WEBVTT 00:00:01.000 --> 00:00:02.734 Aneesh Chopra: Good morning, everybody. 00:00:02.734 --> 00:00:03.333 Audience: Good morning. 00:00:03.333 --> 00:00:04.100 Aneesh Chopra: Good morning! 00:00:04.100 --> 00:00:05.367 Audience: Good morning. 00:00:05.367 --> 00:00:06.734 Aneesh Chopra: My name is Aneesh Chopra. 00:00:06.734 --> 00:00:08.800 I have the honor and privilege of serving as the President's 00:00:08.800 --> 00:00:11.800 Chief Technology Officer. 00:00:11.800 --> 00:00:15.233 And it is extraordinarily exciting for me to be here today 00:00:15.233 --> 00:00:17.400 because we'll be talking about a subject that's been near and 00:00:17.400 --> 00:00:20.734 dear to the President's heart and a big priority for our 00:00:20.734 --> 00:00:24.734 office as we look to improve our learning and educational 00:00:24.734 --> 00:00:28.000 outcomes powered by the potential of technology 00:00:28.000 --> 00:00:29.934 and innovation. 00:00:29.934 --> 00:00:33.200 In the President's joint session to Congress, 00:00:33.200 --> 00:00:36.467 when he laid out the vision for the American Jobs Act, 00:00:36.467 --> 00:00:39.734 the President spoke broadly about the need to out-innovate, 00:00:39.734 --> 00:00:42.934 out-educate, and out-build the world with specific emphasis 00:00:42.934 --> 00:00:46.400 on opportunities for job creation in the near term. 00:00:46.400 --> 00:00:51.367 He emphasized the new initiative to modernize 35,000 schools, 00:00:51.367 --> 00:00:55.767 but made particular emphasis that when we put people back 00:00:55.767 --> 00:00:59.300 to work fixing roofs and windows on those schools, 00:00:59.300 --> 00:01:03.500 we should also install science labs and high-speed Internet in 00:01:03.500 --> 00:01:06.133 classrooms all across the country, 00:01:06.133 --> 00:01:10.533 acknowledging the importance of modernizing our educational 00:01:10.533 --> 00:01:13.834 infrastructure for 21st century. 00:01:13.834 --> 00:01:17.967 Today, we make the first down payment on the President's 00:01:17.967 --> 00:01:22.500 vision with the rollout of the Digital Promise Board of 00:01:22.500 --> 00:01:25.066 Directors and Initiative. 00:01:25.066 --> 00:01:26.934 And I must tell you on a personal level, 00:01:26.934 --> 00:01:29.133 the Board had a chance to meet with President Obama just a 00:01:29.133 --> 00:01:31.000 few moments ago. 00:01:31.000 --> 00:01:33.734 And Board, tell me if I'm wrong, did he fire you all up? 00:01:33.734 --> 00:01:34.900 Did he fire you up? 00:01:34.900 --> 00:01:35.800 He certainly did. 00:01:35.800 --> 00:01:38.066 He gave them some direct instructions to move this 00:01:38.066 --> 00:01:39.533 program forward. 00:01:39.533 --> 00:01:44.600 And I am so excited to get this particular event off and running 00:01:44.600 --> 00:01:47.800 in the spirit of the President's charge to that Board. 00:01:47.800 --> 00:01:52.000 To kick us off, I want to invite the godfather of the legislation 00:01:52.000 --> 00:01:55.200 that brought us Digital Promise, Kentucky's own 00:01:55.200 --> 00:01:56.467 Congressman Yarmuth. 00:01:56.467 --> 00:01:57.900 Please, give him a big round of applause. 00:01:57.900 --> 00:02:02.600 (applause) 00:02:02.600 --> 00:02:05.400 Thank you. 00:02:05.400 --> 00:02:06.734 Congressman Yarmuth: Well, thank you, Aneesh. 00:02:06.734 --> 00:02:08.333 Good morning, everyone. 00:02:08.333 --> 00:02:11.767 It is an incredible honor for me to be here today to help launch 00:02:11.767 --> 00:02:12.800 Digital Promise. 00:02:12.800 --> 00:02:14.867 This is a great day for our country and a great 00:02:14.867 --> 00:02:16.800 day for our future. 00:02:16.800 --> 00:02:18.500 I'm here as a member of Congress. 00:02:18.500 --> 00:02:21.166 And since we have a 13% approval rating, 00:02:21.166 --> 00:02:22.500 I really appreciate that applause. 00:02:22.500 --> 00:02:24.066 (laughter) 00:02:24.066 --> 00:02:26.367 We take it wherever we can get it. 00:02:26.367 --> 00:02:29.066 I'm also here because four and a half years ago as a freshman 00:02:29.066 --> 00:02:32.066 member of Congress and a new member of the House Education 00:02:32.066 --> 00:02:35.367 and Labor Committee, I met with Ann Murphy, 00:02:35.367 --> 00:02:39.133 a person who was part of an amazing group of education, 00:02:39.133 --> 00:02:42.400 innovation and business leaders, committed to doing nothing short 00:02:42.400 --> 00:02:46.200 of completely revolutionizing education and learning through 00:02:46.200 --> 00:02:49.834 advanced technologies, a project called Digital Promise. 00:02:49.834 --> 00:02:53.000 The goal was to do for education what the National Science 00:02:53.000 --> 00:02:56.734 Foundation does for science, what the National Institutes of 00:02:56.734 --> 00:02:58.967 Health does for medicine. 00:02:58.967 --> 00:03:00.333 I was sold. 00:03:00.333 --> 00:03:03.700 And I introduced a bill to create something called then the 00:03:03.700 --> 00:03:06.467 National Center for Learning Science and Technology. 00:03:06.467 --> 00:03:09.400 Now we have another name, which I will guarantee you will not 00:03:09.400 --> 00:03:11.500 replace Digital Promise. 00:03:11.500 --> 00:03:14.066 This will also be known as Digital Promise, 00:03:14.066 --> 00:03:17.834 the nonprofit entity that we are here today to launch. 00:03:17.834 --> 00:03:20.567 It was approved with a lot of help and a lot of bipartisan 00:03:20.567 --> 00:03:22.667 support and signed into law as part of the Higher 00:03:22.667 --> 00:03:24.100 Education Act. 00:03:24.100 --> 00:03:26.867 My role, while I am exceedingly proud of it, 00:03:26.867 --> 00:03:29.967 was a small part in an extraordinary initiative that 00:03:29.967 --> 00:03:32.600 has been more than a decade in the making. 00:03:32.600 --> 00:03:35.266 And it is pretty clear that with the leadership of Secretary 00:03:35.266 --> 00:03:37.867 Duncan and all of you here today, 00:03:37.867 --> 00:03:41.734 the decade of work that got us to this point will surely pale 00:03:41.734 --> 00:03:44.467 in comparison to what lays ahead. 00:03:44.467 --> 00:03:47.667 I firmly believe that today is one of those days that we will 00:03:47.667 --> 00:03:50.500 look back upon years from now and think, 00:03:50.500 --> 00:03:53.500 I knew it was going to be big, we're at the White House, 00:03:53.500 --> 00:03:57.700 after all, but I had no idea it would be that big; 00:03:57.700 --> 00:04:00.600 that we would completely change the way children learn, 00:04:00.600 --> 00:04:04.433 revolutionize education, and strengthen our nation. 00:04:04.433 --> 00:04:06.533 So no pressure at all. 00:04:06.533 --> 00:04:09.100 But what we all know is that with dedication, 00:04:09.100 --> 00:04:12.934 collaboration and sometimes most critical federal investment, 00:04:12.934 --> 00:04:15.400 technology can be transformative. 00:04:15.400 --> 00:04:18.633 In the 20th century, there was a direct correlation between 00:04:18.633 --> 00:04:22.166 America leading the world in education and also in 00:04:22.166 --> 00:04:25.633 innovation, technology and economically. 00:04:25.633 --> 00:04:29.233 That an increasingly globalized marketplace with other countries 00:04:29.233 --> 00:04:32.066 competing more successfully across the board, 00:04:32.066 --> 00:04:35.200 Digital Promise can ensure that this generation of American 00:04:35.200 --> 00:04:39.367 children is the most educated the world has ever known, 00:04:39.367 --> 00:04:42.633 and by extension, the next generation of American adults 00:04:42.633 --> 00:04:46.066 will be the best trained, most capable citizens to lead the 00:04:46.066 --> 00:04:49.033 world in the 21st century and beyond. 00:04:49.033 --> 00:04:51.066 That is what this center is all about. 00:04:51.066 --> 00:04:52.834 That is why I'm so proud to be here. 00:04:52.834 --> 00:04:55.567 And that is why I'm so proud to introduce a very 00:04:55.567 --> 00:04:57.633 special young man. 00:04:57.633 --> 00:05:00.834 Josniel Martinez is an 11-year-old 7th grader who 00:05:00.834 --> 00:05:04.500 attends Global Technology Preparatory School in East Harlem. 00:05:04.500 --> 00:05:08.500 He's already seen how digital learning can make a difference. 00:05:08.500 --> 00:05:11.100 When he was in the 6th grade, his school partnered with the 00:05:11.100 --> 00:05:14.033 city of New York to implement the New York City connected 00:05:14.033 --> 00:05:17.633 learning program funded by the American Recovery and 00:05:17.633 --> 00:05:18.867 Reinvestment Act. 00:05:18.867 --> 00:05:21.300 That program is a citywide initiative managed by the New 00:05:21.300 --> 00:05:23.800 York City Department of Information Technology and 00:05:23.800 --> 00:05:26.934 Telecommunications and the New York City Department of 00:05:26.934 --> 00:05:30.734 Education, in which CFY, a national nonprofit organization, 00:05:30.734 --> 00:05:32.433 is a lead partner. 00:05:32.433 --> 00:05:35.700 It's a perfect example of a program where a partnership 00:05:35.700 --> 00:05:38.600 worked together to bring digital learning into schools and 00:05:38.600 --> 00:05:42.033 Josniel is here to tell us how it changed his life. 00:05:42.033 --> 00:05:46.567 Now, just by a quirk of fate, Josniel was born at the same 00:05:46.567 --> 00:05:51.100 time that Digital Promise, the idea, came into being. 00:05:51.100 --> 00:05:53.734 So there's a little karma there, Josniel. 00:05:53.734 --> 00:05:57.000 Please join me in welcoming with a warm round of applause, 00:05:57.000 --> 00:05:58.100 Josniel Martinez. 00:05:58.100 --> 00:06:09.400 (applause) 00:06:09.400 --> 00:06:10.300 Josniel Martinez: Well, hi. 00:06:10.300 --> 00:06:11.600 My name is Josniel Martinez. 00:06:11.600 --> 00:06:14.200 And I am proud to be here today to introduce Secretary 00:06:14.200 --> 00:06:15.500 Arne Duncan. 00:06:15.500 --> 00:06:18.400 But before I do, I want to tell you a little bit about myself 00:06:18.400 --> 00:06:21.166 and how digital learning has changed my life forever. 00:06:21.166 --> 00:06:25.400 Back in 1999, my parents moved from Dominican Republic all the 00:06:25.400 --> 00:06:26.767 way to East Harlem. 00:06:26.767 --> 00:06:28.800 (laughter) 00:06:28.800 --> 00:06:30.633 I did pretty well in elementary school. 00:06:30.633 --> 00:06:31.266 It was okay. 00:06:31.266 --> 00:06:34.033 But it was still hard for me to accept now that I'm a 6th grader 00:06:34.033 --> 00:06:36.333 and have more responsibility, more homework, 00:06:36.333 --> 00:06:40.300 and moving to a new school called Global Tech Prep, a.k.a. 00:06:40.300 --> 00:06:42.967 Global Technology Preparatory in East Harlem. 00:06:42.967 --> 00:06:45.633 And if you didn't hear me, East Harlem. 00:06:45.633 --> 00:06:47.667 (laughter) 00:06:47.667 --> 00:06:50.734 I ended up getting a promotion in doubt letter saying that if I 00:06:50.734 --> 00:06:53.033 don't work hard enough, I might get left back. 00:06:53.033 --> 00:06:54.900 Well, just imagine this. 00:06:54.900 --> 00:06:56.300 Your boss sends you a letter, says, 00:06:56.300 --> 00:06:58.834 if you don't work hard enough, you're going to get fired. 00:06:58.834 --> 00:07:01.166 Now, think, wouldn't you want to roll down on the floor, 00:07:01.166 --> 00:07:02.767 start crying, saying, noooooo! 00:07:02.767 --> 00:07:04.567 (laughter) 00:07:04.567 --> 00:07:06.033 I did. 00:07:06.033 --> 00:07:08.266 (laughter) 00:07:08.266 --> 00:07:11.100 So I tried to do my best. 00:07:11.100 --> 00:07:12.734 I was determined to go to 7th grade. 