Getting America's Students Ready for The 21st Century

GetingAmerica'sStudentsReadyforthe21st Century:MetingtheTechnologyLiteracyChalenge.A Report to the Nation on Technology and Education. Department of Education, Washington, DC. Jun 96 NOTE 72p. PUBTYPE GuidesNon-ClasromUse(05)Reports Descriptive (141) EDRS PRICE DESCRIPTORS IDENTIFIERS ABSTRACT MF01/PC03 Plus Postage. AcestoInformation;ComputerAsistedInstruction; Computer Networks; *Computer Uses in Education; CoperativePlaning;EducationalCoperation; Educational Objectives; *Government Role; Information Literacy; Information Retrieval; *Internet; Multimedia Materials; Online Systems; *Partnerships inEducation;ScholComunityRelationship;Science and Society; *Technological Literacy *Action Plans; Technology Integration; *Technology Plans Technologicalliteracy-computerskilsandthe ability to use computers and other technology to improve learning, productivity,andperformance-hasbecomeasfundamentaltoa person'sabilitytonavigatethroughsocietyastraditionalskils like reading, writing, and arithmetic. The Technology Literacy Chalenge,envisioninga21stcenturywherealstudentsare technologicalyliterate,requiresthefulfilmentoffourmain goals:(1)alteachersinthenationwilhavethetrainingand suportnecesarytohelpstudentslearntousecomputersandthe informationsuperhighway;(2)alteachersandstudentswilhave modernmultimediacomputersintheirclasroms;(3)everyclasrom wilbeconectedtotheinformationsuperhighway;and(4)efective softwareandon-linelearningresourceswilbeanintegralpartof everyschol'scuriculum.Apartnershipbetwentheprivatesector, stategovernment,localcomunities,andthefederalgovernmentis necesarytoachievethesegoals.Thisreportpresentsaframework thatstatesandlocalcomunitiescanuseindevelopinglocalplans ofactionthatwilsuporttheuseoftechnologyinachievinghigh standardsofteachingandlearninginalclasromsforal students. The report includes sections on: Technology Literacy: A National Priority; Benefits of Technology Use; Reaching the TechnologyGoals;andRolesSuportingLocalActionPlans.Apendices include: background information on how this plan was developed; a listofsourcesoffederalsuportfortechnologyineducation,a state-by-statebreakdownofstatesuportfortechnologyin education; and a list of sources for further information. (Contains 106 references.) (SWC) * ReproductionssupliedbyEDRSarethebestthatcanbemade from the original document. *  U.S. Department of Education BESTCsPYAVAILABLIFA I I U.S.DEPARTMENTOFEDUCATION OficeofEducationalResearchandImprovement EDUCATIONALRESOURCESINFORMATION CENTER(ERIC) Thisdocumenthasbenreproducedas receivedfromthepersonororganization originatingit. Minorchangeshavebenmadeto improvereproductionquality. Pointsofvieworopinionstatedinthis documentdonotnecesarilyrepresent oficialOERIpositionorpolicy. ns -Pevoluflor tucf.ent  LeterfromtheSecretary 3 RoleofStatesandLocalComunities 4 ExecutiveSumary 5 TechnologyLiteracy:ANationalPriority 9 Background 9 TheTechnologyLiteracyChalenge 10 TheTechnologyGoals 10 LeadershipandPlaning 45 OngoingSuportforTeachers 45 AnInvestmentintheFuture 1 BenefitsofTechnologyUse 15 EnhancedStudentAchievement 16 BasicSkilsInstruction 16 AdvancedSkilsInstruction 18 AsesmentofStudentProgres 19 EfectiveEducationalSoftwareand On-LineLearningResources Student Motivation 20 IncreasedFamilyInvolvement 20 ImprovedTeachers'Skils 21 ImprovedScholAdministrationandManagement 2 CharacteristicsofSucesfulTechnology-RichSchols2 Conclusion 25 FromVisiontoReality 50 ReachingtheTechnologyGoals 27 Endnotes 51 ProgresReport 27Bibliography 53 57 CostofMetingtheFourGoals TypesofCosts 32 Apendices 32 A.HowThisPlanWasDeveloped 58 3 B.FederalSuportforTechnologyinEducation 59 34 C.StateSuportforTechnologyinEducation 6o 36 D.SourcesofFurtherInformation 69 39 39 40 CostEstimates FundingChalenges NoComunityLeftBehind RolesSuportingLocalActionPlans RoleoftheFederalGovernment TechnologyLiteracyChalengeFund AfordableConections 40 ImprovedProfesionalDevelopment ImprovedEducationalSoftware ContinuedInvestmentinEducational 40 41 Technology 43 EfectiveUseofTechnologybyMajorEducation Programs 43 43 4 4 4 ClearinghouseforGodIdeas State-of-the-ArtTols ClosingtheDivideBetwenTechnology "Haves"and"Have-Nots" MonitoringProgresTowardsTechnologyGoals ModernMultimediaComputersinthe Clasrom 47 47 47 AdequateFinancialSuportand EquitableAces RoleofHigherEducationandPrivateand Nonprofit Sectors 48 SuportingProfesionalDevelopment 48 Instructional Materials ColaborationWithElementaryand SecondarySchols ResearchontheUseofTechnology 48 49 49 inEducation  GETINGAMERICA'S STUDENTS READY FOR THE 21.s.r CENTURY MetingtheTechnologyLiteracyChalenge AReporttotheNationon TechnologyandEducation UnitedStatesDepartmentofEducation RichardW.Riley Secretary MadeleineM.Kunin DeputySecretary MarshalS.Smith Under Secretary LindaG.Roberts Director,OficeofEducationalTechnology 4  June196 MembersofCongres: Overthelastdecade,theuseoftechnologyinAmericanlifehasexploded.Yetmostscholsarestilunableto providethepowerfullearningoportunitiesafordedbytechnology,placingourchildrenatacompetitivedis- advantageinthenew,internationalmarketplaceofjobs,comerce,andtrade. Computersarethe"newbasic"ofAmericaneducation,andtheInternetistheblackboardofthefuture.But thefutureishereandnow,andwecanotmisthisoportunitytohelpalofouryoungpeoplegrowand thrive.Istronglybelievethatifwehelpalofourchildrentobecometechnologicalyliterate,wewilgivea generationofyoungpeopletheskilstheynedtoenterthisnewknowledge-andinformation-driveneconomy. Toachievethisend,andinresponsetotheImprovingAmerica'sScholsActof194(PublicLaw103-382), Ihavepreparedanational,long-rangetechnologyplan.AttheheartofthisplanisthePresident'sTechnology LiteracyChalenge,whichurgesthatthenation'sstudentsbetechnologicalyliteratebyearlyinthe21stcentury. BecauseofthevitalsignificanceofthetechnologychalengetoAmerica'sfuture,wesoughtadvicefromany diferentparties:teachers,students,parents,administrators,employers,andexpertsonthecutingedgeofthe technologyrevolution.Theacompanyingplandistilsandbuildsuponthisadvice,proposingactionsformet- ingtheTechnologyLiteracyChalenge.Althoughthefederalgovernmenthasanimportantroleinhelpingto galvanizeforts,thechalengeisaclarioncaltolocalcomunitiesandstatesandtotheprivateandnon- profitsectorsfromwhichleadershipandinitiativemustcome. IinviteCongrestojoininthisundertakingbyinitiatingafive-year,$2-bilioncomitmenttoaTechnology LiteracyChalengeFund.Thefundwilbeaimedathelpingstatesandlocalcomunitiestocreateandimple- menttheirownplansforintegratingtechnologyintoteachingandlearningforthepurposeofachievingexcel- lenceamongourstudents.Ilokforwardtoworkingwithyoutomakethisoutcomeareality. Sincerely, L.3 RichardW.Riley SecretaryofEducation 35 "Weknow,purelyandsimply,that ?verysinglechildmusthaveacestoa computerlmust understandit,musthaveacestogod softwareandgodteachersandtothe nternet,sothateverypersonwilhavethe oportunitytomakethemostofhisorhei awnlife." BESTCOPYAVAILABLE President Clinton  giesforlearning,typicalyemployingthemforonlya fewminutesaday.Inded,thehardrealitiesarethat Computersbecomefectiveinstructionaltolsonlyif theyarereadilyacesiblebystudentsandteachers. only4percentofscholshaveacomputerforevery fivestudents(aratiodemedadequatetoalowregular use)andonly9percentofclasromsareconectedto theInternet.Inscholswithlargeconcentrationsof low-incomestudents,thenumbersareofteneven lower.Researchandthexperiencesofscholsinthe forefrontofthecurent"digitalrevolution,"however, underscorethenormouslearningoportunitiesavail- ablethroughtechnology. Everyclasromwilbeconectedtotheinforma- tionsuperhighway. Conectionstonetworks,especialytheInternet,mul- tiplythepowerandusefulnesofcomputersaslearning tolsbyputingthebestlibraries,museums,andother researchandculturalresourcesatourstudents'and teachers' fingertips. Efectivesoftwareandon-linelearningresources wilbeanintegralpartofeveryschol'scurjculum. Softwareandon-linelearningresourcescanincrease students'learningoportunities,buttheymustbehigh quality,engaging,andirectlyrelatedtotheschol's curiculum. INVESTINGINTHECHALENGE: