April 2005 — SETDA

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Assessing Technology Integration in Schools

By Mary Ann Wolf, Director of Leadership, Policy & Planning, SETDA

For instance, Pennsylvania and Utah have both taken the spirit and intent of the tools and started to implement PETI to make a difference in their respective states. It’s important to note that districts can fully utilize PETI without being a part of a statewide initiative, while corporations and other organizations are also encouraged to integrate the PETI tools and approach into their research or work with states, districts and schools.

SETDA’s entire purpose for the PETI tools is to provide technical assistance and encourage the use of validated tools that incorporate common, agreed-upon definitions to help all education stakeholders better assess technology in their schools. Please feel free to e-mail me at mwolf@setda.org with any questions or clarifications. We would also love to hear about how you are using PETI.

Members of the Common Data Elements Task Force

  • Deborah Sutton, Missouri Department of Education, Chair
  • Jerry Bates, Tennessee Department of Education, Vice Chair
  • Dean Bergman, Nebraska Department of Education
  • Neah Lohr, Wisconsin Department of Public Instruction
  • John Merritt, West Virginia Department of Education
  • Sherawn Merritt Reberry, Idaho Department of Education
  • Brenda Williams, West Virginia Department of Education

SETDA's 'National Trends' Report

In March, SETDA released its second "National Trends" report, which documented how states utilize and implement the No Child Left Behind Act's Title II D (Enhancing Education Through Technology) program. The state survey, which supports this report, was also developed by the SETDA Common Data Elements Task Force and the Metiri Group, and provides the state-by-state Title II D approaches and programs. Forty-nine states and Washington, D.C., completed the survey, and SETDA has identified several key findings that identify the increase in how programs are supporting other NCLB goals and requirements, including data-driven decision-making, data systems, teacher quality, professional development, and closing the achievement gap. In addition, the report includes more than 100 examples of statewide or district programs that are supported by NCLB Title II D. The entire "National Trends" report can be found online at

www.setda.org/content.cfm?sectionID=185; the seven key findings are listed below:
  • Finding 1: Technology opens distinct, critical pathways to NCLB goals
  • Findings 2: A focus on new types of professional development
  • Finding 3: Doing more with less through collaborations and partnerships
  • Finding 4: The formula grants sustain; the competitive grants innovate
  • Finding 5: Finding 5: Grappling with evaluation and research
  • Finding 6: Through leadership, a knowledge base is emerging
  • Finding 7: In many states, NCLB Title II D is the only source of funding for technology

Utilizing the PETI tools can help states to assess the effectiveness of NCLB Title II D, state and district programs.

Cite this Site

Mary Ann Wolf, Director of Leadership, Policy & Planning, SETDA, "Assessing Technology Integration in Schools," T.H.E. Journal, 4/1/2005, http://www.thejournal.com/articles/17212

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