00:07:12.734 --> 00:07:13.533 But so was my mom. 00:07:13.533 --> 00:07:15.367 She wasn't letting me go down. 00:07:15.367 --> 00:07:17.533 And I knew that some of the challenges that were going to be 00:07:17.533 --> 00:07:19.900 in front of me were concentrating. 00:07:19.900 --> 00:07:23.100 That was one of the hardest things I ever had to do. 00:07:23.100 --> 00:07:25.400 I thought technology could help me. 00:07:25.400 --> 00:07:29.100 I even picked Global Tech Prep because I knew it can help me. 00:07:29.100 --> 00:07:32.934 I knew that they make blogs, make videos, use PowerPoints, 00:07:32.934 --> 00:07:36.700 Microsoft Word, everything that we need to educate ourselves. 00:07:36.700 --> 00:07:39.967 But still wasn't passing, unfortunately. 00:07:39.967 --> 00:07:44.400 Until a nonprofit called CFY -- Google them -- came to our 00:07:44.400 --> 00:07:47.233 school and told us that we were going to give all the 6th 00:07:47.233 --> 00:07:50.400 graders a login to a site called power my learning. 00:07:50.400 --> 00:07:54.767 It's a site with millions, hundreds -- let's say millions 00:07:54.767 --> 00:07:58.834 of games, and each of those games teaches us anything we 00:07:58.834 --> 00:08:03.400 want, math, science, ELA, music, it doesn't matter what subject. 00:08:03.400 --> 00:08:04.934 It's there. 00:08:04.934 --> 00:08:07.834 And the good thing is we get to keep the computer they gave us. 00:08:07.834 --> 00:08:10.600 It was a learning device. 00:08:10.600 --> 00:08:12.800 Now, here's where my mom comes into this play. 00:08:12.800 --> 00:08:15.800 She put on a schedule for me, Josniel Martinez, 00:08:15.800 --> 00:08:18.133 to get on the computer three times a week and use it. 00:08:18.133 --> 00:08:20.467 So at least three times a week I'm prepared, I know, 00:08:20.467 --> 00:08:23.367 my brain is working, says I want to learn now. 00:08:23.367 --> 00:08:24.800 Sometimes I can wake up in the morning. 00:08:24.800 --> 00:08:27.533 My head is like school, school, school, watch, watch, school, 00:08:27.533 --> 00:08:29.333 school, school, school. 00:08:29.333 --> 00:08:31.166 And then my mom did something else. 00:08:31.166 --> 00:08:33.000 I used to watch TV all the time. 00:08:33.000 --> 00:08:35.800 I used to stay up late, watch Friends, That '70s Show, 00:08:35.800 --> 00:08:38.567 anything that was on, I used to watch all of that. 00:08:38.567 --> 00:08:40.033 Then my mom, she cut that in half. 00:08:40.033 --> 00:08:41.433 She put it on a plate and everything. 00:08:41.433 --> 00:08:42.834 She told me, huh-uh. 00:08:42.834 --> 00:08:43.834 She cut that. 00:08:43.834 --> 00:08:46.934 So now I'm watching maybe one hour, maybe two hours of TV. 00:08:46.934 --> 00:08:49.667 By most of the time, I'm either studying, reading a book, 00:08:49.667 --> 00:08:53.934 or doing something that can help me benefit in school. 00:08:53.934 --> 00:08:55.567 Now, my school helped, too. 00:08:55.567 --> 00:08:57.834 They cost -- they put a whole team together. 00:08:57.834 --> 00:09:00.300 I'm talking about my principal, my teachers, everything, 00:09:00.300 --> 00:09:02.567 just to help me, one student. 00:09:02.567 --> 00:09:05.834 And the CFY software helped a lot. 00:09:05.834 --> 00:09:08.734 Without them, I think I couldn't pass. 00:09:08.734 --> 00:09:11.033 Now, what do you think digital learning do for me, 00:09:11.033 --> 00:09:15.100 Josniel Martinez, the same Dominican boy from East Harlem, 00:09:15.100 --> 00:09:18.433 still the same person. 00:09:18.433 --> 00:09:20.433 Well, it brought everyone who was important to me. 00:09:20.433 --> 00:09:22.900 Miss Russell, who is in the crowd right now, 00:09:22.900 --> 00:09:27.000 some of the CFY people, they actually put some software on my 00:09:27.000 --> 00:09:29.934 computer to help me, they did everything for me. 00:09:29.934 --> 00:09:30.967 And there was no joke. 00:09:30.967 --> 00:09:34.066 I got a 3 on my math exam, and I have a 3 on my ELA exam, 00:09:34.066 --> 00:09:34.934 just perfect. 00:09:34.934 --> 00:09:44.100 (applause) 00:09:44.100 --> 00:09:46.200 And while I needed a lot of support, 00:09:46.200 --> 00:09:48.433 now I feel that I can do this all by myself. 00:09:48.433 --> 00:09:49.700 And when I mean a lot of support, 00:09:49.700 --> 00:09:54.166 I mean double the White House's, plus a different universe. 00:09:54.166 --> 00:09:55.734 That's how much. 00:09:55.734 --> 00:09:59.133 Now, look at me in ten years, Secretary Arne Duncan, 00:09:59.133 --> 00:10:01.800 because I'm going to college, maybe even work for a President, 00:10:01.800 --> 00:10:03.834 and maybe one day you'll be working for me. 00:10:03.834 --> 00:10:10.000 (laughter and applause) 00:10:10.000 --> 00:10:13.734 And I know now I'm supposed to introduce Secretary Arne Duncan. 00:10:13.734 --> 00:10:16.934 But before I do, I want to thank Miss Russell, my mom, 00:10:16.934 --> 00:10:20.133 my friends, my family, everybody from Global Tech Prep, 00:10:20.133 --> 00:10:22.166 for helping me to get up here. 00:10:22.166 --> 00:10:25.533 And now it's my pleasure to introduce the Secretary of 00:10:25.533 --> 00:10:27.734 Education, Arne Duncan. 00:10:27.734 --> 00:10:42.533 (applause) 00:10:42.533 --> 00:10:44.367 Secretary Duncan: Let's give Josniel another round of applause. 00:10:44.367 --> 00:10:51.367 (applause) 00:10:51.367 --> 00:10:53.667 I could no more have done that here in 7th grade than fly to 00:10:53.667 --> 00:10:54.400 the moon. 00:10:54.400 --> 00:10:56.633 And I will absolutely get my resume ready. 00:10:56.633 --> 00:10:58.834 (laughter) 00:10:58.834 --> 00:11:03.300 In all seriousness, though, it's a really inspiring story. 00:11:03.300 --> 00:11:06.667 And what it tells me is what I've -- reinforces what I've 00:11:06.667 --> 00:11:09.266 known all my life, is that we have great young people. 00:11:09.266 --> 00:11:11.367 Surround them with the right adults, 00:11:11.367 --> 00:11:13.367 caring adults who go beyond the call of duty, 00:11:13.367 --> 00:11:15.200 give them technology, give them the opportunity, 00:11:15.200 --> 00:11:17.233 give them the support, the world's the limit. 00:11:17.233 --> 00:11:19.233 And you have to not just graduate from high school. 00:11:19.233 --> 00:11:20.433 You have to go to college. 00:11:20.433 --> 00:11:21.533 You have to graduate from college. 00:11:21.533 --> 00:11:23.200 And you can be in this White House someday. 00:11:23.200 --> 00:11:24.934 You've got to really aspire to those things. 00:11:24.934 --> 00:11:27.300 But we all have to come together to provide those opportunities 00:11:27.300 --> 00:11:28.700 to every single child. 00:11:28.700 --> 00:11:30.467 Before I begin, I just want to thank a couple of people, 00:11:30.467 --> 00:11:32.433 Newt Minow, Larry Grossman and Ann Murphy. 00:11:32.433 --> 00:11:33.667 If you guys could please stand. 00:11:33.667 --> 00:11:34.734 You're the godfathers of this effort. 00:11:34.734 --> 00:11:48.400 (applause) 00:11:48.400 --> 00:11:52.233 They started this work over 12 years ago, 00:11:52.233 --> 00:11:53.567 a long time to get here. 00:11:53.567 --> 00:11:55.834 But I can't tell you how thrilled me and Karen Cade and 00:11:55.834 --> 00:11:58.667 Jim Shelton, my staff, are to be a part of this. 00:11:58.667 --> 00:12:00.300 And the opportunity you guys are providing through your 00:12:00.300 --> 00:12:01.600 vision is huge. 00:12:01.600 --> 00:12:04.266 And I feel both the pressure and the opportunity. 00:12:04.266 --> 00:12:05.533 We need to deliver for you. 00:12:05.533 --> 00:12:07.066 But appreciate so much the leadership that you 00:12:07.066 --> 00:12:08.834 guys have provided. 00:12:08.834 --> 00:12:11.400 Josniel's story is extraordinary and we have many stories like 00:12:11.400 --> 00:12:12.800 that around the country. 00:12:12.800 --> 00:12:15.166 But the honest reality, the unfortunate reality, 00:12:15.166 --> 00:12:16.967 is we don't have enough of that. 00:12:16.967 --> 00:12:19.533 And far too often, America's classrooms have failed to 00:12:19.533 --> 00:12:22.834 harness technology's potential to transform students' lives and 00:12:22.834 --> 00:12:25.266 create a new world of opportunity for them. 00:12:25.266 --> 00:12:27.967 With technology, teachers and parents can deeply engage 00:12:27.967 --> 00:12:29.166 students in learning. 00:12:29.166 --> 00:12:31.967 They can personalize instruction in ways that folks previously 00:12:31.967 --> 00:12:35.367 thought were impossible, and they can solve the inequities, 00:12:35.367 --> 00:12:37.900 both in our communities and in our schools, 00:12:37.900 --> 00:12:40.300 by providing all children, not some, 00:12:40.300 --> 00:12:44.467 but all children with access to world-class resources anytime 00:12:44.467 --> 00:12:45.767 and anywhere. 00:12:45.767 --> 00:12:48.500 And that's obviously why all of us are here today and obviously 00:12:48.500 --> 00:12:50.033 this is the choir here today. 00:12:50.033 --> 00:12:52.266 We understand that technology provides the opportunity to make 00:12:52.266 --> 00:12:55.567 rapid progress in advancing equity and excellence in our 00:12:55.567 --> 00:12:58.100 education system so that these kinds of stories become the 00:12:58.100 --> 00:13:00.667 norm, rather than the exception. 00:13:00.667 --> 00:13:03.200 And my simple message to all of you today is that we need to act 00:13:03.200 --> 00:13:06.867 and we need to act now to lead the digital transformation of 00:13:06.867 --> 00:13:10.567 education and training both for our children and for adults 00:13:10.567 --> 00:13:12.667 looking to retrain and retool. 00:13:12.667 --> 00:13:15.467 We have yet to unleash technology's full potential to 00:13:15.467 --> 00:13:17.734 transform both teaching and learning. 00:13:17.734 --> 00:13:21.033 Technology can help provide all students with access to a 00:13:21.033 --> 00:13:22.734 world-class curriculum. 00:13:22.734 --> 00:13:25.233 It's a tool that can provide equitable access to high quality 00:13:25.233 --> 00:13:27.900 learning opportunities for low-income students and 00:13:27.900 --> 00:13:30.633 struggling schools, be they inner city urban, 00:13:30.633 --> 00:13:32.567 rural or remote. 00:13:32.567 --> 00:13:35.200 This work is especially important today because the 00:13:35.200 --> 00:13:37.934 truth is, other countries are ahead of us here in 00:13:37.934 --> 00:13:39.233 the United States. 00:13:39.233 --> 00:13:42.734 And in tough economic times like these, we can't just do more. 00:13:42.734 --> 00:13:46.133 We have to be smart enough to do more with less. 00:13:46.133 --> 00:13:48.333 A couple of examples of what the competition looks like as you 00:13:48.333 --> 00:13:49.633 look across the globe. 00:13:49.633 --> 00:13:52.734 South Korea has committed to phasing out all textbooks and 00:13:52.734 --> 00:13:56.100 replacing them with digital products by 2015. 00:13:56.100 --> 00:13:57.500 And they're going to make that happen. 00:13:57.500 --> 00:14:00.533 Uruguay, maybe not a country we all think about every single 00:14:00.533 --> 00:14:06.133 day, Uruguay now, today, has given every single student a 00:14:06.133 --> 00:14:08.467 computer, every single one. 00:14:08.467 --> 00:14:11.266 And we're faced with one fundamental basic question: Will 00:14:11.266 --> 00:14:14.533 the United States lead in this effort or will we be a laggard, 00:14:14.533 --> 00:14:15.934 will we follow? 