METINGTHECOST Manycomponentsadtothecostofgetingup-to- datetechnologyandtrainingintoclasromsacros America.Amongthemostobviousarehardwareand softwarecosts;conectionswithinscholsandtothe Internet;theinitialtrainingandlong-termsuportof teachers;andinfrastructureimprovements(suchas THETECHNOLOGYLITERACYCHALENGE Inexplicitacknowledgmentofthechalengesfacing theducationcomunity,onFebruary15,196, PresidentClintonandVicePresidentGoreanounced theTechnologyLiteracyChalenge,envisioninga21st centurywherealstudentsaretechnologicalyliterate. Thechalengewasplacedbeforethenationasawhole, withresponsibilityforitsacomplishmentsharedby localcomunities,states,theprivatesector,educators, parents,thefederalgovernment,andothers. Thechalenge,however,ismorethanavision.At itsheartarefourconcretegoalsthathelptodefinethe taskathand: EXECUTIVESUMARY BACKGROUND Technologicalliteracymeaningcomputerskils andtheabilitytousecomputersandothertechnology toimprovelearning,productivity,andperformance hasbecomeasfundamentaltoaperson'sabilitytonav- igatethroughsocietyastraditionalskilslikereading, writing,andarithmetic.Yet,forthemostpart,these Alteachersandstudentswilhavemodernmulti- newtechnologiesarenottobefoundinthenation's mediacomputersintheirclasroms. schols.Studentsmakeminimaluseofnewtechnolo- Alteachersinthenationwilhavethetrainingand suporttheynedtohelpstudentslearnusing computersandtheinformationsuperhighway. Upgradingteachertrainingiskeytointegratingtech- nologyintotheclasromandtoincreasingstudent learning.  increasedelectricalcapacity).Thedificulty,however, isarivingatreliablestimatesofwhatitwilcostto metalfourgoals.Onereasonforthisdificultyis determininghowscholsshouldultimatelybeoutfit- ted.Anotherdificultyisthevariedlevelsoftechnolo- gycurentlyfoundinscholsaroundthenation.Yet anotherreasonisthatthetechnologyitselfisrapidly evolving. Federal Role Thefederalgovernment'sroleistoprovidethe momentumtosuportstateandlocalefortstomet theTechnologyLiteracyChalenge.Thisisdone throughleadership,targetedfunding,andsuportfor activitiesthatwilcatalyzenationalaction.Building oncurenteducationaltechnologyactivities,thepresi- dentproposedtheTechnologyLiteracyChalenge Fund.Making$2bilionavailableoverfiveyears,the fundwouldspurstates,localcomunities,andother lionover10years,oranaverageof$1bilionayear, takingintoacountbothinitialinvestmentsandongo- oneanotherinatainingthefourgoals.Aditionaly, ingexpenditures.Anotherestimateputsthecostat initsleadershipcapacity,thefederalgovernmentwil betwen$10bilionand$20bilionayearoverafive- continuetopromoteafordableconections,tosup- yearperiod.Yetanotherputsthecostatbetwen$10 bilionand$12bilionayearoverfiveyears.Toput researchandevelopment. thisintoperspective,scholsspentabout$3.3bilion ontechnologyduringthe194-95scholyear. StateandLocalComunityRoles Despitesuchcomplexvariables,someorganizations haveproducedestimatesbasedonvariousmodelsand asumptions.Onestimateputsthecostat$109bil- involvedpartiestostepforward,producematching Theconclusionthatleapsfromthesenumbersis Apropriately,anumberofstatesandlocalcomu- thatscholsalonecanotmettheirned.Itwiltake nitieshavebentheleadersinmovingscholstoward apartnershipoftheprivatesector,statesandlocal anincreaseduseoftechnologyforlearning.Statesand comunities,andthefederalgovernmenttoshoulder comunitiescancontinuetotaketheleadindevelop- thefinancialburdenofmetingthesegoals. ingactionplansbasedontheirownpriorities.They Aditionaly,itwiltakecarefulplaningtomakecer- tainthat,inourreachfortechnologicalliteracy, scholsinaltypesofcomunities midle-income, lower-income,andbeter-ofcomunities have acestoup-to-datetechnologyintheirclasroms. WHATWEALCANDoTOMETHE CHALENGE candistributefundsbasedonthenedsofindividual districtstopromotequityamongschols,anduse existingeducationalfundsineways.Theycan investintechnologicalinfrastructuretoconect scholstonetworks.Andtheycanmakeaconcerted eforttobuildcomunitysuport. Thenationalreadyhastakenstepstointegratetech- nologyintoschols,butwhatremainstobedone Institutionsofhighereducation,busineses,founda- lomslarge.Whileacknowledgingthefederalgovern- tions,andotherorganizationswilnedtoshouldera ment'sleadershiprole,thepurposeofthisreportisto largeshareoftheforttointegratetechnologyinto presentaframeworkthatstatesandlocalcomunities schols.Andthepushisalreadyon.Colectively, canuseindevelopinglocalplansofactionthatwil busineseshavedevelopedtechnologyspecificalyfor suporttheuseoftechnologyinachievinghighstan- dardsofteachingandlearninginalclasromsforal students.Itwiltakecontributionsfromalsectorsof societytogetAmerica'sstudentsreadyforthe21st century. theducationmarketandhavedonatedmilionsof dolarsofresourcestoschols.Colegesanduniversi- dolarsandin-kindcontributions,andcoperatewith portprofesionaldevelopment,andtoconduct HigherEducationandPrivateand NonprofitSectorRoles tiesacrosthecountryaretrainingteachersinthe efectiveuseoftechnology.Stil,thesekindsofeforts wilhavetobemagnifiedmanytimesoverforthe visionoftechnologicalliteracytoberealized. 6 ) Thescholhasoferedthingstostudents,mysonincluded,whichI neverdreamedposible.Thestudentsusecomputerstoperform homework,toexplorenewavenues theacademicprogramhereis unparaleleduetotechnologyandthededicationofthestaf. Parent,PresentationtoPresidentClinton CONCLUSION Asadvancesintechnologyraceahead,wemust ensurethatthenation'sstudentsbecometechnological- lyliterate.Nottometthischalengewilmeanthat Americanstudentswilonlyfalfurtherandfurther behind.Withreading,writing,andarithmetic,tech- nologyhasbecomethenation's"newbasic."Ourchil- dren'sfuture,thefutureconomichealthofthenation, andthecompetenceofAmerica'sfutureworkforce dependonourmetingthischalenge. 7 9 UrcountrywasDUltonasimplevaluethal wehaveanobligationtopasbeterlivesand beteroportunitiesontothenextgeneration. Educationisthewaywemakethatpromisereal. Today,atthedawnofanewcentury,inthemidi ofan ducationdependsuponcomputer! Ifwemakeanoportunityforeverystudent, Factintheworldofmodemsandmegabytes,we cangoalongwaytowardmakingtheAmerican Dreamarealityforevery Not virtual realityforeverystudent" BESTCOPYAVAILABLE reality  TECHNOLOGICAL LITERACY: ANATIONALPRIORITY BACKGROUND aspectofAmericanlife.Theyarechangingtheway Themarchofhumanprogreshasbenmarkedby Americansworkandplay,increasingproductivity,and milestonesinscienceandtechnology.Gutenberg'scre- creatingentirelynewaysofdoingthings.Every ationofmoveabletypeinthe15thcenturylaidthe majorU.S.industryhasbeguntorelyheavilyoncom- foundationforuniversalliteracy.Wats'sinventionof putersandtelecomunicationstodoitswork. thesteamengineinthe18thcenturylaunchedthe Butsofar,America'sscholshavebenanexception IndustrialRevolution.TheinventivenesofBeland tothisinformationrevolution.*Computersand Marconiinthe19thand20thcenturies creating informationtechnologiesarenotpartofthewaymost thetelephoneandradio helpedbringaglobalvil- Americanstudentslearn.Today'sstudentsspendan lageintobeing. averageofonlyafewminutesadayusingcomputers TheUnitedStatesandtheworldarenowinthe forlearning.Only4percentofscholshaveacom- midstofaneconomicandsocialrevolutioneverybitas puterforeveryfivestudents aratiosuficientto swepingasanythathasgonebefore:computersand alowregularuse.'Only9percentofclasromshave informationtechnologiesaretransformingnearlyevery conectionstotheInternet.2 ThisreportFocusesontheusesoftechnologyinelementaryandsecondaryeducationinordertoimprovestudentachievement.Itdoesnotadrestheveryimportant,butdis- tinct,isuesoftechnologyuseinadultliteracy,jobtraining,andhighereducation.TheDepartmentintendstodofurtherworkintheseareasinthefuture. 