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Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented.

This article provides an analysis of 20 years of key policy reports addressing the challenges and opportunities in integrating technology into K-12 education in the United States. It summarizes recommendations made in these reports, and comments on the shifting rationales for and expectations of educational technology investments that have shaped those recommendations. In undertaking this analysis, we have been guided by three key sets of questions: a) Why do we invest in educational technologies? What rationales have shaped these investments? b) What are the requisite steps to ensure that technologies are effectively implemented? What specific recommendations have been given priority? c) What assumptions underlie our vision for how technologies can impact teaching and learning, and how have these changed?