00:14:15.934 --> 00:14:18.967 And despite the real challenges, I am absolutely optimistic that 00:14:18.967 --> 00:14:23.166 the United States can and will lead the digital transformation. 00:14:23.166 --> 00:14:25.200 And today marks, I think, a critically important 00:14:25.200 --> 00:14:26.367 turning point. 00:14:26.367 --> 00:14:28.200 Through the unique public/private partnership of 00:14:28.200 --> 00:14:31.367 Digital Promise, we are rallying the full forces of the federal 00:14:31.367 --> 00:14:34.333 government, academia, entrepreneurs, 00:14:34.333 --> 00:14:37.033 the technology sector and researchers. 00:14:37.033 --> 00:14:39.200 And the level of talent in this room today is 00:14:39.200 --> 00:14:40.633 pretty extraordinary. 00:14:40.633 --> 00:14:42.533 You represent creative entrepreneurs, 00:14:42.533 --> 00:14:45.533 generous philanthropists, smart investors. 00:14:45.533 --> 00:14:48.400 You are innovative leaders who are committed to this work and 00:14:48.400 --> 00:14:50.400 committed to making difference. 00:14:50.400 --> 00:14:53.500 We have a tremendous, tremendous opportunity to pull together and 00:14:53.500 --> 00:14:57.400 solve the complex problems of educating every child and every 00:14:57.400 --> 00:14:59.166 adult in this country. 00:14:59.166 --> 00:15:01.166 I especially want to thank Congressman Yarmuth for his 00:15:01.166 --> 00:15:02.567 tremendous leadership. 00:15:02.567 --> 00:15:05.600 Along with Senator Dodd, Representative Yarmuth worked 00:15:05.600 --> 00:15:07.600 to authorize Digital Promise and the Higher 00:15:07.600 --> 00:15:09.200 Education Opportunity Act. 00:15:09.200 --> 00:15:10.567 And that's the reason we're all here today. 00:15:10.567 --> 00:15:11.767 Please give him another round of applause. 00:15:11.767 --> 00:15:12.500 Thank you so much. 00:15:12.500 --> 00:15:18.533 (applause) 00:15:18.533 --> 00:15:20.800 President Obama has repeatedly said that winning the future 00:15:20.800 --> 00:15:22.800 will require investments in education, 00:15:22.800 --> 00:15:26.166 innovation and infrastructure. 00:15:26.166 --> 00:15:29.600 He fundamentally understands that transforming the use of 00:15:29.600 --> 00:15:32.300 educational technology will require significant research 00:15:32.300 --> 00:15:33.533 and development. 00:15:33.533 --> 00:15:36.500 And he also understands that our nation's schools and classrooms 00:15:36.500 --> 00:15:39.233 are in serious need of modernization. 00:15:39.233 --> 00:15:42.033 In far too many places, today's school buildings simply aren't 00:15:42.033 --> 00:15:44.433 ready to support digital learning. 00:15:44.433 --> 00:15:46.667 And last week, I went on a whirlwind six-state, 00:15:46.667 --> 00:15:50.600 three-day bus tour across the Great Lakes region. 00:15:50.600 --> 00:15:53.033 And I never, ever asked or want the red carpet treatment. 00:15:53.033 --> 00:15:55.200 But when I visit schools, it's not uncommon for them to clean 00:15:55.200 --> 00:15:56.767 up, tidy up a little bit. 00:15:56.767 --> 00:15:59.100 But it was really clear that no amount of fresh paint was going 00:15:59.100 --> 00:16:01.533 to cover up the fact that many of these schools simply aren't 00:16:01.533 --> 00:16:05.500 prepared to lead the digital revolution in education. 00:16:05.500 --> 00:16:08.200 And the American Jobs Act, President Obama is proposing 00:16:08.200 --> 00:16:13.200 a $25 billion investment to modernize at least 35,000 of 00:16:13.200 --> 00:16:15.433 our nation's schools, especially schools that 00:16:15.433 --> 00:16:18.266 serve the neediest students, with facilities in the most 00:16:18.266 --> 00:16:19.967 need of repair. 00:16:19.967 --> 00:16:22.533 The President has committed to passing the jobs bill that 00:16:22.533 --> 00:16:25.633 includes money to create school buildings that can give students 00:16:25.633 --> 00:16:28.266 a 21st century education. 00:16:28.266 --> 00:16:30.900 The Administration's commitment goes far beyond renovating and 00:16:30.900 --> 00:16:32.467 modernizing schools. 00:16:32.467 --> 00:16:35.200 Our goal is to become an engine of innovation that provides 00:16:35.200 --> 00:16:38.300 leadership and support for reform. 00:16:38.300 --> 00:16:41.066 The National Education Technology Plan we released last 00:16:41.066 --> 00:16:44.000 year lays out an ambitious vision to leverage the full 00:16:44.000 --> 00:16:47.367 power of technology to support compelling and personalized 00:16:47.367 --> 00:16:50.567 learning environments for all children, regardless of race, 00:16:50.567 --> 00:16:54.266 ethnicity, ability or disability or zip code. 00:16:54.266 --> 00:16:56.700 We understand that technology is a critical, 00:16:56.700 --> 00:17:00.166 critical ingredient in our work to make education the great 00:17:00.166 --> 00:17:02.667 equalizer it must be. 00:17:02.667 --> 00:17:05.467 But this is clearly not a task for government alone. 00:17:05.467 --> 00:17:08.000 We can work to create an environment for innovation. 00:17:08.000 --> 00:17:12.567 But experts in school, schools, research labs, entrepreneurs, 00:17:12.567 --> 00:17:15.100 whether big or small, they will do the difficult work of 00:17:15.100 --> 00:17:18.367 developing new technologies and getting them into homes and 00:17:18.367 --> 00:17:21.367 schools and districts across the country. 00:17:21.367 --> 00:17:24.166 Digital Promise will aid that work by bringing together people 00:17:24.166 --> 00:17:27.266 from business, education, the research community, 00:17:27.266 --> 00:17:30.333 to advance the education technology field. 00:17:30.333 --> 00:17:32.200 Even as we're launching this new effort, 00:17:32.200 --> 00:17:34.433 a group of school districts has already stepped forward to lead 00:17:34.433 --> 00:17:37.700 this transformation and we're calling them the League of 00:17:37.700 --> 00:17:39.567 Innovative Schools. 00:17:39.567 --> 00:17:42.667 Researchers at the University of Chicago will also organize a new 00:17:42.667 --> 00:17:46.100 alliance of more than 35 of America's top education 00:17:46.100 --> 00:17:49.166 researchers dedicated to identifying policies and 00:17:49.166 --> 00:17:52.767 practices that improve education outcomes for America's most 00:17:52.767 --> 00:17:54.567 disadvantaged children. 00:17:54.567 --> 00:17:56.767 A leading gaming company is committed to bringing their 00:17:56.767 --> 00:18:00.467 creativity and expertise to this important effort. 00:18:00.467 --> 00:18:03.100 Digital Promise will be a truly collaborative effort 00:18:03.100 --> 00:18:04.867 across all sectors. 00:18:04.867 --> 00:18:07.300 Working together, the collaboration can help 00:18:07.300 --> 00:18:10.600 lead America in providing a world-class education for 00:18:10.600 --> 00:18:13.533 millions of students using technology. 00:18:13.533 --> 00:18:16.133 We all know, we all recognize that there are no silver bullets 00:18:16.133 --> 00:18:17.300 in education. 00:18:17.300 --> 00:18:20.433 But I absolutely do believe that we must use every tool at our 00:18:20.433 --> 00:18:23.133 disposal, including the extraordinary creativity of 00:18:23.133 --> 00:18:26.400 entrepreneurs, who are committed to producing the game changing 00:18:26.400 --> 00:18:28.667 technologies we need. 00:18:28.667 --> 00:18:31.700 The goal of all this work is admittedly ambitious. 00:18:31.700 --> 00:18:34.500 We want to fundamentally reimagine learning. 00:18:34.500 --> 00:18:37.166 And fortunately, we have examples of schools and 00:18:37.166 --> 00:18:40.033 inspiring stories to tell like we already heard this morning. 00:18:40.033 --> 00:18:42.433 Take another story, that of Daniel Mendez, 00:18:42.433 --> 00:18:44.800 when he enrolled in San Diego's High Tech High, 00:18:44.800 --> 00:18:46.233 he was repeating 10th grade. 00:18:46.233 --> 00:18:48.400 Not too dissimilar to the challenges you were facing. 00:18:48.400 --> 00:18:49.967 Like most disadvantaged children, 00:18:49.967 --> 00:18:52.066 he faced some real significant obstacles. 00:18:52.066 --> 00:18:54.867 With a long commute, family responsibilities, 00:18:54.867 --> 00:18:57.734 and few educational resources at home, 00:18:57.734 --> 00:18:59.834 he struggled to complete homework. 00:18:59.834 --> 00:19:02.300 Unfortunately, that's the type of child that far too often is 00:19:02.300 --> 00:19:03.300 simply written off. 00:19:03.300 --> 00:19:05.000 Folks think they can't make it. 00:19:05.000 --> 00:19:07.934 But things turned around for him when High Tech High issued him a 00:19:07.934 --> 00:19:10.633 netbook with high speed Internet access. 00:19:10.633 --> 00:19:12.867 His grades improved immediately. 00:19:12.867 --> 00:19:14.800 Teachers noticed that he was doing extra reading 00:19:14.800 --> 00:19:16.400 to dive deeper. 00:19:16.400 --> 00:19:18.367 He passed all of his courses. 00:19:18.367 --> 00:19:21.166 And today he's a senior, thriving academically and 00:19:21.166 --> 00:19:24.000 planning to go to college this fall. 00:19:24.000 --> 00:19:26.567 Across the country, in rural South Carolina, 00:19:26.567 --> 00:19:29.934 technology helped Nicholas Huther be a full participant 00:19:29.934 --> 00:19:32.633 in school, even when he was homebound because of 00:19:32.633 --> 00:19:34.133 cancer treatment. 00:19:34.133 --> 00:19:37.734 As a fourth grader, Nicholas used a laptop and a webcam to 00:19:37.734 --> 00:19:41.500 participate in his class at Plainview Elementary School. 00:19:41.500 --> 00:19:45.166 With the help of technology, he engaged in class discussions and 00:19:45.166 --> 00:19:49.734 asked questions, almost as if he was actually in the room. 00:19:49.734 --> 00:19:51.300 With the creative use of technology, 00:19:51.300 --> 00:19:54.500 he had access to his teachers, and to his classmates and to so 00:19:54.500 --> 00:19:56.834 many learning opportunities that would have been unavailable to 00:19:56.834 --> 00:19:57.967 him otherwise. 00:19:57.967 --> 00:20:01.200 And today, Nicholas attends middle school. 00:20:01.200 --> 00:20:03.700 In rural Tennessee, the Niswonger foundation, 00:20:03.700 --> 00:20:06.767 one of our I3 winners, is using technology to give high-need 00:20:06.767 --> 00:20:10.000 students access to AB classes and language classes that 00:20:10.000 --> 00:20:12.000 otherwise they would not have the opportunity to take 00:20:12.000 --> 00:20:13.300 advantage of. 00:20:13.300 --> 00:20:15.767 And there are so many stories, so many stories like these, 00:20:15.767 --> 00:20:19.133 that demonstrate what technology can do and the potential for 00:20:19.133 --> 00:20:21.500 technology to help engage students and 00:20:21.500 --> 00:20:23.533 to make learning fun. 00:20:23.533 --> 00:20:26.533 No matter where students are or what obstacles they face, 00:20:26.533 --> 00:20:29.367 a digital education can offer them a personalized plan to 00:20:29.367 --> 00:20:33.734 engage them and support their ongoing learning and success. 00:20:33.734 --> 00:20:36.633 We have a long, long way to go before America becomes a leader 00:20:36.633 --> 00:20:38.133 in digital learning. 00:20:38.133 --> 00:20:40.967 But we know what's possible and we know what's at stake both for 00:20:40.967 --> 00:20:43.266 our children and for our nation. 