1 Ifclasesaren'toferedonhowtousecomputersandtechnology tobuildskilsandgetjobs,itisadisgrace.Thinkofthefuture andaltheskilsourchildrenwilned. Parent, Southeast Regional Forum THETECHNOLOGYLITERACYCHALENGE breaksthebariersoftimeandplace,enablingstudents Asthenationrespondstothistechnologicalrevolu- inanycomunity,nomaterhowremoteorimpover- tion,italsofacesamajoreducationalchalenge.Our ished,tohaveacestohigh-qualityinstruction. economyischaracterizedbyrapidlychangingtech- TheAmericanpeopleunderstandtheserealities nologiesandincreasinginternationaleconomicompe- clearlyandhavembracedtechnologicalliteracyasthe tition.And,oursocietyiscomplex,diverse,and "newbasic"fortoday'sworld,alongwithreading,writ- mobile.Sucesasanationwildependsubstantialy ing,andarithmetic.Technologicalliteracyisnotjust onourstudents'abilitytoacquiretheskilsandknowl- knowinghowtousetechnologyforwordprocesing, edgenecesaryforhigh-technologyworkandinformed spreadshets,andInternetaces.Fundamentaly,itis citizenship. usingthepowerfullearningoportunitiesafordedby Weknowthatalstudentscanachievefarmore technologytoincreaselearninginacademicsubjects thantheyhavebenaskedtointhepast.Thexperi- andincreasestudents'skils.Recognizingtheimpor- encesofresearchers,teachers,andstudentsmakethat tanceoftechnologicalliteracy,80percentof pointclear.Thisiswhythereisstronginterestamong Americansfelteachingcomputerskilsis"absolutely statesandcomunitiesaroundthenationinseting esential."3Morethanthre-quartershavencour- new,highstandardsforwhatstudentsshouldknow agedachildtouseacomputer,and86percentbelieve andbeabletodointhecoreacademicsubjects.In thatacomputeristhemostbeneficialandefective Delaware,forexample,parentsnowknowthattheir producttheycouldbuytoexpandtheirchildren's childrenwilhavetomasteranunderstandingofDNA oportunities.4 in12th-gradescience.Similarly,inColorado,parents THE TECHNOLOGY GOALS of4thgradersnowhaveaclearideaofwhattheir childrenarexpectedtobeabletoread. ThepresidentbelieveswemusthelpAmerica's Nonetheles,evidencefromresearchandthexperi- enceofleading-edgescholsshowsthatwithoutthe oportunitiesafordedbytechnologyourchildren's 196,hechalengedthenation,saying"everyclas- futureisjeopardized.Properlyused,technology rominAmericamustbeconectedtotheinforma- increasesstudents'learningoportunities,motivation, andachievement;ithelpsstudentstoacquireskilsthat andwel-trainedteachers." arerapidlybecomingesentialintheworkplace;andit Tobringthisabout,hehassetfourgoalsfortech- learnersbepreparedtometthechalengesofthe21st century.InhisStateoftheUnionadresinJanuary tionsuperhighwaywithcomputersandgodsoftware 1.2  nologyinscholsdesignedtoleadtotechnologicallit- mobiletelephone.Infact,today'saveragepersonal eracyforstudents,basedonwhateducators,busines computerisfasterandmorepowerfulthantherom- leaders,parents,andmanyothershaveidentifiedas sizedcomputersofthe1970s.Atthesametime,a keypriorities: nationalinformationinfrastructurecapableoffuly Alteachersinthenationwilhavethetrainingand suportingthiswirednationisbeingputintoplace. suporttheynedtohelpstudentslearnusing computersandtheinformationsuperhighway; Alteachersandstudentswilhavemodernmulti- mediacomputersintheirclasroms; Everyclasromwilbeconectedtotheinforma- tionsuperhighway;and Studentswhograduateinthenextfew yearswilgotoworkinbusinesesthatuse theglobalcomunicationsystem.Ifthey wilbeanintegralpartofeveryschol'scuriculum. don'tknowhowtouseit,theywilbeata Efectivesoftwareandon-linelearningresources Achievingeachofthesegoals,discusedinmore detaillater,wilbesentialtothefuturetechnological literacyofournation'syoungpeople.Inded,without trainedandexperiencedteachers,weknowthatcom- puterequipmentsitsidleinclasroms,unused.We knowthatwithoutconectionstotheInternet,stu- dentscanotaceson-lineresourcessuchasthose providedbytheLibraryofCongres.Andweknow thatwithouthigh-qualitysoftwareandwel-trained teachers,computersalonedonothelpstudentsmet chalengingacademicstandards.Twenty-first-century scholswilcombinetheselementstoensurethat America'schildrenmetthefuturewithawealthof oportunities. severedisadvantage. AsistantSuperintendent,RanchoCordova,CA' Whilethechalengetokepupwithsuchchange maysemdaunting,nowisthetimetoinvestinthe futureofAmerica'sstudents.First,agrowingbodyof researchshowsthatuseoftechnologyintheclasrom canincreasestudentachievementsignificantly. Second,fourdecadesoffederalandprivatesector ANINVESTMENTINTHEFUTURE researchandevelopmenthaveledtobreakthroughsin Anewlywirednationwithpowerfuldigitalcapabili- hardware,networktechnology,andeducationalsoft- tieshasarivedwithstartlingsped.Justtwogenera- waredesignthatmakehigh-performancetechnology tionsago,computerswerephysicalyimposingbuthad moreacesibleandafordablethaneverbefore.And modestcapabilities.Theyoftentokupentireroms finaly,thoseleading-edgecomunitiesthatarenow andcostasmalfortune.Inthesingledecadeofthe makingmasiveinvestmentsintechnology,infrastruc- 1980s,milionsofpersonalcomputersmadetheir ture,software,andtrainingforteachersarebegining apearanceondesksandlapseverywhere infacto- toreapdramaticresults,demonstratingthepromiseof ries,ofices,homes,universities,airplanes,andschols bringingtechnologytoalthenation'sclasroms. acompaniedbythefacsimilemachineandthe Aconcertednationalefortwilberequiredtomet thistechnologyliteracychalenge anefortthatwil 13  A MAKINGITHAPEN CHRISTOPHERCOLUMBUSMIDLESCHOL UnionCityN.J. TechnologyinSuportofReform Bythelate198os,theUnionCityscholdistrictwasonthevergeofbeingtakenoverbythestate.Thisdensely populated,por,urbanscholdistrictwith6o,0oresidentspackedwithinonesquaremilehadificultymetingNew Jerseystateducationgoals.Studentatendanceandscoresonstandardizedtestswerebelowstateaverages,while dropoutandtransferrateswerefarabovethestatenorm. Althatbegantochangeinthe1989-90scholyear.Anewdistrictsuperintendentandanewexecutivedirectorfor academicprogramswereapointed,and,becauseofthedistrict'sporacademictrackrecord,thestaterequiredUnion Citytodevelopafive-yearrestructuringplan. Atthesametimedistrictreformsweretakingplace,thescholdistrictextendedfelerstobusinesandindustryin NewJersey,hopingtoconvincethosecomunitiestoinvestresourcesintheschols. BelAtlantic lokingtotesta comunicationsysteminaninercity,minorityscholdistrictwithadensepopulation spotedthedistrict'scal forinvestmentandecidedthatUnionCitywasamatch.Thescholdistrictwasrenovatinganoldparochialschol, ChristopherColumbus,thatithadrecentlypurchasedtohouse7th-and8th-gradersfromtwoelementaryscholsthat wereovercrowded. In192,BelAtlanticaproachedthescholdistrictandoferedtoworkwiththemtodemonstrate howtechnologycouldbeusedtoimprovestudentperformance. Itwasanoferthedistrictcouldnotrefuse. Inthesumerof193,BelAtlanticinstaledinthescholandhomesofal7th-gradestudentsandtheirteachers 486-levelcomputersequipedwithgraphicsandvoicecapabilities.Userscancomunicatebetwenscholandhome andhavebasicsoftwaretolstocaryoutcuriculumactivities.Studentsandteachersarencouragedtokepthe computersoverthesumer,andthecomputersupliedbyBelAtlanticnowsuplementtheonesalreadypurchased bythescholdistrict.Inaditiontoeachclasromhavingseveralcomputers,therearecomputersinthemedia resourcerom,thesciencelaboratory,andthecomputerlaboratory alareastowhichstudentshaveaces and theteachers'rom,to. Theresultsofthesereformshavebenimpresive.OnNewJersey'sEarlyWarningTest,testscoresforChristopher Columbustudentsinreading,math,andwritingarenowmorethaniopointsabovethestatewideaverageacrosthe board.ChristopherColumbusalsoholdsthedistrict'sbestatendancerecordforbothstudentsandfaculty.Thetrans- ferratehasdropedsignificantlyatChristopherColumbus.ParentswhocouldnotspeakEnglishjusttwoyearsago arenowactivelyinvolvedwiththeirchildren'suseofthecomputersathomeandfrequentlysendmesagestoteachers andthescholprincipal. Studentsareusingthemediaresourceromduringlunchtimeandafterschol.They're actualyeagertohandintheirhomework,neatlytypedonthecomputer.Andthey'reliningupbeforetheformalschol daybeginsothattheycangetintothebuilding. I4 12 demandthedeterminationandpersistenceofthe entirenation.Itisanenormousundertaking.Asa partofitscontribution,theClintonadministration hasproposedtoestablishtheTechnologyLiteracy ChalengeFund,whichwouldofer$2bilionover fiveyearstohelpcatalyzecomitmentsfromstate governments,privatecompanies,andcomunitylead- ers.lthassuported,andCongreshasenacted,the TelecomunicationsActof196,whichmakesitpos- sibleforscholsandlibrariestohaveafordableaces toadvancedtelecomunicationsservices.Andithas championedon-goingfederalinvestmentsinkeyactiv- itiessuchasdistancelearning,useoftechnologyin mathandscienceducation,andresearchandevelop- Therealquestionis,cantheyafordnot mentofnew,efectiveducationaltechnology. Whilethefederalgovernmenthasimportantcontri- butionstomakeinitsleadershiprole,itisstategov- ernmentsandlocalcomunitiesthathavethemostto DistrictSuperintendent,NorthwestRegionalForum contributeandthemostatstake.Consequently,this reportdoesnotlayoutasingle,prescriptivecourseof action.Rather,thereportprovidesanationalstrategic frameworkthatoutlinesthelimitedbutimportant federalroleaswelasideasforhowstatesandlocal comunitiescandeveloptheirownplanstousetech- nologytoincreasestudentachievement. Thisnationaltechnologyplanfocusesonhow schols,comunities,andstatescanaplytoday's sophisticatedinformationtechnologytoraisestudent achievement,withtheaimofatainingnewstandards ofeducationalexcelencesetbystatesandlocalcom- munities.Theremainingchaptersofthisplandiscus inmoredetailwhatAmericansnedtoknowtogo forwardwithaclearunderstandingoftheTechnology LiteracyChalenge:thepromiseoftechnology,how farwehavetogotometthetechnologygoals,what investmentsareneded,andhowealcanget involved. Informationabouthowthisplanwasdevelopedcan befoundinApendixA. Canscholsafordtheinvestment? tomaketheinvestment? 