an institution of higher education, any 
academic unit that offers 1 or more academic 
majors in disciplines or content areas cor-
responding to the academic subject matter 
areas in which teachers provide instruction; and 
‘‘(B) when referring to a specific academic 
subject area, the disciplines or content areas in 
which academic majors are offered by the arts 
and sciences organizational unit. 
‘‘(2) HIGH-NEED
SCHOOL.—The term ‘high- 
need school’ means a public elementary school or 
public secondary school that— 
‘‘(A) is among the highest 25 percent of 
schools served by the local educational agency 
that serves the school, in terms of the percent-
age of students from families with incomes 
below the poverty line; or 
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‘‘(B) is designated with a school locale 
code of Rural: Fringe, Rural: Distant, or Rural: 
Remote, as determined by the Secretary. 
‘‘(3) POVERTY LINE.—The term ‘poverty line’ 
means the poverty line (as defined in section 673(2) 
of the Community Services Block Grant Act (42 
U.S.C. 9902(2))) applicable to a family of the size 
involved. 
‘‘(4) 
PROFESSIONAL
DEVELOPMENT.—The 
term ‘professional development’ has the meaning 
given the term in section 9101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘SEC. 222. PROGRAM AUTHORIZED. 
‘‘(a) PROGRAM AUTHORITY.—The Secretary is au-
thorized to award grants to, or enter into contracts or co-
operative agreements with, eligible consortia to pay the 
Federal share of the costs of projects to— 
‘‘(1) graduate teacher candidates who are pre-
pared to use modern information, communication, 
and learning tools to— 
‘‘(A) improve student learning, assessment, 
and learning management; and 
‘‘(B) help students develop skills to suc-
ceed in higher education and enter the work-
force; and 
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‘‘(2) strengthen and develop partnerships 
among the stakeholders in teacher preparation to 
transform teacher education and ensure technology 
rich learning environments throughout a teacher 
candidate’s pre-service education, including clinical 
experiences. 
‘‘(b) AMOUNT AND DURATION.—A grant, contract, or 
cooperative agreement under this part— 
‘‘(1) shall be for not more than $2,000,000; 
‘‘(2) shall be for a 3-year period; and 
‘‘(3) may be renewed for one additional year. 
‘‘(c) NON-FEDERAL SHARE REQUIREMENT.—The 
Federal share of the cost of any project funded under this 
part shall not exceed 75 percent. The non-Federal share 
of the cost of such project may be provided in cash or 
in kind, fairly evaluated, including services. 
‘‘(d) DEFINITION OF ELIGIBLE CONSORTIUM.—In 
this part, the term ‘eligible consortium’ means a consor-
tium of members that includes the following: 
‘‘(1) At least one institution of higher education 
that awards baccalaureate or masters degrees and 
prepares teachers for initial entry into teaching. 
‘‘(2) At least one State educational agency or 
local educational agency. 
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‘‘(3) A department, school, or college of edu-
cation at an institution of higher education. 
‘‘(4) A department, school, or college of arts 
and sciences at an institution of higher education. 
‘‘(5) At least one entity with the capacity to 
contribute to the technology-related reform of teach-
er preparation programs, which may be a profes-
sional association, foundation, museum, library, for- 
profit business, public or private nonprofit organiza-
tion, community-based organization, or other entity. 
‘‘SEC. 223. USES OF FUNDS. 
‘‘(a) IN GENERAL.—An eligible consortium that re-
ceives a grant or enters into a contract or cooperative 
agreement under this part shall use funds made available 
under this part to carry out a project that— 
‘‘(1) develops long-term partnerships among 
members of the consortium that are focused on ef-
fective teaching with modern digital tools and con-
tent that substantially connect pre-service prepara-
tion of teacher candidates with high-needs schools; 
or 
‘‘(2) transforms the way departments, schools, 
and colleges of education teach classroom technology 
integration, including the principles of universal de-
sign, to teacher candidates. 
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‘‘(b) USES OF FUNDS FOR PARTNERSHIP GRANTS.— 
In carrying out a project under subsection (a)(1), an eligi-
ble consortium shall— 
‘‘(1) provide teacher candidates, early in their 
preparation, with field experiences in educational 
settings with technology; 
‘‘(2) build the skills of teacher candidates to 
support technology-rich instruction, assessment and 
learning management in content areas, technology 
literacy, an understanding of the principles of uni-
versal design, and the development of other skills for 
success in higher education and for entering the 
workforce; 
‘‘(3) provide professional development in the 
use of technology for teachers, administrators, and 
content specialists who participate in field place-
ment; 
‘‘(4) provide professional development of tech-
nology pedagogical skills for faculty of departments, 
schools, and colleges of education and arts and 
sciences; 
‘‘(5) implement strategies for the mentoring of 
teacher candidates with respect to technology imple-
mentation by members of the consortium; 
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