00:20:43.266 --> 00:20:47.033 America has always, always been a technological leader. 00:20:47.033 --> 00:20:49.867 Our country pioneered manned space travel and the creation 00:20:49.867 --> 00:20:51.033 of the Internet. 00:20:51.033 --> 00:20:54.200 And yet today, our country is lagging behind other countries 00:20:54.200 --> 00:20:58.033 in leveraging the power of technology in our classrooms. 00:20:58.033 --> 00:21:01.133 It's time for us collectively to keep the digital promise to 00:21:01.133 --> 00:21:04.100 America's children and provide all of them with a personalized 00:21:04.100 --> 00:21:06.867 instruction that both raises the bar and levels 00:21:06.867 --> 00:21:08.533 the playing field. 00:21:08.533 --> 00:21:10.567 Thank you so much for your collective leadership, 00:21:10.567 --> 00:21:13.934 commitment and collaboration in helping us keep that promise. 00:21:13.934 --> 00:21:14.533 Thank you. 00:21:14.533 --> 00:21:30.767 (applause) 00:21:30.767 --> 00:21:32.100 Tom Kalil: Good morning. My name's Tom Kalil. 00:21:32.100 --> 00:21:35.000 I'm the deputy director of the White House Office of Science 00:21:35.000 --> 00:21:36.400 and Technology Policy. 00:21:36.400 --> 00:21:38.400 I'm going to be moderating the next panel. 00:21:38.400 --> 00:21:43.433 But before I do that, I want to welcome two leaders from the 00:21:43.433 --> 00:21:46.233 National Science Foundation who are going to be making an 00:21:46.233 --> 00:21:49.100 important announcement about cyber learning. 00:21:49.100 --> 00:21:52.233 NSF, as you know, has played a critical role in the development 00:21:52.233 --> 00:21:53.100 of technology. 00:21:53.100 --> 00:21:57.700 They funded the NSF net, which played a very important role in 00:21:57.700 --> 00:21:59.100 the emergence of the Internet. 00:21:59.100 --> 00:22:03.066 They funded the development of the first graphical web browser, 00:22:03.066 --> 00:22:05.800 which really helped the Internet take off. 00:22:05.800 --> 00:22:11.734 They funded a project of two Stanford kids that turned out to 00:22:11.734 --> 00:22:14.233 be Google, which was a pretty good investment. 00:22:14.233 --> 00:22:18.700 And they're going to be making some exciting announcements 00:22:18.700 --> 00:22:22.700 about the investments that NSF is going to be making in the 00:22:22.700 --> 00:22:25.033 area of cyber learning. 00:22:25.033 --> 00:22:28.734 So today we're fortunate to have Joan Ferrini-Mundy, 00:22:28.734 --> 00:22:32.767 who leads NSF's efforts in education and human resources, 00:22:32.767 --> 00:22:37.300 and Farnam Jahanian, who leads NSF efforts in computer science. 00:22:37.300 --> 00:22:38.400 So come on up. 00:22:38.400 --> 00:22:44.400 (applause) 00:22:44.400 --> 00:22:48.633 At this time, I'm also going to ask our fantastic panel to 00:22:48.633 --> 00:22:50.967 please come up and be seated. 00:22:50.967 --> 00:22:53.333 This morning we've got Mark Edwards, 00:22:53.333 --> 00:22:57.934 who is the superintendent of Morrisville Graded School District. 00:22:57.934 --> 00:23:03.000 Dave Weiner, who is the Deputy Chancellor of New York City. 00:23:03.000 --> 00:23:06.333 Gabe Newell, who is President and Founder of Valve, 00:23:06.333 --> 00:23:08.100 a leading video game company. 00:23:08.100 --> 00:23:11.200 And Shirley Malcolm, who is on the Board of the Digital Promise 00:23:11.200 --> 00:23:14.734 and also leads the efforts in Education and Human Resources at 00:23:14.734 --> 00:23:15.800 the AAAS. 00:23:15.800 --> 00:23:17.166 So come on up. 00:23:17.166 --> 00:23:26.467 (applause) 00:23:26.467 --> 00:23:29.834 Joan Ferrini-Mundy: Good morning, everyone. 00:23:29.834 --> 00:23:32.834 It's a great pleasure for us today to join Secretary Duncan, 00:23:32.834 --> 00:23:36.066 Chief Technology Officer Chopra, the Digital Promise Board of 00:23:36.066 --> 00:23:39.200 Directors, Congressman Yarmuth, and all of you, 00:23:39.200 --> 00:23:41.533 to discuss the potential and the promise of learning 00:23:41.533 --> 00:23:44.934 technologies, especially cyber enabled learning technologies. 00:23:44.934 --> 00:23:47.734 For several decades, the National Science Foundation has 00:23:47.734 --> 00:23:50.500 invested in the development of innovative learning tools for 00:23:50.500 --> 00:23:53.700 science, technology, engineering and mathematics education. 00:23:53.700 --> 00:23:57.867 From cognitive tutors to Lego mind storms to scratch, 00:23:57.867 --> 00:23:59.967 NSF has been a long-time supporter of learning 00:23:59.967 --> 00:24:03.600 technologies that can be used at all education levels in all 00:24:03.600 --> 00:24:06.066 settings across a wide range of disciplines 00:24:06.066 --> 00:24:07.900 and for all learners. 00:24:07.900 --> 00:24:10.767 As technology advances at a rapid pace, 00:24:10.767 --> 00:24:13.467 realizing the potential of the new learning technologies 00:24:13.467 --> 00:24:17.533 depends on more than inventing exciting tools and resources. 00:24:17.533 --> 00:24:20.900 Success also depends on designing ways that innovative 00:24:20.900 --> 00:24:23.800 tools can be effectively integrated into learning, 00:24:23.800 --> 00:24:26.300 on understanding their impact on learning, 00:24:26.300 --> 00:24:29.467 and on supporting and engaging teachers with the resources to 00:24:29.467 --> 00:24:30.967 use them well. 00:24:30.967 --> 00:24:34.700 So we are very excited about the potential of Digital Promise to 00:24:34.700 --> 00:24:37.467 help bring innovative learning technologies from labs into 00:24:37.467 --> 00:24:40.100 schools and to other educational venues. 00:24:40.100 --> 00:24:42.533 We look forward to ongoing collaboration with the U.S. 00:24:42.533 --> 00:24:45.867 Department of Education, the Digital Promise endeavor, 00:24:45.867 --> 00:24:48.767 federal agencies, and all who are committed to improving 00:24:48.767 --> 00:24:51.133 learning opportunities for the nation's students, 00:24:51.133 --> 00:24:52.667 teachers and public. 00:24:52.667 --> 00:24:56.633 Today, we announce a portfolio of new awards in our NSF-wide 00:24:56.633 --> 00:25:00.233 program, Cyber Learning Transforming Education. 00:25:00.233 --> 00:25:03.467 The program aims to improve learning by integrating emerging 00:25:03.467 --> 00:25:07.400 technologies with knowledge from research about how people learn. 00:25:07.400 --> 00:25:09.967 We are confident that the learning technologies that are 00:25:09.967 --> 00:25:13.367 being developed through this program will enhance our ability 00:25:13.367 --> 00:25:16.700 to collect and manage data, to give personalized realtime 00:25:16.700 --> 00:25:20.166 feedback, and to promote better learning overall. 00:25:20.166 --> 00:25:22.834 This group of funded projects has the potential to transform 00:25:22.834 --> 00:25:26.300 learning, anytime, anywhere, and for anybody. 00:25:26.300 --> 00:25:29.367 I now invite my colleague, Farnam Jahanian to talk more 00:25:29.367 --> 00:25:32.967 about this exciting portfolio. 00:25:32.967 --> 00:25:34.166 Farnam Jahanian: Good morning. 00:25:34.166 --> 00:25:35.867 Josniel, I think in about 15 years, 00:25:35.867 --> 00:25:37.500 we're all going to be working for you. 00:25:37.500 --> 00:25:39.667 (laughter) 00:25:39.667 --> 00:25:43.233 I am pleased to announce that NSF's cyber learning program 00:25:43.233 --> 00:25:46.633 has just awarded approximately $15 million 00:25:46.633 --> 00:25:49.033 to more than 30 institutions. 00:25:49.033 --> 00:25:52.967 These projects cover a wide range of areas and show deep 00:25:52.967 --> 00:25:55.834 creativity from the research community. 00:25:55.834 --> 00:25:59.166 This investment is part of a commitment of more than 00:25:59.166 --> 00:26:03.600 $40 million across NSF in merit-reviewed cyber 00:26:03.600 --> 00:26:05.633 learning projects. 00:26:05.633 --> 00:26:09.233 Awardee institutions include community colleges, 00:26:09.233 --> 00:26:13.800 universities, and nonprofit organizations and companies. 00:26:13.800 --> 00:26:17.700 These projects address learning across a broad variety of 00:26:17.700 --> 00:26:20.834 context, elementary schools through high schools, 00:26:20.834 --> 00:26:23.533 post secondary education institutions, 00:26:23.533 --> 00:26:27.367 and informal learning environments such as museums, 00:26:27.367 --> 00:26:31.266 libraries, and of course cyber space. 00:26:31.266 --> 00:26:36.033 Several of the projects explore the use of large-scale data to 00:26:36.033 --> 00:26:38.233 solve complex problems. 00:26:38.233 --> 00:26:41.633 For example, researchers at the Ohio State University are 00:26:41.633 --> 00:26:47.066 developing a virtual simulation workbench which uses geospatial 00:26:47.066 --> 00:26:51.834 technologies and social networks to create online 00:26:51.834 --> 00:26:53.900 interactive maps. 00:26:53.900 --> 00:26:58.166 High school and college students can navigate the globe and use 00:26:58.166 --> 00:27:03.400 graphical, cultural and economic data to solve real world 00:27:03.400 --> 00:27:08.533 problems related to transportation, agriculture, 00:27:08.533 --> 00:27:11.500 urban planning and emergency response. 00:27:11.500 --> 00:27:14.000 In another large-scale data project, 00:27:14.000 --> 00:27:17.834 researchers at the University of Massachusetts at Lowell, 00:27:17.834 --> 00:27:22.200 have joined forces with Machine Sciences Incorporated to build 00:27:22.200 --> 00:27:26.367 software that will allow middle and high school students in 00:27:26.367 --> 00:27:28.967 different parts of the country to share, 00:27:28.967 --> 00:27:33.467 analyze and dynamically visualize data. 00:27:33.467 --> 00:27:37.433 The cyber learning research portfolio also include projects 00:27:37.433 --> 00:27:41.567 that focus on learners with special needs. 00:27:41.567 --> 00:27:45.066 Researchers from Brigham Young University will investigate the 00:27:45.066 --> 00:27:49.867 use of augmented reality to improve learning by deaf and 00:27:49.867 --> 00:27:54.367 hearing-impaired children in planetariums and other venues 00:27:54.367 --> 00:27:57.900 where learners are challenged to continuously move their 00:27:57.900 --> 00:28:02.967 attention between a signing interpreter and a demonstration. 00:28:02.967 --> 00:28:05.133 There are also projects that will develop learning 00:28:05.133 --> 00:28:08.066 technologies for learning language skills, 00:28:08.066 --> 00:28:11.867 such as one awarded to researchers at Harvard, 00:28:11.867 --> 00:28:15.667 MIT and Northeastern University, to investigate the use of 00:28:15.667 --> 00:28:20.800 interactive robots to help preschoolers develop vocabulary. 00:28:20.800 --> 00:28:24.567 This project leverages emerging technologies in robotics with 00:28:24.567 --> 00:28:27.700 recent findings from social, developmental 00:28:27.700 --> 00:28:29.700 and cognitive psychology. 00:28:29.700 --> 00:28:33.500 And along with supporting the design of new technologies, 00:28:33.500 --> 00:28:37.166 the cyber learning program funded projects from Arizona 00:28:37.166 --> 00:28:39.967 State University, Carnegie Mellon University, 00:28:39.967 --> 00:28:43.367 and the University of Pittsburgh that focus on developing a new 00:28:43.367 --> 00:28:48.200 generation of intelligent tutoring system. 00:28:48.200 --> 00:28:53.066 To conclude, the projects within the NSF cyber learning portfolio 00:28:53.066 --> 00:28:56.934 stand to demonstrate the promise of learning technologies to 00:28:56.934 --> 00:29:00.500 transform our schools and to enhance our lives. 