13 15 best for their children/ and parentsnowrealizethateducationtoday hastobe Irenthanwhatwas providedforthem" radivkegv lircyrufl want what's BESTCOPYAVAILABLE Educatorshaveusedcomputersandother inscholsinthearly1980sandhasbecomewide- informationtechnologiesastolsto spread.Distancelearningprograming,transmited increasestudentlearninginAmerica's viacables,fiberoptics,andsatelites,expandsacesto elementaryandsecondaryscholsfor instructionforstudents,particularlyforthosein over30years.The1960sbroughtcom- remoteregionsofthenationandinunderservedcom- puter-asistedinstruction(CAI)to munities. schols.CAIwasdevelopedtohelpstudentsacquire Asweaproachthe21stcentury,severalnew,more basicskils,practicethem,andmeasurelearningains. powerfultechnologiesarejustbeginingtomaketheir Withthedevelopmentandincreasedavailabilityof wayintoclasromsacrosthenation.Forexample, lower-costpersonalcomputers,theuseoftechnology newpersonalcomputerssuport"multimedia"educa- inscholsbroadenedinthearly1980stoencompas tionalsoftwarethatemploysbothsoundandvideoto theuseofgeneral-purposetolssuchaswordproces- teachstudentsfactsandconcepts.Advancesin telecomunicationstechnologieshavespuredaces tobegivenbyremoteteachersviatwo-wayaudioand totheInternet,alowingstudentsandteacherstocom- sorsandspreadshets.Technologythatalowedclases video,knownas"distancelearning,"alsofirstapeared municatewithpeoplefromaroundtheworldviaelec- I  tronicmail,or"e-mail"asitiscomonlyknown. procesofoxygenenteringtheblodstream,andexper- Newaysofobtainingandpresentinginformation imenttounderstandthefectsofincreasedpulseor havegivenstudentspowerfulnewaysofanalyzing cholesterol-filedarteriesonblodflow. andunderstandingtheworldaroundthem. Wenowknowbasedondecadesofusein Infact,notonlyarenewtechnologiesmorepow- erful,buttheyareasiertouseandmoreacesible. Modifiedkeyboards,joysticks,andheadpointersalowandtheirfamilies that,properlyused,technology studentswithphysicaldisabilitiestousecomputers.6 canenhancetheachievementofalstudents,increase Synthesizedspechletsthosewithspechimpairments "talk"bytypingtheirwordsintoacomputer.And spech-to-texttranslatorstransferthespokenwordinto scholadministrationandmanagement.Thischapter writentext,facilitatingcomunicationforthosewho presentsanoverviewofthebenefitsoftechnologyuse canottype,orchosenotto.7 foreducation,aswelasadiscusionofthecharacteris- Throughtheuseofadvancedcomputingand ticsofsucesfultechnology-richschols.Itconcludes telecomunicationstechnology,learningcanalsobe withacaltocontinueinvestinginresearchandevel- qualitativelydiferent.Theprocesoflearninginthe opmentinthisarea. clasromcanbecomesignificantlyricherasstudents haveacestonewandiferenttypesofinformation, canmanipulateitonthecomputerthroughgraphic displaysorcontroledexperimentsinwaysneverbefore Asaninstructionaltol,technologyhelpsalstu- posible,andcancomunicatetheirresultsandcon- dents includingporstudentsandstudentswith clusionsinavarietyofmediatotheirteacher,students inthenextclasrom,orstudentsaroundtheworld. Forexample,usingtechnology,studentscancolect andgraphreal-timeweather,environmental,andpop- ulationdatafromtheircomunity,usethatdatato createcolormapsandgraphs,andthencomparethese mapstotherscreatedbystudentsinothercomuni- ties.8Similarly,insteadofreadingaboutthehuman circulatorysystemandseingtextbokpicturesdepict- ingblodflow,studentscanusetechnologytose blodmovingthroughveinsandarteries,watchthe disabilities masterbasicandadvancedskils requiredfortheworldofwork.Asanasesmenttol, technologyieldsmeaningfulinformation,on demand,aboutstudents'progresandacomplish- mentsandprovidesamediumforitsstorage.Asa motivationaltol,technologypositivelyimpactsstu- dentatitudestowardlearning,self-confidence,and self-estem.Inded,asthefolowingsectionsdemon- strate,thesefindingsarenottrivialandrepresentthe manywaysinwhichtechnologycanbeusedasapow- erfultolforenhancingstudentachievement. WhenIhiresomeoneatthedrugstore,iftheyhaven'tgotatleast alitlexperiencewithcomputers,Iprobablydon'tevenwantto talktothemaboutajob. LocalBusinesOwner,PlantCity,Florida' 18 16 Sinceitsearliestclas- romaplications,technol- ogyhasservedasavery sucesfulandeficient tutor for students learning basicreadingandmath skils.Teacherswho employCAI,forexample, candrilstudentsonspecif- ictopicsforwhichthey nedextrahelp,suchas withlongdivisionor schols,onfindingsofhundredsofresearchstudies, andontheverydayexperiencesofeducators,students, families'involvementintheirchildren'sscholing, improveteachers'skilsandknowledge,andimprove ENHANCEDSTUDENTACHIEVEMENT BasicSkilsInstruction  MAKINGITHAPEN PEASELEMENTARYSCHOL: SanAntonio,Texas Problemsolvingwithtechnology AtPeaseElementaryScholinSanAntonio,Texas,studentsimprovedtheirownlivesevenastheylearnedhowtechnolo- gycouldbeusedtosolverealproblems. FortheGlobalLaboratoryproject,studentsdecidedtotesttheairintheirown, porsmelingclasrom.Usingprimitiveairpumpsandtestingtubes,studentsweresurprisedtofindelevatedcarbondiox- idelevelsintheair.Theyreplicatedtheirexperimentsinotherclasromswithsimilarresults.Sincetheycouldnotfindthe causeofthelevatedcarbondioxidelevels,theydecidedtosekhelponacomputernetwork.Anenvironmentalscientist respondedtotheirquestions.Withisugestionsinhand,thestudentsexaminedtheschol'sconstructionandfoundthat thelikelycausewasporventilation. Usingwordprocesorsandgraphicsprograms,thestudentsdevelopedapresentation oftheirfindingsforthescholboardwhich,afterconfirmingthereadings,repairedtheventilationsystem.Thestudentsthen sharedwhattheyhadlearnedonthenetwork,whichinturnpromptedatleastoneotherscholtodiscoverelevatedcarbon dioxidelevelsinclasroms. speling.AmongtheatractionsofCAIareitsability toindividualizeinstructionandtoprovideinstant fedback.ManyCAIaplicationsnotonlymarkstu- dentanswersasrightorwrong,butexplainthecorect answer. Sincestudentsareabletocontrolthepaceat whichtheyprocedthroughtheirexercises,theyare neitherheldbacknorleftbehindbytheirpers.And, schols distancelearningtechnologyexpands theinstantfedbackmotivatesthemtocontinue.Ina studentacestothecorecuriculumbyenabling decade-longseriesofstudies,studentsinclasesthat studentstotakeclasesnottypicalyoferedattheir useCAIoutperformedtheirpersonstandardized ownschols.Inmanycases,theinstructionstudents testsofbasicskilsachievementby30percentonaver- receiveisofhighquality,becausedistancelearning age.9(However,notalaplicationsofCAIhaveben coursescanatractexceptionalteachersandcontent foundtobesosucesfulinaltypesofsetings.) experts. Scholshavealsoturnedtovideodiscsandmulti- Finaly,evenastechnologyhashelpedstudentsmas- mediasoftware whichcanstoreandplayback terthetraditionalbasicskilsofreading,writing,and extensivecolectionsofmultimediaimages to arithmetic,ithascreatednewones thoserelatedto strengthenstudents'basicskils.Videoandaudio theuseoftechnologyitself.Bythe21stcentury,60 technologiesbringmaterialtolife,enhancingstudents' percentofaljobsinthenationwilrequireskilsin abilitytorememberandunderstandwhattheyseand computerandnetworkuse.15Thismeansthatany hear.'