As educational technology moves steadily into the 21st century, we’re seeing positive shifts occurring in how Vermont teachers and school leaders think about technology and learning. Educators have become more tech savvy and more cognizant of the ways technology best helps instruction, and offering more mobile access to technology has become a growing trend in our schools. Along with this "mobility influx," there has been a concerted effort at both the state and local levels to tie specific content areas and technology together more closely. Vermont’s VTcite and the 21st Century Classrooms project have helped spur this effort.For many years, Vermont’s ed-tech initiatives have tried to involve more classroom teachers. Not just the "tech-savvy" ones, but also those who might have an interest in technology tools, but who haven’t found a connection to their particular content area. This has been a challenging problem. Teachers are limited in the amount of time they have to spend outside of the classroom, so any professional development directed at them must be relevant and provide an immediate impact on their instructional practices. Time and again, the same faces were attending our integration-focused conferences, taking advantage of opportunities that focused on technology. Vermont needed a way to involve more teachers who represented multiple core content areas.The path that led to the present incarnation of the VTcite/21st Century Classrooms initiative was not smooth, but over time, the mission of the project has become fine-tuned. The path we’ve laid out in the last year has the potential to make a significant impact in many of our core instructional areas and boost statewide efforts at school-wide technology integration. In 2006, some conversations among a small group of state leaders led to the development and formation of the Vermont Commons for Information Technology Educators, or VTcite. Funded with Title II, Part D competitive dollars and driven by language in the 2004-07 state technology plan, which called for a "clearinghouse of resources," this "commons" initially was intended for technology integration specialists who work with teachers to find and share exemplary units and lessons that integrate technology. It has since morphed into a rich forum for many discussions and opportunities to share content and Web 2.0 tools, as well as ways students can be more fruitfully engaged in learning and professional development that touches a range of best practices for all teachers. 

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