00:29:00.500 --> 00:29:01.467 Thank you very much. 00:29:01.467 --> 00:29:10.867 (applause) 00:29:10.867 --> 00:29:12.000 Tom Kalil: Thank you. 00:29:12.000 --> 00:29:14.633 So before we start with the panel, 00:29:14.633 --> 00:29:18.934 I want to recognize a couple of the other individuals and 00:29:18.934 --> 00:29:21.800 organizations that have made commitments to help launch the 00:29:21.800 --> 00:29:24.367 Digital Promise initiative. 00:29:24.367 --> 00:29:27.800 A number of organizations have come together to support the 00:29:27.800 --> 00:29:30.900 2012 National Stem Video Game Competition, 00:29:30.900 --> 00:29:36.734 including the Joan Ganz Cooney Center at the Sesame workshop, 00:29:36.734 --> 00:29:41.834 Eli Media, and this is a video game competition to identify 00:29:41.834 --> 00:29:45.333 new ways to use video games to support stem teaching 00:29:45.333 --> 00:29:46.367 and learning. 00:29:46.367 --> 00:29:48.867 It's being supported by the AMD Foundation, 00:29:48.867 --> 00:29:53.300 the Entertainment Software Association, Microsoft Xbox, 00:29:53.300 --> 00:29:56.400 CPB and PBS Ready to Learn Initiative. 00:29:56.400 --> 00:29:59.066 So please join me in welcoming and supporting that. 00:29:59.066 --> 00:30:04.800 (applause) 00:30:04.800 --> 00:30:09.900 The Morgridge Family Foundation is providing a $2 million gift 00:30:09.900 --> 00:30:12.967 to the Nature Conservancy to support the development of 00:30:12.967 --> 00:30:17.800 digital content that is based on conservation science. 00:30:17.800 --> 00:30:20.667 And John, so -- is in the audience, 00:30:20.667 --> 00:30:24.900 so please join me in welcoming John and the 00:30:24.900 --> 00:30:26.500 Morgridge Family Foundation. 00:30:26.500 --> 00:30:30.800 (applause) 00:30:30.800 --> 00:30:34.800 A number of organizations in the technology community, 00:30:34.800 --> 00:30:39.000 the Tech America Foundation, the Information Technology Industry 00:30:39.000 --> 00:30:42.633 Council, the Software and Information Industry Association 00:30:42.633 --> 00:30:45.834 are all working together to build industry support for the 00:30:45.834 --> 00:30:46.934 Digital Promise. 00:30:46.934 --> 00:30:49.233 So if you are in the house, please stand up. 00:30:49.233 --> 00:30:56.734 (applause) 00:30:56.734 --> 00:31:02.367 And last, but not least, a number of foundations have 00:31:02.367 --> 00:31:04.734 stepped forward to help launch the Digital Promise, 00:31:04.734 --> 00:31:08.133 including the Carnegie Corporation and the 00:31:08.133 --> 00:31:09.100 Hewlett Foundation. 00:31:09.100 --> 00:31:12.066 So please join me in welcoming them and thanking them. 00:31:12.066 --> 00:31:17.700 (applause) 00:31:17.700 --> 00:31:25.800 So we have a terrific panel and let's get started. 00:31:25.800 --> 00:31:30.066 Mark, you're the Superintendent of the Moorseville Graded School 00:31:30.066 --> 00:31:34.500 District and you've recently been using technology to support 00:31:34.500 --> 00:31:38.433 both challenge learning, real world problem-solving and 00:31:38.433 --> 00:31:41.734 improving the graduation rate in your school district. 00:31:41.734 --> 00:31:43.700 How have you been doing that? 00:31:43.700 --> 00:31:46.200 Mark Edwards: Well, it's an honor to be here and thank you. 00:31:46.200 --> 00:31:48.934 We've provided all students in Mooresville, North Carolina, 00:31:48.934 --> 00:31:52.266 it's a small district north of Charlotte, 5,600 students, 00:31:52.266 --> 00:31:54.767 we've provided all students 3rd through 12th grade with 00:31:54.767 --> 00:31:56.300 a laptop computer. 00:31:56.300 --> 00:32:01.200 We ranked 99th in the state in funding out of 115 districts and 00:32:01.200 --> 00:32:05.333 we've been able to move forward using digital resources as our 00:32:05.333 --> 00:32:07.800 primary curriculum model. 00:32:07.800 --> 00:32:12.133 Our graduation rate has gone from 64% to 91% during the last 00:32:12.133 --> 00:32:13.767 four years. 00:32:13.767 --> 00:32:17.734 We've also increased our composite academic performance 00:32:17.734 --> 00:32:22.100 from 68 to 88% and we're currently 3rd in the state. 00:32:22.100 --> 00:32:23.934 We have also -- 00:32:23.934 --> 00:32:25.734 (applause) 00:32:25.734 --> 00:32:28.200 Thank you. 00:32:28.200 --> 00:32:31.200 During that same time our poverty ratio has gone up 00:32:31.200 --> 00:32:35.500 by 25% so we have felt the effects of the economy. 00:32:35.500 --> 00:32:38.066 But our performance in biology, in which every student has to 00:32:38.066 --> 00:32:43.333 pass as a state exam, has gone from 68% to 93%. 00:32:43.333 --> 00:32:45.200 Another area that we're particularly proud of is at the 00:32:45.200 --> 00:32:50.300 3rd grade level our composite pass rate for reading is 94%; 00:32:50.300 --> 00:32:55.200 92% for African-Americans, 91% for Hispanic students. 00:32:55.200 --> 00:32:59.066 We've also been able, last year we made 100% of our AYP goals, 00:32:59.066 --> 00:33:01.400 this year we dropped to 92%. 00:33:01.400 --> 00:33:03.667 There's some more stringent requirements. 00:33:03.667 --> 00:33:06.433 But I think the real key to that has been leveraging 00:33:06.433 --> 00:33:07.700 digital resources. 00:33:07.700 --> 00:33:12.033 Our motto was "Every Child Every Day" and we have used the 00:33:12.033 --> 00:33:15.266 relevance and the engagement in using technology. 00:33:15.266 --> 00:33:18.967 We've been able to leverage the use of digital data to 00:33:18.967 --> 00:33:21.500 inform teachers and to expedite and to bring 00:33:21.500 --> 00:33:23.567 precision with intervention. 00:33:23.567 --> 00:33:26.433 And we've also been able to build collaboration and a 00:33:26.433 --> 00:33:28.567 convergence of teachers, students, 00:33:28.567 --> 00:33:32.400 family and community working together which students feel 00:33:32.400 --> 00:33:33.433 every day. 00:33:33.433 --> 00:33:37.367 I really do believe that the key to this has been a sense of 00:33:37.367 --> 00:33:42.800 spirit of working together to make a difference and laptops 00:33:42.800 --> 00:33:45.333 are huge; digital resources are huge. 00:33:45.333 --> 00:33:49.200 But the community sense of obligation/responsibility for 00:33:49.200 --> 00:33:51.900 Every Child Every Day has been a key to it. 00:33:51.900 --> 00:33:54.333 We've had hundreds of visitors from 42 states 00:33:54.333 --> 00:33:55.867 in the last three years. 00:33:55.867 --> 00:33:59.033 And I don't think anybody walks away saying anything dramatic 00:33:59.033 --> 00:34:02.734 other than the fact that we've provided resources, 00:34:02.734 --> 00:34:06.400 we're using 24th century digital resources and I do believe that 00:34:06.400 --> 00:34:10.066 there's great opportunity and "may the promise be with us!" 00:34:10.066 --> 00:34:10.633 (laughter) 00:34:10.633 --> 00:34:11.266 Thank you. 00:34:11.266 --> 00:34:16.734 (applause) 00:34:16.734 --> 00:34:21.600 Tom Kalil: The President's Council of Economic Advisors has developed 00:34:21.600 --> 00:34:25.066 a report that is looking at the market for learning technology 00:34:25.066 --> 00:34:28.066 and we're fortunate this morning to have both Katharine Abraham 00:34:28.066 --> 00:34:32.800 and two of the folks, Ben Jones, and Ronnie Chatterji, 00:34:32.800 --> 00:34:35.133 who helped out on the report. 00:34:35.133 --> 00:34:39.533 And one of the things that they identified as a challenge to 00:34:39.533 --> 00:34:41.900 using technology to transform learning was 00:34:41.900 --> 00:34:43.367 the nature of the marketplace. 00:34:43.367 --> 00:34:45.934 You have 15,000 different school districts. 00:34:45.934 --> 00:34:47.767 You've got lengthy adoption cycles. 00:34:47.767 --> 00:34:52.433 It's difficult for schools to make evidence-based decisions 00:34:52.433 --> 00:34:54.433 about what to buy. 00:34:54.433 --> 00:34:57.066 A lot of school districts don't spend a whole lot of money on 00:34:57.066 --> 00:34:59.533 educational software. 00:34:59.533 --> 00:35:03.166 So what do you think are some of the things that a large school 00:35:03.166 --> 00:35:07.367 district look New York City could do to help drive more 00:35:07.367 --> 00:35:11.767 innovation in learning technologies? 00:35:11.767 --> 00:35:13.900 David Weiner: Sure, thank you very much. 00:35:13.900 --> 00:35:16.033 My name is Dave Weiner, I am a Deputy Chancellor in New York 00:35:16.033 --> 00:35:18.700 City and one of the areas that I oversee is called 00:35:18.700 --> 00:35:20.567 our Innovation Zone. 00:35:20.567 --> 00:35:23.367 The Innovation Zone was started about three years ago. 00:35:23.367 --> 00:35:25.667 Chancellor Joel Klein was there and he basically brought 00:35:25.667 --> 00:35:29.900 together private partners, federal funds and local funds 00:35:29.900 --> 00:35:34.500 to actually build what we call the iZone now. 00:35:34.500 --> 00:35:37.533 Within the iZone this past year we had about 40 schools in it 00:35:37.533 --> 00:35:40.300 and we actually, this school year that just started a few 00:35:40.300 --> 00:35:44.166 weeks ago, we now have 185 schools in the iZone. 00:35:44.166 --> 00:35:47.800 These schools are basically using technology to personalize 00:35:47.800 --> 00:35:52.333 learning for students so we have lots of examples of schools that 00:35:52.333 --> 00:35:55.567 are basically, one example a school we called "School of One" 00:35:55.567 --> 00:36:00.667 which basically uses technology to individualize instruction for 00:36:00.667 --> 00:36:03.100 every single student in the class and actually every single 00:36:03.100 --> 00:36:05.233 student in school in math. 00:36:05.233 --> 00:36:07.500 Students come in, they are working literally on a computer, 00:36:07.500 --> 00:36:09.233 there actually is a teacher facilitating as well, 00:36:09.233 --> 00:36:12.700 and every single student could be at a different place. 00:36:12.700 --> 00:36:15.100 But it's personalized to each child so that they're growing 00:36:15.100 --> 00:36:17.567 and it's not, you know, teaching to the middle where some kids 00:36:17.567 --> 00:36:19.266 are at the top, some kids at the bottom don't get taught, 00:36:19.266 --> 00:36:21.633 but every single child has an individualized plan for them 00:36:21.633 --> 00:36:26.367 which is regularly assessed to make sure it continues. 00:36:26.367 --> 00:36:28.333 So we've have lots and lots of examples. 00:36:28.333 --> 00:36:33.433 Josiah School is one of the schools that's in our iZone. 00:36:33.433 --> 00:36:35.867 And we're kind of launching the next stage of it. 00:36:35.867 --> 00:36:38.100 It directly relates to the question that was asked. 00:36:38.100 --> 00:36:41.433 We've created what we call an education ecosystem. 00:36:41.433 --> 00:36:44.467 We started this about a month or two ago. 00:36:44.467 --> 00:36:46.500 Actually, a little longer now, probably about three or four 00:36:46.500 --> 00:36:50.066 months ago, and largely what we believe is that within the 00:36:50.066 --> 00:36:53.567 district we cannot innovate fast enough and so we have to look to 00:36:53.567 --> 00:36:55.400 outside partners to come in. 00:36:55.400 --> 00:36:58.734 But in order to do that we've got to define exactly what needs 00:36:58.734 --> 00:36:59.867 we have. 00:36:59.867 --> 00:37:03.100 What areas we need support and help in. 00:37:03.100 --> 00:37:05.467 And we need to be able to pilot some of these programs to be 00:37:05.467 --> 00:37:07.900 able to see how well they can grow. 00:37:07.900 --> 00:37:09.100 And then programs that don't work we're going 00:37:09.100 --> 00:37:10.166 to shut down quickly. 