°Untilrecently,teachershaveusedvideopri- studentwhodoesnotknowthesentialsofusing marilyasavisualaidtodemonstrateventsorcon- computers wordprocesors,spreadshets,databases, cepts."Byincorporatingpictures,sound,andanima- networks,andoperatingsystems wilbeata tioninclasromactivities,multimediasignificantly distinctdisadvantage. at. 17 19 enhancesstudents'recalofbasicfacts,aswelastheir understandingofcomplexsystems.I2 Distancelearning,deliveredvialiveinteractive transmisions,improvesstudentachievementatleast asmuchastraditionalmethodsofinstruction.13In aditionparticularlyforstudentsinruralorremote  AdvancedSkilsInstruction Numerousstudieshavedemonstratedthattechnolo- gyisparticularlyvaluableinimprovingstudentwrit- ing.Forexample,theasewithwhichstudentscan In192,theSecretary'sComisiononAchieving NecesarySkilsfocusedthenation'satentiononthe factthatmorethanhalfofalhighscholstudents leavescholwithouttheproblem-solvingandreason- ingskilsnecesarytofindandadvanceinagodjob. Fortunately,teachershavefoundthatinteractivedu- cationaltechnologyisaninvaluablealyinmovingal studentsbeyondthebasicskils.Acestocomputer- generatedsimulations,videodiscs,theInternet,and Andstudentwritingthatissharedwithotherstudents softwareonCD-ROMofersstudentsexperiences overanetworktendstobeofhigherqualitythanwrit- availablenowherelse experiencesthatstudentswil ingproducedforin-clasuseonly.2' nedforthe21stcentury.Infact,studentswithexten- Severalmathematicssoftwareprogramshelpstu- siveacesto dentsreachthehigh technologylearn standardspromoted howtorganize It'sthediferencebetwenlokingatapictureofaheart bytheNational complexinfor- CouncilofTeachers inatextbok,andlokingatabeatingheartandbeingofMathematicsand nizepaterns, abletoslowitdownandanalyzeittosexactlyhowit otherprofesional mation, recog- drawinferences, groups.Oneof andcomuni- works,stepbystep. theseproducts,for catefindings.16 example,showsstu- Notsurprisingly, dentshowmathcan theyexhibit HighScholScienceTeacher,PlantCity,Florida' beusedtosolve superior organi- problems encoun- zationaland teredinreallife. problem-solving Eachsegmentinthe skilsascomparedtostudentsinmoretraditionalhigh seriespresentsmysteriesorproblemsencounteredby scholprograms.17 themaincharacterthatrequiremathematicalsolu- Onesimulationsoftwarepackage,forexample, tions.Inone,studentsmustfigureoutifthemain alowsstudentstoasumetheroleofmayorofalarge characterhasenoughgasandtimetogethisboat city.Bygoverningtheimaginarycity,studentslearn homewithoutrefueling.Thedatanecesarytosolve abouttheinterconectionsandtradeofsofmodern theproblemsarembededthroughoutthestories, society.Raisingtaxesresultsinmorecityservices,but inlesdisposableincomeforresidents(andadropin publicopinionpolsforthemayor).Openingmanu- facturingplantsincreasesemployment,butharmsthe environment.Anotherprogramalowsstudentsto asumetheroleofa19th-centuryIrishimigrantin Boston.StudentsexperiencethetriptotheNew Worldonawhalingvesel,practicewritingbykeping navigateriversandroads,developlogicskilsasthey journalsoftheirlifeintheirnewhomes,andstrength- enmathskilsastheystrugletolivewithintheirbud- gets.Throughout,multimediapresentationshelp bringtheperiodtolifeforthestudents,andword procesorsandspreadshetsgivethemthetolsthey nedtocompletetheirasignments. programrobotstohelpthem,andusealgebratopack parcelstheyfindalongtheway.2 edittheirwritenworkusingwordprocesorsmakes themorewilingtodoso,whichinturnimproves thequalityoftheirwriting.19Studieshaveshown thatstudentsaremorecomfortablewithandadeptat critiquingandeditingwritenworkifitisexchanged overacomputernetworkwithstudentstheyknow.20 requiringstudentsfirsttodeterminewhichinforma- tionisrelevanttothesolutionandthentousetheir skilstosolvetheproblemathand.Anotherprogram teachesproblem-solvingandcomputerprograming skilsthroughastoryaboutaplanetwithadisapear- ingrainforest.Studentsmanipulategeometricshapes torepairdamagedbridges,learnmap-readingskilsto Learning-disabledstudentscanmastercomplex problem-solvingskilsaswelasnondisabledstudents withthesuportofeducationaltecli'nology.23In somecases,thesestudentsexhibituniquefacilitywith 20  OnethingIlikeaboutthecomputeris thatitdoesgivealotofinstruction andyoudon'tnedtohavehearingto Sincemovingtointegratetechnologyin1983, takeadvantageofit. HighScholStudentwithaHearingDisability, ConsumerReviewPanel BlackstockjuniorHighScholhasenresultsthatare impresive:8th-gradestudentsarenowscoringator abovethe90thstatewidepercentileinmath, history/socialstudies,science,andwriting.Measuresof criticalthinkingskilsrosefromthe40thtothe80th percentile,averagedailyatendancehasincreased,and disciplineproblemshavedeclined. Blackstock'sworktodevelopandsuporttheirlearn- er-centered,technology-richenvironmenthascreated technologyandbecomehighlyvaluedtutorswithin "smartclasroms."Thereareatpresenteightsmart theclasrom.Wordprocesors,teamedwithcarefuly clasroms,includingtwoforinstructionin7th-grade guidedinstruction,havenabledsomestudentswith science,oneforinstructionin8th-gradescience,twofor learningdisabilitiestowritewel-reasonedandorga- literatureandhistory,oneforESLinstruction,onefor nizedreports.24Studiesofstudentswithdisabilities instructioninbusineseducation,andonecaled"Tech showthattechnologycanexpandacestoeducational resourcesandenhancestudents'abilitytoprocesand TechLab20isbestdescribedasthefuturistic rememberinformation.25 equivalentofawodormetalshop.Designedtomake AsesmentofStudentProgres studentsfamiliarwiththetechnologypresentinthe modernworkplace,theTechLabisoutfitedwithcom- puter-asistedesign(CAD)software,acomputernumer- icalycontroled(CNC)flexiblemanufacturingsystem, pneumaticequipment,andasatelitedish.Alofthe othersmartclasromshavebetwen25.30computers onalocalareanetwork(LAN). Eachisalsoequiped withasophisticatedfileserverandaspecialswitchto givetheteachermaximumcontroloverclasrom dynamics.Withtheswitch,studentscanalbeworking onthesameproject,ortherecanbeavarietyofthings goingonintheclasromatthesametime. Technologyofersseveraladvantagesovertradition- almethodsofstudentasesment.26 Forexample, multimediatechnologyexpandstheposibilitiesfor morecomprehensivestudentasesmentsthatrequire students'activeparticipationandaplicationof knowledge.Theimensestoragecapacityenabledby technologysuchasCD-ROMsalowsscholstodevel- opelectronicportfoliosofstudents'work.Asingle CDcanholdexactcopiesofstudents'drawingsand writenwork,recordingsofthechildreadingaloud, andvideoimagesofplays,recitals,orclaspresenta- tions.Bysavingworksamplesondiferentsubjectsat diferenttimesduringtheyear,teacherscandisplay theminrapidsucesiontodemonstrateandases growth.Arecentdevelopment,computer-adaptive testing,promisestoadministertestsmoreficiently byautomaticalyadjustingthelevelofdificultyofthe questionsuntilitcorectlyascertainsastudent'slevel of proficiency. Stafdevelopmentefortsforteachersinthesmart clasromshavecenteredongivingindividualinstruc- torslargeamountsofpaidtimeoftofamiliarizethem- selveswithtechnologyandtorganizeatechnology- basedcuriculum.Ongoingstafdevelopmentforal teachersisuportedbyfourpaidaysoftechnology trainingperyearandaconsiderableamountofinformal sharing. Lab20." 