The Seven Dimensions outline how schools can begin to measure their own progress in transforming classrooms into active, stimulating and academically sound learning environments that use technology.

The Policymaker's Guide provides a blueprint for how schools might begin to break down the often difficult task of creating an effective school technology program.  Watch this site for a future Educator's Guide that will  provide information about how incorporate the seven dimensions into their existing practice.

There are many examples around the country of where technology — in the right hands, under the right conditions — brings tremendous learning opportunities to students, teachers and communities.

But the truth is that these examples are, today, more the exception than the rule. Technology is finding its way into classrooms across the nation, but that doesn’t necessarily guarantee that teachers or students yet have adequate access to technology, or more importantly that they have the knowledge, skills and abilities to use these tools in ways that advance learning.

The Milken Exchange created the 7 Dimensions as a guide for educators and policymakers to use when making decisions about implementing technology in schools. We have taken ideas from recent research, practice and pedagogy to create the 7 Dimensions in order to break down the difficult task of creating system-wide education technology programs.

Through the 7 Dimensions we give you the structure to create a technology plan. We also provide case studies of where school districts are using computers to encourage higher-order thinking skills, problem-solving and new methods of learning that were never before possible without technology.

Seven Dimensions for Gauging Progress
Asking The Right Questions

1. LEARNERS
Are students using technology in ways that deepen their understanding of academic content and advance their knowledge of the world around them?

2. LEARNING ENVIRONMENTS
Is the learning environment designed to achieve high academic performance by students?

3. PROFESSIONAL COMPETENCY
Are educators fluent with technology and do they effectively use technology to the learning advantage of students?

4. SYSTEM CAPACITY
Is the entire education system reengineering itself to meet the needs of students in this knowledge-based, global society?

5. COMMUNITY CONNECTIONS
Is the school-community relationship one of trust and respect, and is this translating into beneficial, sustainable partnerships in learning technology?

6. TECHNOLOGY CAPACITY
Are there adequate technologies, networks, electronic resources and support to reach the education system’s learning goals?

7. ACCOUNTABILITY
Is there agreement on what success with technology looks like? Are there measures in place to track progress and report results?

The Seven Dimensions have been used as a framework in the Virginia Report and the State-by-State Policy Survey Project.