00:37:10.166 --> 00:37:13.033 And programs that do work, like School of One we're going to 00:37:13.033 --> 00:37:14.367 expand pretty rapidly. 00:37:14.367 --> 00:37:18.066 And we really see the school district as being the nexus of 00:37:18.066 --> 00:37:22.000 that connection between outside entrepreneurs, developers, 00:37:22.000 --> 00:37:24.066 funders that want to come together to try out these 00:37:24.066 --> 00:37:26.400 different types of options. 00:37:26.400 --> 00:37:30.500 One thing that, I've been to quite a few of our iZone schools 00:37:30.500 --> 00:37:32.834 and the only one thing that, you know, 00:37:32.834 --> 00:37:35.066 puts them together into one bucket is that they are all 00:37:35.066 --> 00:37:36.333 completely different. 00:37:36.333 --> 00:37:37.767 And that's kind of something that we 00:37:37.767 --> 00:37:39.100 really feel is important. 00:37:39.100 --> 00:37:41.834 That what might work for Josiah in East Harlem, 00:37:41.834 --> 00:37:45.200 may not necessarily work for a kid in Statton Island and the 00:37:45.200 --> 00:37:48.600 way the technology is being used in The Bronx may look different 00:37:48.600 --> 00:37:50.367 than the way it's being used in Brooklyn. 00:37:50.367 --> 00:37:54.000 But using technology to personalize instruction is 00:37:54.000 --> 00:37:58.000 really the main theme that kind of goes throughout it. 00:37:58.000 --> 00:38:00.300 Tom Kalil: And what are some of the ways in which you think you could 00:38:00.300 --> 00:38:05.533 leverage the purchasing power of New York City potentially even 00:38:05.533 --> 00:38:08.867 working with other school districts to help drive the 00:38:08.867 --> 00:38:11.000 evolution of the market? 00:38:11.000 --> 00:38:12.967 David Weiner: So we're hoping that through Digital Promise and through 00:38:12.967 --> 00:38:16.266 Educational Ecosystem we're basically able to come together 00:38:16.266 --> 00:38:18.467 with different urban districts, Newark, Baltimore, 00:38:18.467 --> 00:38:22.333 D.C., Philadelphia, to be able to say there are some common 00:38:22.333 --> 00:38:23.700 themes that we're having. 00:38:23.700 --> 00:38:26.867 Supporting students getting through 9th grade with enough 00:38:26.867 --> 00:38:29.633 credits, actually, to be 10th graders has been a struggle for 00:38:29.633 --> 00:38:32.033 us and some of our other large urban districts. 00:38:32.033 --> 00:38:35.500 And by being able to define these challenges and problems 00:38:35.500 --> 00:38:39.467 that we're having we hope to go to the marketplace and be able 00:38:39.467 --> 00:38:41.667 to say these are the challenges and we need your help in 00:38:41.667 --> 00:38:44.033 creating technologies to actually be able to innovate 00:38:44.033 --> 00:38:44.900 and improve that. 00:38:44.900 --> 00:38:48.066 So almost a buyer's consortium of school districts and 00:38:48.066 --> 00:38:50.400 organizations that can come together to outline the 00:38:50.400 --> 00:38:53.433 challenges we have and look to the outside marketplace to help 00:38:53.433 --> 00:38:56.567 us figure out how to improve on those challenges. 00:38:56.567 --> 00:38:57.934 Tom Kalil: Great. 00:38:57.934 --> 00:39:01.233 As I mentioned early, Gabe Newell is the President and 00:39:01.233 --> 00:39:03.900 founder of Valve, which is an incredibly successful 00:39:03.900 --> 00:39:06.200 video game company. 00:39:06.200 --> 00:39:10.433 Clearly the video game industry knows a lot about how to grab 00:39:10.433 --> 00:39:13.367 and maintain the very high levels of attentive time on 00:39:13.367 --> 00:39:17.033 task, both young people and grownups. 00:39:17.033 --> 00:39:20.633 What role do you think there could be for your company and 00:39:20.633 --> 00:39:25.166 for the video game industry more broadly in terms of transforming 00:39:25.166 --> 00:39:27.533 teaching and learning? 00:39:27.533 --> 00:39:31.133 Gabe Newell: Well, we got here because of our customers. 00:39:31.133 --> 00:39:34.300 We've been successful as a video game company, 00:39:34.300 --> 00:39:38.734 as an entertainment company because we watch exactly what 00:39:38.734 --> 00:39:40.633 our customers are doing. 00:39:40.633 --> 00:39:45.533 And what started to happen was that teachers and students 00:39:45.533 --> 00:39:49.400 started to bring our games into an educational setting and 00:39:49.400 --> 00:39:52.533 we're, like, aren't we enemies; right? 00:39:52.533 --> 00:39:53.233 (laughter) 00:39:53.233 --> 00:39:56.100 I mean, aren't we entertainment? 00:39:56.100 --> 00:40:00.166 And isn't that, you know, in opposition to education? 00:40:00.166 --> 00:40:03.166 So we started talking to the teachers and we started talking 00:40:03.166 --> 00:40:08.100 to researchers and the more we looked at it it seems like the 00:40:08.100 --> 00:40:10.133 technology, the engineering, the design, 00:40:10.133 --> 00:40:15.734 the science behind what we do is the same as the science and the 00:40:15.734 --> 00:40:19.100 technology that shows so much opportunity in 00:40:19.100 --> 00:40:21.000 the educational field. 00:40:21.000 --> 00:40:25.066 So we decided, well, if that's true, 00:40:25.066 --> 00:40:29.400 then teachers should be good video designers and, 00:40:29.400 --> 00:40:33.333 video game designers, and we should be able to build 00:40:33.333 --> 00:40:35.800 compelling, engaging curriculum. 00:40:35.800 --> 00:40:37.667 So we decided to go ahead and try to do that, 00:40:37.667 --> 00:40:39.633 so we're in the process of building some middle 00:40:39.633 --> 00:40:42.767 school curriculum. 00:40:42.767 --> 00:40:44.000 We're building new tools. 00:40:44.000 --> 00:40:46.967 We're building new distribution technology to give teachers and 00:40:46.967 --> 00:40:49.400 students the ability to have access to that. 00:40:49.400 --> 00:40:51.533 And then we're going to give those tools themselves to the 00:40:51.533 --> 00:40:53.200 teachers and students. 00:40:53.200 --> 00:40:54.900 So we're going to learn a lot about that. 00:40:54.900 --> 00:41:00.266 We're going to learn, you know, how these technologies 00:41:00.266 --> 00:41:01.767 are converging. 00:41:01.767 --> 00:41:04.433 And I also think that we're going to show other video 00:41:04.433 --> 00:41:07.433 game developers what the opportunity is, 00:41:07.433 --> 00:41:10.300 how they can be contributing, how everything that we've been 00:41:10.300 --> 00:41:15.333 learning in our industry to engage and excite children, 00:41:15.333 --> 00:41:19.100 is very applicable in an educational environment as well. 00:41:19.100 --> 00:41:21.967 And we're very excited working with teachers to figure out how 00:41:21.967 --> 00:41:27.300 what we do can be a tool to them rather than a distraction. 00:41:27.300 --> 00:41:28.000 Tom Kalil: Right. 00:41:28.000 --> 00:41:32.233 It seems one of the things that a great video game does 00:41:32.233 --> 00:41:36.834 is continually keep you on the knife edge between a challenge 00:41:36.834 --> 00:41:41.400 being just too hard in which case you give up in frustration, 00:41:41.400 --> 00:41:44.734 and being too easy in which case you get bored. 00:41:44.734 --> 00:41:49.367 What are some other things that the video game industry has 00:41:49.367 --> 00:41:55.633 figured out how to do that you think are broadly applicable to 00:41:55.633 --> 00:41:58.333 great teaching and learning. 00:41:58.333 --> 00:42:00.867 Gabe Newell: You know, we have to think about progression, 00:42:00.867 --> 00:42:03.133 we have to think about pacing, we have to think about 00:42:03.133 --> 00:42:05.333 appropriate levels of frustration. 00:42:05.333 --> 00:42:08.600 Our best -- well, you have to be challenged; right? 00:42:08.600 --> 00:42:09.400 Tom Kalil: Right. 00:42:09.400 --> 00:42:12.533 Gabe Newell: And you can't be too challenged or you walk away from the task. 00:42:12.533 --> 00:42:14.000 Tom Kalil: It has to be hard fun. 00:42:14.000 --> 00:42:19.900 Gabe Newell: It has to be, yeah, it has to be hard fun is a good way to do it. 00:42:19.900 --> 00:42:23.266 I think one of the biggest steps forward we came to recently is 00:42:23.266 --> 00:42:27.700 when we started using biometric information to directly measure 00:42:27.700 --> 00:42:30.633 sort of frustration and engagement levels among game 00:42:30.633 --> 00:42:37.000 players and it taught us a lot about everybody has a different 00:42:37.000 --> 00:42:39.967 optimal pathway through an experience, 00:42:39.967 --> 00:42:42.200 and we think that those are the kinds of lessons that are going 00:42:42.200 --> 00:42:47.467 to be very applicable, just as applicable in the classroom as 00:42:47.467 --> 00:42:50.834 they are in people's dens. 00:42:50.834 --> 00:42:53.133 Tom Kalil: Great. 00:42:53.133 --> 00:42:57.266 Shirley, one of the points that Secretary Duncan made is that we 00:42:57.266 --> 00:43:00.100 really have to harness these technologies in ways that are 00:43:00.100 --> 00:43:03.000 not only going to promote excellence, but equity. 00:43:03.000 --> 00:43:06.033 What do you think are some of both the challenges and 00:43:06.033 --> 00:43:13.233 opportunities in using digital learning to promote equity and 00:43:13.233 --> 00:43:16.233 to expand the circle of opportunity? 00:43:16.233 --> 00:43:18.734 Shirley Malcolm: One of the things that really excited me about the first 00:43:18.734 --> 00:43:23.867 presentation was that when called upon to talk about 00:43:23.867 --> 00:43:26.934 performance of different groups, that there was the opportunity 00:43:26.934 --> 00:43:30.834 to see that in fact that it had made a difference for all kids. 00:43:30.834 --> 00:43:36.233 And I think that that is the real opportunity that is there. 00:43:36.233 --> 00:43:42.166 Obviously the real challenge is to make sure that the tools that 00:43:42.166 --> 00:43:45.867 are needed are going to be available. 00:43:45.867 --> 00:43:50.700 I think that these, the stubborn performance gap, 00:43:50.700 --> 00:43:54.900 and I will say it in all honesty, 00:43:54.900 --> 00:43:59.934 that this is an unusual situation to be able to report 00:43:59.934 --> 00:44:04.200 data such as Mooresville has reported. 00:44:04.200 --> 00:44:06.834 In most cases, that's not what we're seeing. 00:44:06.834 --> 00:44:11.633 We're seeing a gap that persists and that just does not move. 00:44:11.633 --> 00:44:14.800 And so the question is why is that. 00:44:14.800 --> 00:44:18.900 In part it is because we have thought about learning really as 00:44:18.900 --> 00:44:23.767 only something that in fact happens in school all too often. 00:44:23.767 --> 00:44:28.266 When in fact it happens or should happen everywhere. 00:44:28.266 --> 00:44:31.533 Being able to have the technology allows you to do that 00:44:31.533 --> 00:44:36.467 everywhere, you know, anywhere any time with the students. 00:44:36.467 --> 00:44:40.033 And I think that that is a real promise and 00:44:40.033 --> 00:44:42.533 it's a real opportunity. 