1.7 MAKINGITHAPEN BLACKSTOCKJUNIORHIGHSCHOL Port Hueneme, California CreatingSmartClasroms 4 1 21 Student Motivation ExposuretocomputershaschangedthetypeofstudentIamand mymethodsforatackingproblems.Inowgainafarbeterunder- standingofthetopicsIpursue,andiscoverlinksandconections betwenthem. HighScholStudent,MidwestRegionalForum improveproblem-solvingandcriticalthinkingskils, Theuseoftechnologyintheclasromimproves improvetheirwritingandmathskils,andimprove students'motivationandatitudesaboutthemselves theircomputerskils.Parentscomunicatemorewith andaboutlearning.Technology-richscholsreport theirchildrenandtheirchildren'steachers,aremore higheratendanceandlowerdropoutratesthaninthe awareoftheirchildren'sasignments,increasetheir past.27Studentsarefoundtobechalenged,engaged, owncomputerskils,usethecomputerforpersonal andmoreindependentwhenusingtechnology.28By andbusinesreasons(suchasworkingtowardaGED), encouragingexperimentationandexplorationofnew andspendmoretimewiththeirfamilies.Infact,this frontiersofknowledgeontheirownthroughtheuseof programhasbecomeavehicleforempoweringstu- technology,studentsgainagreatersenseofresponsibil- dentsinother,lestangibleways.Forexample,since ityfortheirworkproducinghigher-qualityasign- studentsareoftenmoreproficientwithtechnology mentsthatreflecttheincreasedepthandbreadthof thantheirparents,theycanteachtheirparentsabout theirknowledgeandtalent.29Andtechnologyener- thetechnology anexperiencethatimprovesstu- gizesstudents,becausetheyoftenknowmoreaboutits dents'self-confidenceandskils. operationthandotheirteachers.30 Studentsinanotherscholdistrictcreatedanelec- tronicbuletinboardservicethatprovidesstudents, familyandcomunitymembers,andstafwithinfor- mationonscholactivities,anouncements,weather forecasts,academicmaterials,tutorials,ande-mailser- vices.32Thepotentialoftheseandotherprojectsis whynineofeverytendistrictsare,orareplaningto, increasefamilyinvolvementthroughomeuseof INCREASEDFAMILYINVOLVEMENT Technologyofersnewandexcitingwaysforfami- liestoincreasetheirinvolvementintheirchildren's education.Forexample,oneprojectatseveralschols inonestateprovides4th-through6th-gradestudents withcomputersathomeandmodemstoconecttheir instructionalsoftware.3Otherenterprisingprojects homecomputerswiththeirschols',therebyincreasing identifyandrecruitparentvolunterswhohavetech- theamountoftimestudentsspendoneducational nologyexpertisetolendtoschols.Thesevolunters activitiesoutsideofscholandincreasingfamily cantrainteachers,instalhardwareandsoftware,and involvement.31Studentswatchlestelevision, oferothertechnology-relatedadvice. 202 2  MAKINGITHAPEN EASTBAKERSFIELDHIGHSCHOL Bakersfield,Californiaia EducationtoBuildJob-RelatedExperience EastBakersfieldHighScholemphasizesatechnology-rich,schol-to-worktransitionprograminascholserving2,40 students,withamajorityconsideredat-risk.Theresult:fewerstudentsaredropingout,andgraduatesaremarkedlymore sucesfulinfindingwork. Thecuriculumisorganizedaroundfivecarertracksdesignedtoalowstudentstodeveloptechnicalandapliedskils relatedtobroadindustrygroups:science,technology,engineringandmanufacturing;healthcarers;comunicationsand graphicarts;humanandgovernmentservices;andbusinesandentrepreneurship. Technology-basedinstructionisintegratedsmothlyintocourseworkfrombeginingtoend.Asfreshmen,studentstakea nine-wekcourseinkeyboardingandbasicomputerliteracy.WritingasignmentsinthefreshmanEnglishandhistorycore coursesareorganizedtoensurethatalstudentsmovingintotheirsophomoreyearareproficientintheuseofwordproces. ingprograms.Aseniors,studentshavetocompleteatechnology-basedprojectasagraduationrequirement.Projects involvetheuseofcomputers,graphicsoftware,orvideoequipment. AdministratorsatEastBakersfielduseavarietyofmeasurestosuporttechnology-relatedstafdevelopment.Thereisa limitedamountoffundingavailableforpaid,formaltechnologytraining theschol'stafdevelopmentbudgetalocates anaverageofonepaidayperteacherperyear.Tosuportinformaldevelopmenteforts,thescholhasestablisheda teachercomputerlab.Andtokepthetechnologyruningsmothly,thescholhasahalf-timetechnologycordinator,a ful-timerepairspecialist,andabudgetforhiringnetworkspecialistsonanas-nededbasis. IMPROVEDTEACHERS'SKILS Technologyhelpsteachersimprovetheirclasrom practicebyexpandingtheiroportunitiesfortraining andbyfosteringcolegialworkwithother teachersandprofesionals.34Forexample, videodiscsandCD-ROMmultimediapre- sentationsarebeingusedtoshowprospec- tiveteachershowcontrastingstylesof teachingafectstudentengagementand achievement.35Similarly,distancelearn- HighScholScienceTeacher,NorthwestRegionalForum ingtechnologiesarebeingusedtodeliver stafdevelopmentcoursesacros90schol districtsinCalifornia.36Thesecoursesare beingledbyexperts,manyofwhomareteachers themselves.Teacherparticipantshavetheoportunity IamchangingthewayIteach,becauseofthe thingsIamabletodo. 21 23 tocalinandinteractwiththexpertsbytelephone,as temaintainsa13-yearlongitudinaldatabaseofcosts welastoengageindiscusionsateachscholsiteled andotherinputs,scholproceses,andstudentout- byfacilitators. comestomonitorongoingscholimprovement Particularlypromisingtoteacherskildevelopment eforts.Scholandistrictqualitycouncilsacesthe arelectronicnetworksthatalowteacherstovercome databaseregularlyduringstrategicplaningphasesand theisolationtheyexperienceintheirclasroms.37By anualevaluationsofscholandistrictprograms. bouncingideasofpersandsharingexperiencesand Aditionaly,thedatabasealowsthedistricttocontin- resourceswithlike-mindedcoleaguesacrosthecoun- uetotrackstudentswholeavethedistrictandenrol try,theyaregainingenthusiasm,confidence,andcom- inotherdistrictsinthestate.41 petence.Asoneprincipalnotes,"E-mailalowsteach- erstoposequestionstoeachotherandtomewhen CHARACTERISTICSOFSUCESFUL theyhavethetime.Onthesystem,wecanrespondto TECHNOLOGY-RICHSCHOLS eachotheratourconvenience,andweavoidthe'let's talklater'syndromethatispartofworkingwith Weknowthatsucesfultechnology-richschols children."38Otherprofesionalactivitiesofteachers generateimpresiveresultsforstudents,including whousetelecomunicationsincludeacesingrelevant improvedachievement;highertestscores;improved studentinformation,acesingeducationalresearch, studentatitude,enthusiasm,andengagement;richer downloadinglesonplans,andacesinglibraries.39 clasromcontent;andimprovedstudentretention IMPROVEDSCHOLADMINISTRATIONAND MANAGEMENT Similartothexperienceofbusinesesintheprivate studyofninetechnology-richschols,concludedthat sector,technologyusedasanadministrativeandman- theuseoftechnologyresultedineducationalgainsfor agementtolenablesprincipalsandsuperintendentsto alstudentsregardlesofage,race,parentalincome,or savemoney,streamlineoperations,andmonitorstudent othercharacteristics.43Thesecond,a10-yearstudy progres.Forexample,theGuilfordCountyschol suportedbyApleComputer,Inc.,concludedthat systeminNorthCarolinausesadistrictwideinterac- studentsprovidedwithtechnology-richlearningenvi- tivevideonetwork,resultingincostsavingsbyelimi- ronments"continuedtoperformwelonstandardized natingunecesarytravel,reducingbusing,andusing testsbutwerealsodevelopingavarietyofcompeten- staftimemoreficiently.Arecent30minutecuricu- ciesnotusualymeasured.Studentsexploredandrep- lumplaningmetingofthrepeopleonthenetwork resentedinformationdynamicalyandinmanyforms; saved72milesin travel reimburse- mentandmore Technology,inandofitself,isnotamagicwand.Technologyisnotgoing than3stafhours ofprofesional salaries.Students tofixtheproblemsasociatedwithscholing,but,atthesametime,the learningFrenchIV overthenetwork arenolonger busedtoclas, whichsavessalary, fuel,andmainte- nancecosts.4°The PinelasCounty, Florida,scholsys- problemsthatplagueoureducationalsystemarenotgoingtoberemedied withoutthepresenceoftechnology. Researcher, Northeast Regional Forum andjobplacementrates.42Ofthehundredsofstudies thatshowpositivebenefitsfromtheuseoftechnology, twoareworthnotingfortheircomprehensivenes. Thefirst,aU.S.DepartmentofEducation-funded 2 24  becamesocialyawareandmoreconfident;comuni- scholleaders,families,andstudentstocreate"learner- catedefectivelyaboutcomplexproceses;became centered"environments.Theselearner-centeredenvi- independentlearnersandself-starters;knewtheirareas ronmentsfocusonhowtechnologycansuportstu- ofexpertiseandsharedthatexpertisespontaneously."4 dents'individualnedsandcapabilities,notonthe Moreover,researchthatdemonstratesthefectiveuse capabilitiesofthetechnologyitself. oftechnologyisborneoutinmanysucesfulschols Asacorolarytothisplaningproces,thegoalsand acrosthenation.Forexample,theCaroltonCity chalengingstandardsforstudentachievementareclearly ScholDistrictinGeorgiareportedadeclineinthe articulated.Insucesfultechnology-richschols, averagefailureratefor9th-gradealgebrafrom38per- thesemeasuresofstudentsucesarenotsimplylimit- centto3percentafteremployingtechnologyinits edtoachievementtestscores,butalsoincludeindica- schols.45Leadingedgetechnologydistrictsaremore