00:44:42.533 --> 00:44:47.433 Making sure that we in fact have the access that is available and 00:44:47.433 --> 00:44:52.667 not differential expectations for students is really going to 00:44:52.667 --> 00:44:55.333 be a challenge. 00:44:55.333 --> 00:45:01.500 I was happy to hear that in the cyber learning grants were 00:45:01.500 --> 00:45:04.500 included some which addressed issues related 00:45:04.500 --> 00:45:06.767 to students with disabilities. 00:45:06.767 --> 00:45:10.767 And I think that that's another access issue of a different 00:45:10.767 --> 00:45:15.066 kind, but it is in fact an access issue and very happy 00:45:15.066 --> 00:45:21.233 to see that these kinds of things are being attended to. 00:45:21.233 --> 00:45:23.767 Tom Kalil: What do you think are the opportunities around 00:45:23.767 --> 00:45:27.100 professional development, particularly in STEM, 00:45:27.100 --> 00:45:28.834 science technology, engineering and math? 00:45:28.834 --> 00:45:31.967 As you know this is a major priority for the President to 00:45:31.967 --> 00:45:34.433 move the United States from the middle to the top of the pack 00:45:34.433 --> 00:45:38.200 over the next decade and certainly teacher quality 00:45:38.200 --> 00:45:40.567 is a major challenge in the STEM area. 00:45:40.567 --> 00:45:44.800 So what are some opportunities to harness technology in the 00:45:44.800 --> 00:45:48.100 area of professional development? 00:45:48.100 --> 00:45:53.066 Shirley Malcolm: I think that especially for teachers who are seeking 00:45:53.066 --> 00:45:55.700 professional education and professional experiences, 00:45:55.700 --> 00:45:58.934 while at the same time they're in the classroom, 00:45:58.934 --> 00:46:05.200 they need a place to be able to go and grab and get and learn 00:46:05.200 --> 00:46:07.734 and update their content. 00:46:07.734 --> 00:46:11.200 They need to be able to have access to hybrid learning 00:46:11.200 --> 00:46:13.633 opportunities, not just ones that depend on 00:46:13.633 --> 00:46:15.533 face-to-face contact. 00:46:15.533 --> 00:46:19.200 And they need to be able, I think just as many of the rest 00:46:19.200 --> 00:46:22.633 of us, if they don't understand it the first time around to be 00:46:22.633 --> 00:46:25.633 able to go and revisit it time and time again until 00:46:25.633 --> 00:46:27.100 they do understand it. 00:46:27.100 --> 00:46:29.567 And I think that's one of the things that the technology can 00:46:29.567 --> 00:46:31.500 actually allow. 00:46:31.500 --> 00:46:35.567 We did a small experiment basically driven by necessity 00:46:35.567 --> 00:46:38.633 by the fact that some of the teachers in a program that we 00:46:38.633 --> 00:46:41.700 were running this summer could not, in fact, 00:46:41.700 --> 00:46:45.133 all of them couldn't be there at the same time, 00:46:45.133 --> 00:46:50.700 that we were able to incorporate a digital component with that 00:46:50.700 --> 00:46:54.900 face-to-face in-the-lab kind of aspect. 00:46:54.900 --> 00:46:58.467 And I think that those kinds of opportunities that we really 00:46:58.467 --> 00:47:03.900 have to explore how we're going to be able to move that and to 00:47:03.900 --> 00:47:10.033 use that in ways that are thoughtful to help teachers 00:47:10.033 --> 00:47:14.433 have the tools that they need to address their learning and 00:47:14.433 --> 00:47:16.533 their improvement. 00:47:16.533 --> 00:47:17.867 Tom Kalil: Great. 00:47:17.867 --> 00:47:22.166 Gabe, one of the things that Valve is doing is making your 00:47:22.166 --> 00:47:25.100 level editors available so that's going to really 00:47:25.100 --> 00:47:30.734 democratize both teachers and students being able to develop 00:47:30.734 --> 00:47:32.834 games for learning. 00:47:32.834 --> 00:47:36.266 What are some of the other things that you think the video 00:47:36.266 --> 00:47:43.133 game industry can and should do to support games as a powerful 00:47:43.133 --> 00:47:45.033 tool for learning? 00:47:45.033 --> 00:47:47.400 Gabe Newell: Well, one of the things that we're doing is providing support 00:47:47.400 --> 00:47:49.300 materials for teachers. 00:47:49.300 --> 00:47:53.300 So there is a website that we've put up called "learning with 00:47:53.300 --> 00:48:00.333 portals.com" that will give teachers guides to how to use 00:48:00.333 --> 00:48:08.166 in an educational situation the physics curricula and the tools 00:48:08.166 --> 00:48:10.500 that we're creating. 00:48:10.500 --> 00:48:13.033 You know, just recognizing that you're part of that community 00:48:13.033 --> 00:48:19.467 and connecting with giving them the ability to create -- you 00:48:19.467 --> 00:48:22.667 know, we're all used to social networking, well, but, you know, 00:48:22.667 --> 00:48:24.433 and most of the social networking environments there's 00:48:24.433 --> 00:48:26.633 not this notion of a class, there's not this notion of 00:48:26.633 --> 00:48:28.333 a teacher. 00:48:28.333 --> 00:48:31.500 And those are easy things for us to add, you know, whether it's, 00:48:31.500 --> 00:48:38.367 you know, an origin for EA or it's a battle net at blizzard, 00:48:38.367 --> 00:48:42.767 and it would be very helpful as we explore ways that 00:48:42.767 --> 00:48:45.166 entertainment software is complementary to educational 00:48:45.166 --> 00:48:50.900 experiences for other game developers to embed those 00:48:50.900 --> 00:48:54.967 kinds of notions into their social networking systems. 00:48:54.967 --> 00:49:03.166 Tom Kalil: And are there ways in which you think that the industry could be 00:49:03.166 --> 00:49:07.400 incented to do these types of things from a commercial point 00:49:07.400 --> 00:49:09.333 of view as opposed to just a, you know, 00:49:09.333 --> 00:49:11.133 corporate social responsibility or 00:49:11.133 --> 00:49:12.400 philanthropical point of view? 00:49:12.400 --> 00:49:13.033 Gabe Newell: Well, absolutely. 00:49:13.033 --> 00:49:15.667 I mean, I'd sit down with Bobby Kodak at Activision or John 00:49:15.667 --> 00:49:18.900 Riccitiello at Electronic Arts and just walk them through our 00:49:18.900 --> 00:49:22.233 experiences and what we've been learning, you know. 00:49:22.233 --> 00:49:25.000 I think there are tremendous opportunities to, you know, 00:49:25.000 --> 00:49:27.200 not just commercial opportunities, 00:49:27.200 --> 00:49:29.367 but I think to better understand the businesses 00:49:29.367 --> 00:49:30.633 that we're already in. 00:49:30.633 --> 00:49:32.500 And, I mean, these are convergent problems. 00:49:32.500 --> 00:49:33.100 Tom Kalil: Right. 00:49:33.100 --> 00:49:37.233 Gabe Newell: If they learn how to help a student in a middle school 00:49:37.233 --> 00:49:39.934 understand fractions, they're probably going to find that 00:49:39.934 --> 00:49:43.900 they're better across the board at everything else that they're 00:49:43.900 --> 00:49:44.734 trying to do. 00:49:44.734 --> 00:49:47.400 I think, you know, being better at this will help their bottom 00:49:47.400 --> 00:49:51.100 line in a very ongoing basis. 00:49:51.100 --> 00:49:52.600 Tom Kalil: Great. That's terrific. 00:49:52.600 --> 00:49:57.900 So, David, as you have worked on developing an innovation 00:49:57.900 --> 00:50:04.400 ecosystem, what are some of the challenges that smaller 00:50:04.400 --> 00:50:07.500 companies, which is where a lot of the innovation occurs, 00:50:07.500 --> 00:50:12.834 have reported to you as challenges associated with 00:50:12.834 --> 00:50:16.500 addressing the educational market and what are some of the 00:50:16.500 --> 00:50:19.467 things that you think school districts could do to help 00:50:19.467 --> 00:50:21.266 address those barriers? 00:50:21.266 --> 00:50:24.033 David Weiner: One of the biggest barriers that we've heard people say 00:50:24.033 --> 00:50:25.734 is simply access. 00:50:25.734 --> 00:50:28.800 People don't know how to access the marketplace of schools. 00:50:28.800 --> 00:50:30.333 It's very difficult to get in. 00:50:30.333 --> 00:50:31.800 If you can make a connection you may be able to get into 00:50:31.800 --> 00:50:32.767 one school or two schools. 00:50:32.767 --> 00:50:38.567 But it's really hard to actually be able to get access. 00:50:38.567 --> 00:50:41.433 The second thing is is this idea of piloting programs or having, 00:50:41.433 --> 00:50:44.166 you know, some degree of research and design. 00:50:44.166 --> 00:50:47.767 In education it's, you know, it's the "do no harm." 00:50:47.767 --> 00:50:50.500 There's a nervousness that if we try something new it might 00:50:50.500 --> 00:50:52.000 be worse than what we currently have. 00:50:52.000 --> 00:50:54.266 And although what we currently have is not great, 00:50:54.266 --> 00:50:56.834 we're a little nervous it's going to go down. 00:50:56.834 --> 00:51:00.133 And we feel like that that actually is our responsibility 00:51:00.133 --> 00:51:01.834 as the district to actually, first of all, 00:51:01.834 --> 00:51:05.033 open up our environment to smaller developers, 00:51:05.033 --> 00:51:08.633 new people that want to get in, but also to pilot. 00:51:08.633 --> 00:51:12.667 One of the things I think we recognize most clearly is we 00:51:12.667 --> 00:51:16.300 have about 185 schools that are now in our iZone and we're going 00:51:16.300 --> 00:51:19.066 up to 400 in two years, that some of the models that we 00:51:19.066 --> 00:51:21.133 create are not going to work. 00:51:21.133 --> 00:51:21.734 Tom Kalil: Right. 00:51:21.734 --> 00:51:24.033 David Weiner: They may be fine, and they may not, you know, 00:51:24.033 --> 00:51:26.433 they may not harm students, but they're not going to be those 00:51:26.433 --> 00:51:30.467 groundbreaking leaps forward that we actually need. 00:51:30.467 --> 00:51:34.433 But our hope is that of the 400 schools that are trying out lots 00:51:34.433 --> 00:51:37.333 of different technologies, and partnering with outside smaller 00:51:37.333 --> 00:51:41.867 and larger entrepreneurs, that we will find enough in that to 00:51:41.867 --> 00:51:43.300 dramatically be able to grow. 00:51:43.300 --> 00:51:46.100 School of One is a great example again because it's something 00:51:46.100 --> 00:51:47.266 that has worked well. 00:51:47.266 --> 00:51:49.433 It's at a school in Brooklyn right now. 00:51:49.433 --> 00:51:53.000 We're expanding to five new Schools of One sites in January 00:51:53.000 --> 00:51:55.166 and actually seven additional ones in September. 00:51:55.166 --> 00:51:59.900 So data that shows that some of these entrepreneurial, 00:51:59.900 --> 00:52:03.000 these different types of ideas that are actually working, 00:52:03.000 --> 00:52:05.333 we want to expand quickly and that ideas that aren't going to 00:52:05.333 --> 00:52:07.633 work we're going to close down as fast as we can. 00:52:07.633 --> 00:52:10.834 And allowing smaller businesses, smaller groups to actually 00:52:10.834 --> 00:52:12.633 access and come into the schools, 00:52:12.633 --> 00:52:15.934 be able to try things out and pilot things is really where we 00:52:15.934 --> 00:52:19.800 feel like we can have a lot of support and influence. 00:52:19.800 --> 00:52:24.200 Tom Kalil: So it seems like one of the ways in which large school districts 00:52:24.200 --> 00:52:27.500 could help drive the market is to define, as you said, 00:52:27.500 --> 00:52:30.667 some specific learning outcomes or specific problems that you're 00:52:30.667 --> 00:52:32.500 facing and saying, you know, if you could develop 00:52:32.500 --> 00:52:36.333 a technology-enabled solution that would deliver the following 00:52:36.333 --> 00:52:40.433 results, and here is how we'd measure it, 00:52:40.433 --> 00:52:42.100 then we would buy it. 00:52:42.100 --> 00:52:47.300 So by being a more proactive voice of the customer, 00:52:47.300 --> 00:52:49.133 you might be in a position of saying, you know, 00:52:49.133 --> 00:52:52.667 we don't want to just go out and buy a lot of technology for the 00:52:52.667 --> 00:52:55.233 sake of technology, but we want to use it to solve a 00:52:55.233 --> 00:52:56.567 particular problem. 00:52:56.567 --> 00:53:01.166 Are there things like that that come to mind that could serve as 00:53:01.166 --> 00:53:06.066 the basis for a pilot for how procurement could drive 00:53:06.066 --> 00:53:12.900 innovation to solve a particular learning challenge? 00:53:12.900 --> 00:53:15.200 David Weiner: Yeah, I mean, one of the challenges I think school 00:53:15.200 --> 00:53:18.166 districts, and New York City, I would say, is one of them, 00:53:18.166 --> 00:53:20.100 has really been defining what those challenges are. 00:53:20.100 --> 00:53:21.467 We've done a bad job of saying, hey, 00:53:21.467 --> 00:53:23.433 this is the challenge we're facing, 00:53:23.433 --> 00:53:25.300 whether it's the achievement gap or supporting students with 00:53:25.300 --> 00:53:28.333 disabilities or allowing students to access more 00:53:28.333 --> 00:53:31.166 curricula, we've done a poor job of doing that. 00:53:31.166 --> 00:53:34.633 The innovation ecosystem, and again kind of coupled with 00:53:34.633 --> 00:53:37.900 Digital Promise, we hope, will allow us to be able to say these 00:53:37.900 --> 00:53:39.567 are some of the challenges we're facing. 00:53:39.567 --> 00:53:42.767 What's really important also is that we looked at all of 00:53:42.767 --> 00:53:45.100 our different schools and some of our schools have 00:53:45.100 --> 00:53:47.400 different challenges. 00:53:47.400 --> 00:53:49.533 One of the schools in the iZone right now is a school called 00:53:49.533 --> 00:53:53.767 Brooklyn Tech, it's one of our, one of our exam schools that is 00:53:53.767 --> 00:53:54.800 a really high functioning school, 00:53:54.800 --> 00:53:57.233 it's a Steiverson-type school so it really has 00:53:57.233 --> 00:53:58.667 a top-level student. 00:53:58.667 --> 00:54:01.033 Well, one of the challenges that we heard from their community 00:54:01.033 --> 00:54:04.633 and their parents were that -- it sounds crazy -- but juniors 00:54:04.633 --> 00:54:07.033 and seniors in their schools, their schedules were so tight 00:54:07.033 --> 00:54:09.233 they weren't able to access enough AP classes. 00:54:09.233 --> 00:54:11.633 So I'm not sure any student wants to take seven or eight AP 00:54:11.633 --> 00:54:14.100 classes as a high school student but if there is a child that 00:54:14.100 --> 00:54:15.967 does it's going to be at Brooklyn Tech. 00:54:15.967 --> 00:54:18.467 So what we actually did is we actually built a digital 00:54:18.467 --> 00:54:21.567 platform to actually allow blended learning. 00:54:21.567 --> 00:54:23.433 So students are now actually getting some of the learning 00:54:23.433 --> 00:54:25.400 in the classroom about half the time. 00:54:25.400 --> 00:54:27.400 And then half the time they're required to do it at home as 00:54:27.400 --> 00:54:29.900 part of, you know, homework and extended day. 00:54:29.900 --> 00:54:33.133 This almost reminds me when I was in college and I had to do 00:54:33.133 --> 00:54:35.133 some online work but we're really allowing our high school 00:54:35.133 --> 00:54:35.967 students to do it. 00:54:35.967 --> 00:54:39.667 So whereas last year Brooklyn Tech seniors could only take 00:54:39.667 --> 00:54:41.667 five AP classes, they can now take seven. 00:54:41.667 --> 00:54:43.600 (laughter) 00:54:43.600 --> 00:54:45.567 Not that again that I would encourage anyone to do that 00:54:45.567 --> 00:54:47.934 if they didn't want to, but that's something they could do. 00:54:47.934 --> 00:54:49.567 On the other end of the spectrum -- 00:54:49.567 --> 00:54:50.967 Tom Kalil: That's a high class problem. 00:54:50.967 --> 00:54:53.467 David Weiner: Yes, yes, yes, but it is a problem that we're hoping to 00:54:53.467 --> 00:54:55.333 solve and that marketplace does. 00:54:55.333 --> 00:54:58.166 And on the other end of the spectrum we have schools that 00:54:58.166 --> 00:54:59.834 are called transfer schools. 00:54:59.834 --> 00:55:02.133 And these schools are for students who have actually 00:55:02.133 --> 00:55:04.667 dropped out of a traditional high school and they're trying 00:55:04.667 --> 00:55:06.367 to get reengaged. 00:55:06.367 --> 00:55:08.834 What we find is these kids come to us at 16, 17, 00:55:08.834 --> 00:55:12.166 18 years old with two credits, three credits, so, you know, 00:55:12.166 --> 00:55:14.133 it's going to take them four, almost five more years to 00:55:14.133 --> 00:55:16.533 actually get through high school. 00:55:16.533 --> 00:55:18.934 Traditionally we have been unable to provide more than 00:55:18.934 --> 00:55:21.066 about five or six classes a year. 00:55:21.066 --> 00:55:24.734 With our online platform now we are actually able to double and 00:55:24.734 --> 00:55:26.667 actually almost triple the number of classes a student 00:55:26.667 --> 00:55:27.834 would be able to take in a year. 00:55:27.834 --> 00:55:29.967 So if you're 17 years old and you have the credits of a 9th 00:55:29.967 --> 00:55:32.166 grader you can actually get through high school in two years 00:55:32.166 --> 00:55:34.734 as long as you're committed and able to do learning inside the 00:55:34.734 --> 00:55:36.266 school day and outside of it. 00:55:36.266 --> 00:55:38.333 It allows you to meet students who have 00:55:38.333 --> 00:55:39.934 nontraditional schedules. 00:55:39.934 --> 00:55:42.166 Students that have to work or raising a child, 00:55:42.166 --> 00:55:44.667 that we can actually work around their schedule. 00:55:44.667 --> 00:55:47.533 Tom Kalil: So you're trying to move towards competency-based assessment as 00:55:47.533 --> 00:55:50.000 opposed to how many hours were you in class? 00:55:50.000 --> 00:55:51.533 David Weiner: That's exactly right. That's exactly right. 00:55:51.533 --> 00:55:53.300 And we see it basically for all of our students. 00:55:53.300 --> 00:55:54.500 Students, some of our top students, 00:55:54.500 --> 00:55:56.200 some of our students that are struggling the most, 00:55:56.200 --> 00:55:57.300 and all over the board. 00:55:57.300 --> 00:56:00.367 So we have defined these challenges and we have worked 00:56:00.367 --> 00:56:03.200 with groups like SYSCO and Google and Apple to say these 00:56:03.200 --> 00:56:06.266 are some of our challenges; we need to get credit accumulation 00:56:06.266 --> 00:56:09.433 faster in a competency-based manner and we need your help in 00:56:09.433 --> 00:56:10.667 figuring out how we can do that. 00:56:10.667 --> 00:56:12.400 That's really where we've been able to innovate. 00:56:12.400 --> 00:56:13.133 Tom Kalil: Right. 00:56:13.133 --> 00:56:16.967 Now, Mark, you cited some really extraordinary figures in terms 00:56:16.967 --> 00:56:20.734 of the improvements that you've been able to make in student 00:56:20.734 --> 00:56:22.133 learning outcomes. 00:56:22.133 --> 00:56:25.767 And obviously, you know, there were probably a lot of things 00:56:25.767 --> 00:56:28.867 that went into that, you know, leadership, parental engagement, 00:56:28.867 --> 00:56:31.700 you know, teacher professional development. 00:56:31.700 --> 00:56:35.066 But what do you think were some of the key wins in terms of the 00:56:35.066 --> 00:56:38.266 role that technology-enabled learning played in that? 00:56:38.266 --> 00:56:40.900 Mark Edwards: Well, you know, one of the real exciting outcomes, 00:56:40.900 --> 00:56:44.433 it was kind of an unintended, is the level of collaboration that 00:56:44.433 --> 00:56:48.266 goes on after school, that goes on with teachers in the evening 00:56:48.266 --> 00:56:50.600 and on the weekends and from state to state and 00:56:50.600 --> 00:56:51.967 region to region. 00:56:51.967 --> 00:56:55.433 And there is this sense of a collaborative hum that occurs. 00:56:55.433 --> 00:56:58.333 And there's this same type of excitement that is occurring 00:56:58.333 --> 00:57:00.500 with teachers that we see with students. 00:57:00.500 --> 00:57:03.667 And I think the relevance, the fact that it's relevant to the 00:57:03.667 --> 00:57:06.600 future rather than part of the past, 00:57:06.600 --> 00:57:09.633 is driving our new teachers' energy and excitement. 00:57:09.633 --> 00:57:13.000 And I also think that when parents see this opportunity 00:57:13.000 --> 00:57:16.600 for children, that they're more inclined to be part of it. 00:57:16.600 --> 00:57:20.166 We're seeing in the evenings our teachers will engage with 00:57:20.166 --> 00:57:22.300 students on online discussion boards. 00:57:22.300 --> 00:57:26.200 Last winter we were out for snow and we had semester 00:57:26.200 --> 00:57:27.367 exams coming up. 00:57:27.367 --> 00:57:29.934 And we were on a time -- we had to move ahead. 00:57:29.934 --> 00:57:32.767 But our teachers sent e-mails and we had hundreds of students 00:57:32.767 --> 00:57:35.800 online in the evening connecting with each other, 00:57:35.800 --> 00:57:39.533 connecting with their teachers preparing for this opportunity. 00:57:39.533 --> 00:57:41.834 So I think that there are huge dividends. 00:57:41.834 --> 00:57:45.266 And I think with the Lead Innovative Schools, Terry Grier, 00:57:45.266 --> 00:57:47.100 the Superintendent of Houston ISD, 00:57:47.100 --> 00:57:49.467 a good friend and colleague, we talk regularly. 00:57:49.467 --> 00:57:52.200 Now, he's a district of 200,000 plus students, 00:57:52.200 --> 00:57:56.834 but the opportunity to connect locally across the nation, 00:57:56.834 --> 00:58:00.467 across the world, I think brings a level of excitement to the 00:58:00.467 --> 00:58:04.333 classroom that there's a new sense of opportunity for all. 00:58:04.333 --> 00:58:07.600 For teachers and for students. 00:58:07.600 --> 00:58:10.066 Tom Kalil: Well, please join me in thanking what has been 00:58:10.066 --> 00:58:11.500 an absolutely terrific panel. 00:58:11.500 --> 00:58:19.266 (applause) 00:58:19.266 --> 00:58:23.500 So we're going to go to the next phase of the program. 00:58:23.500 --> 00:58:27.934 There are going to be three breakout sessions. 00:58:27.934 --> 00:58:30.934 Everyone should know which breakout session they're 00:58:30.934 --> 00:58:36.333 supposed to go to and there will be people with signs telling you 00:58:36.333 --> 00:58:38.033 where to go. 00:58:38.033 --> 00:58:42.066 I also want to introduce Adam Frankel who is -- Adam, 00:58:42.066 --> 00:58:43.400 stand up. 00:58:43.400 --> 00:58:44.667 Please join me in thanking Adam. 00:58:44.667 --> 00:58:47.800 (applause) 00:58:47.800 --> 00:58:52.000 And this is really going to require an all-hands-on-deck 00:58:52.000 --> 00:58:56.867 effort, so please talk to Adam if you're interested in talking 00:58:56.867 --> 00:58:59.500 about how you can get involved, how your organization can get 00:58:59.500 --> 00:59:03.400 involved in making the Digital Promise a reality. 00:59:03.400 --> 99:59:59.999 Thank you!