torsofotherimportantscholproceses,suchasstu- likelytobelocatedinafluent,suburbancomunities. dentmotivationandengagement,jobplacement, Table1presentssucesmeasuresoftechnology-rich atendancerates,dropoutrates,andleveloffamily scholswithverydiferentstudentpopulations. involvement. Studiesexaminingthesucesoftechnology-rich Athirdfeaturemphasizestherestructuringofthe scholshaverevealedfourkeyfeaturesthatapearto scholtosup-portthelearner-centeredenvironmentand representbestpracticesofthehightechnologyschol achievementofstandards.Sucesfultechnology-rich ofthefuture.47Thefirstfeaturemphasizestherole scholsphysicalyreorganizeandredesigntheirclas- ofconcentrated,conscious,andexplicitplaningamong romsandscholbuildings,rethinktheiruseoftime, TABLE1 SUCESMEASURESINTECHNOLOGY-RICHSCHOLS° Schol StudentPopulation Measures ChristopherColumbusMidleSchol 91percentminority,79percentfre-lunch Risingscoresonstatetests;improvedstudent UnionCity,NJ eligible atendance BlackstockJr.HighSchol 65percentminority,76percentTitleI Improvedtestscores;increasedstudentcompre- PortHueneme,CA hension,motivation,atitude;strongstudent, parent,andteachersuport EastBakersfieldHighSchol 6opercentminority,verylowEnglish Improvedstudentretention;improvedplacement Bakersfield,CA proficiency injobs NorthbrokMidleSchol Largelyminority,lowsocioeconomicstatus Sharplyimprovedtestscores Houston, TX 23 25 MAKINGITHAPEN NORTHBROKMIDLESCHOL Houston, Texas Preparinglife-longlearnersfortheworldofwork NorthbrokMidleScholstudentsusetechnologyasatoltoincreasetheirlearningandproductivityinalsub- jects.Sinceitreopenedin191withacomitmenttoatechnology-rich,learner-centeredenvironment,Northbrok hasentestscores,atendancerecords,studentatitudesandselfestem,andisciplinealimprove.Setingaside 25percentofits$6milionstartupcostsfornetworking,hardware,andsoftwarecosts,NorthbrokMidleScholis anewcreationinanoldbuilding. Itservesa6th-through8th-gradepopulationofunder80ostudentsdrawnlarge- lyfromfamiliesofHispanicmigrantworkers. Thescholitselfisorganizedintofourlearner-centeredclusters.Teachersandstudentsineachclusterwork togethertosuportoneanotheringatheringinformationandsolvingproblems.Technologyisemployedtohelpstu- dentsdevelopcriticalthinkingandproblemsolvingskils,aswelastotailorinstructiontoindividualstudentneds. Withover40ocomputersinplaceintheschol'sixtechnologylabsand48clasroms,Northbrokhasastu- dent-to-computerratiofjustunder2:1.Eachoftheschol'sclasromsisoutfitedwithfiveorsixcomputers.Al ofthecomputershavebuilt-inCD-ROMcapabilitiesinordertoexpandtherangeofsoftwareproductsavailablefor studentuse.Acestonetworkresourcesuportstudentinformationsearches.Computersintheclasroms,in thecomputerlabs,andinthelibraryarenetworkedtogetherinascholwideLANwithInternetconectivity. Tosuportthetechnologyprogram,Northbrokhasreliedprimarilyonon-sitestafdevelopment.Eachofthe schol's48teachersreceivedtwoweksoftechnology-relatedstafdevelopmentinthesumerpriortotheschol reopening.Onanongoingbasis,teachersparticipateinthretofourdaysofpaidtrainingeachyearonaverage. Aditionalpersonelsuportingthetechnologyprogramincludeaful-timetechnologyasistantandapart-timedis- tricttechnologycordinator.Thesetwoindividualsconducttrainingandkepthetechnologyruningsmothly. 24 26 revaluatethemanerinwhichtheydelivertheircur- riculum,andbuildbeterpartnershipsamongteachers, administrators,parents,andstudents. 1970s.TheDepartmentofDefense'sAdvanced Forexample,withintheframeworkofthislearner- ResearchProjectsAgency(ARPA)beganexperiment- centeredenvironment,asucesfultechnology-rich ingwithcomputernetworksinthe1950s,leadingto scholmaylengthenitsclasperiodstoacomodate thedevelopmentoftheInternet.TheNational aninterdisciplinaryprogram,whichisenhanced ScienceFoundationenabledtheInternettoformby throughtheuseoftechnology.Teachersmaylecture expandingitsreachandsuportingresearchandevel- lesandrequiremoreinteractionandiscusionfrom opmentonetworks.TheKurzweilmachine,which students.Properlysuportedwithtechnology,many convertswritenwordsintospech,wasdevelopedin studentswithdisabilitiesremaininregularclasroms partwiththesuportoftheU.S.Departmentof withtheirpers,orreducetheirnedforschol-related Education.Toremaincompetitiveinthe21stcentury, services."Intheseandsimilarwaysscholsare wecanotafordtomisanybenefitstechnology restructuredtobecomelearnercentered. Thefourthandfinalfeaturecomontosucesful mightafordus. technology-richscholsisnearuniversalacestocom- putertechnology atleastonecomputerforeveryfive students.Toacomplishthislevelofaces,sucesful scholsspendaboutthretimesasmuchontechnolo- gy-relatedcostsasdoaverageschols.Insomecases, thesescholsspendmorethanfivetimestheaverage. Aditionaly,manycurentlysucesfultechnology- richscholssecureaninitialinvestmentofexternal fundingtodefraythestartupcostsoftechnologyand training. CONCLUSION Whileresearchstudiesandthexperiencesoftech- nology-richscholsdemonstratethatcurenttechnolo- giesarepowerfultolsforimprovingmanyaspectsof thenation'sschols,wemustremainpoisedtotake advantageofnewandpotentialyexcitingoportuni- tiesastheyemerge.Afteral,threyearsagotechnolo- giessuchasCD-ROMsandtheInternetwerevirtualy unheardofinschols.Today,wecansethatthey oferthenation'schildrenabrighterfuture. Tothatend,wealsomustcontinueourresearch andevelopmentefortstounderstandthoseandother rapidlyemergingeducationaltechnologies.Past investmentsinresearchandevelopmentintechnolo- gyhavepaidhugedividendstoeducation.Thedevel- opmentofthemicrocomputergrewinpartoutof NASA'sspacexplorationprograminthe1960sand 25 27 "Aswepreparetoenterthenew milenium,wearelearninganewlanguage. twilbethelinguafrancaofthenewera. tismadeofonesandzerosandbitsand :hedig ta Bytes.Butaswemasterit,aswebring curhomesandschols,wewilbeableto ideas Indinformationwithaneasenever Beforethoughtposible.Letusmaster Indevelopthisnewlanguagetogether." lrevolutioninto BESTCOPYAVAILABLE 0 PROGRESREPORT companies,stateleaders,andindividuals including studentsandtheirfamilies toworktogetherto InhisStateoftheUnionadresinJanuary196, PresidentClintoncaledforanationalpartnershipto reachthetechnologygoals. I ensurethateveryclasromis"conectedtotheinfor- Manylocalcomunitiesandstatesarealreadymak- mationsuperhighwaywithcomputersandgodsoft- ingsubstantialprogrestowardreachingthesegoals wareandwel-trainedteachers."OnFebruary8, withtheasistanceofboththeprivatesectorandthe 196,thepresidentsignedtheTelecomunications federalgovernment.Progrestodateisdiscusedbelow Actof196,whichwilhelpensurethateverychildin inrelationtoeachofthefourgoals. Goal1:AUteachersinthenationwilhavethetrain- ingandsuporttheynedtohelpstudentslearn usingcomputersandtheinformationsuperhighway. everyclasrominAmericawilbeconectedtothe informationsuperhighway openingupworldsof knowledgeandoportunities.AndonFebruary15, 196,PresidentClintonandVicePresidentGore anouncedtheTechnologyLiteracyChalenge, designedtoenergizethenationtomakeyoung Americanstechnologicalyliteratebytheturnofthe century.Thechalengeisforcomunities,private Profesionaldevelopmentiskeytoefectivetechnology integrationandtoincreasedstudentlearning.Teachers nedacestotechnologyandongoingsuportwhile r. "27 29 Profesionaldevelopmentisuesareimportant isuesandthesearelong-range,ongoingisues. Profesionaldevelopmentmustacknowledge what'sgoingonintheclasromandwhat teachersned. HighScholteacher,FarWestRegionalForum acesalibraryoflesonplans.Itspeaktimeofuse isonSundayevenings,asteachersprepareforthe wekahead.By195,38stateshadestablished similarnetworksforteachersandothereducators.51 Despitethesepromisingdevelopments,thenation hasalongwaytogo: Only14percentofpublicscholteachershadmore theylearn.Theynedadequatetimetoacquirenew than8hoursoftraining(in-serviceorprofesional skilstointegratetechnologyintotheirschols'exist- developmentprograms)intheareaofeducational ingprogramsandactivities.Andteacherslearnbest technologyinthe193-94scholyear.52 with,andfrom,theircoleagues.Ifthereisasingle overarchinglesonthatcanbeculedfromresearch aboutteacherprofesionaldevelopmentandtechnolo- gy,itisthatittakesmoretimeandefortthanmany anticipate.Forexample,theOficeofTechnology Asesmentestimatethatitcantakeuptofiveyearsto efectivelyinfusetechnologyintoschols.49Alteach- ersnedtobetrainedandsuportedoverthatperiod. Asmanyas50percentofteachershavelitleorno experienceatalwithtechnologyintheclasrom.53 Muchcurentprofesionaldevelopmentisinthe formofone-shotseminarsthatareinsuficientto bringtheteachingprofesionuptospedwith emergingtechnologies.54 Curently,only18statesrequiretrainingintechnol- ogyforalteacherssekingcertification,andonly5 requiretechnologytrainingforteacherin-service.5 Inrecentyears,rapidprogreshasbenmade towardthegoaloftrainingeveryteacher: Morethan50percentofteachersowneda computerathomein193.50 Goal2: Alteachersandstudentswilhaveacesto New,chalengingstandardsadoptedinSeptember modernmultimediacomputersintheirclasroms. 195bytheNationalCouncilfortheAcreditation ofTeacherEducationrequirethatalstudentsin teachereducationprogramstakeatleastonecourse ontheintegrationoftechnologyintoteachingand learning. ThestateofNorthCarolinanowrequiresalteach- erstocompleteatleastthrecoursesintheuseof technologyinordertoberecertified,andrequires that20to30percentoftechnologyfundsbespent ontrainingforteachers. Tomaketechnologyaviableinstructionaltol requiresscholstohavenoughcomputerstoprovide ful,easyacesforalstudents,includingstudents withdisabilities.Althoughthenationalstudent-to- computerratioiscurently1:1,theratiofstudents topowerfulmultimediacomputersisonly35:1.56In contrast,manystudiessugestthatful,easyaces requiresaratiofaboutfivestudentstoeachmultime- diacomputer.57 Throughon-linenetworks,teachersarehelping Toensurethatthewealthofoportunitiesaforded eachothertolearnewtechnologicalskils.For bystate-of-the-arttechnologiesisacesibletostudents example,theTexasEducationNetwork,anelec- withdisabilities,researchers(inlargepartsponsoredby tronicresourceusedbymorethanaquarterof theU.S.DepartmentofEducation)aremakingreat Texasteachers,enablesteacherstoshareideasand stridesindesigningnewtechnologiestomettheindi- 28 30  viduallearningnedsofstudentswithdisabilities. Department-fundedresearchersworkedcloselywith thedevelopersofWindows95,forexample,toensure thatitincludedacesibilityfeaturesforpeoplewith disabilities. athome,inschol,andinthecomunity,technol- ogyremainsinacesibleformanystudentswith disabilities.Forexample,icon-basedsystemson theWorldWideWebareinacesibletoblind individuals. Goat3: Everyclasromwilbeconectedtothe informationsuperhighway. Conectionstolocalareanetworks(LANs)andthe Internetturncomputersintoversatileandpowerful learningtols.Acestothesenetworksintroduces studentsandteacherstopeople,places,andideasfrom aroundtheworldtowhichtheymightotherwisenot bexposed. SurveysconductedbytheNational CenterforEducationStatisticsin194and195indi- catetheprogresmadetoachievetheseconections: Herearesomeofthewaysstates,comunities,and theprivatesectorhaveaproachedtheproblemof aces: VotersinMaineaproveda$15milionbondisue fortechnologyinNovember195,andtheBethel ScholDistrictinOregonrecentlyaproved$3 milionfortechnologyinschols. Kentuckyhasamasterbidlistthatanyscholdis- trictcanusetordercomputers,software,and otherequipment,forbulkpurchasing. Severalnationalandlocalorganizationsarematch- ingcompanieswithusedequipmenttoscholdis- trictsthatcanuseit.Refurbishing,upgrades,and In194,35percentofscholshadacestothe technicalasistancetothescholsareimportantele- Internet;ayearlater,thatnumberhadgrownto50 percent. Fromyperspective,technologyistotoday'sclasrom increasethebuyingpowerof whatpaperandpencilweretoyesterday'sclasrom ments of this strategy. Severalcompaniesarecurently workingtodeveloplower-costcom- puters or new ways of networking computerswithinscholsandis- . trictsthatcouldramaticaly schols. Problems remain, however: anesentialingredientinourageofinformation.Infact, technologyisthepaper,pencils,encyclopedia,dictionary, thesaurus,textbok,andlibraryalroledintone. Theinstaledbaseofcomputersis largelycomposedofmachineswith fewercapabilitiesandfunctionsthan DistrictSuperintendent,NorthwestRegionalForum today'smultimediamachines.58 Manyoftheolderandlespowerful computersinscholsareunableto runthelatestsoftwareoracestheInternet. Overhalfofscholsstilreportthatthemajorityof theircomputersareincomputerlabs.59Onlywhen computersareinstaledthroughoutascholbuild- ingwilstudentshaveregularacestothemduring thescholdayandinclas. Whilebusineses,researchers,andnon-profitsare developinginovativestrategiesandtolstomake technologyacesibletostudentswithdisabilities In194,3percentofalinstructionalroms(clas- roms,labs,andmediacenters)inpublicschols wereconectedtotheInternet;in195,thishad grownto9percent. Fifty-fivepercentofscholsindicatedthatfunding wasamajorbariertotheacquisitionoruseof telecomunications,downfrom69percentin 194. 29 Ofthe50percentofscholsthatdonothave Fundingremainsthenumberonebariertowide- Internetaces,74percenthaveplanstosecure spreaduseoftelecomunications.Inadition,the acesinthefuture. twonextlargestbariersaredirectlyrelatedtofund- Inthe18monthsfromJanuary195toJune196, thenumberofscholswithWorldWideWebsites ontheInternetwentfrom134to2,850 an exponentialrateofgrowth(Figure1). ing.Forty-sevenpercentofscholscitetofew acespointswithinscholbuildings,and40per- centcitetheporqualityorlackofequipment. Goal4: Efectivesoftwareandon-linelearning Whileprogrestowardthegoalofconectingevery clasromisrapid,muchremainstobedone. resourceswilbeanintegralpartofeveryschol's In195,onlyhalfasmanyscholsinporareas curiculum. (31percent)hadInternetconectionscompared Computersoftware,video,distancelearningcours- withscholsinthewealthiestcomunities(62per- es,andon-lineresourcesarexpandingrapidly.For cent). example,over20,0educationalsoftwaretitleshave Smalschols,high-povertyschols,andelementary bendeveloped,morethanamilionstudentstake scholsaretheleastlikelytohaveInternetconec- coursesthroughdistancelearningnetworkseveryear, tions,andtheleastlikelytohaveplansforsuch andeverydayhundredsofnewhomepagesareaded conections. totheInternet'sWorldWideWeb.Theseresources FIGURE1 THEXPONENTIALGROWTHOFWORLDWIDEWEBSITESINU.S.SCHOLS 30 250 20 150 10 SO 1/1/95 4/1/95 7/1/95 10/1/95 1/1/96 4/1/96 6/1/96 Ei ELEMENTARYSCHOLS SECONDARYSCHOLS Source:Web6InternationalRegistryofScholWebSites StephenE.Colins,UniversityofMinesotatp:/web6.coled.umn.eduh 30 32 Wedefinitelynedteacherstohelpidentifygodsoftwaretoput somemodelsouttherethatproducerscanemulate.Teachersnedtobe involvedinseparatingthewheatfromthechaf. SoftwarePublisher,FarWestRegionalForum holdpromisetoimprovelearning,increasetheamount TeachersandstudentsarecreatingWorldWide oftimestudentsspendlearning,andengagestudents Webpagesfortheirscholsthatincludeportfolios inproblemsolving,research,andatanalysis.There ofbestworks,virtualtours,andspecialprojects.In hasbenotableprogrestodateinmakingsuch adition,severalnationalefortssuchasMidlink oportunitiesavailable: Magazinexisttopublishstudentworkon-line. Theacademicstandardscompletedin190bythe Inthefuture,digitallibrarieswilprovideacesto NationalCouncilofTeachersofMathematicshave hugedatabasesofinformation.Colectionssuchas resultedinbroadconsensusamongeducatorsabout thoseintheLibraryofCongresandtheAmerican whatstudentsshouldknowandbeabletodoin MuseumofNaturalHistoryinNewYorkarebeing mathematicsatdiferentgradelevels.Software preparedforstudentuse. developers,inturn,areusingthesestandardsto developnewproductsthatcanbeusedinschols. Somescholdistricts,aswel,nowlinksoftwareto thesestandardssothatteachersknowhatpro- gramswilhelptheirstudentslearntheapropriate concepts. IntheSpringfield,Oregonschols,studentswith learningdisabilitiesparticipateinregularearthsci- enceandchemistrycoursesthroughtheuseof videodiscsoftwarethatteacheshigher-orderprob- lem-solvingskilsandconceptsinscience.Thesoft- warenableshighscholstudentswithlearningdis- abilitiestoscoreaswelastheirpersonan advanced-placementhighscholchemistrytest. Projectsthatlendelementarystudentscomputers andmodemstoconecttoscholhaveincreasedthe amountoftimestudentsspendlearning,aswelas increasedfamilyinvolvement.60 TheInternetprovidesmanypromisingnewlearn- ingoportunities.Forexample,SanFrancisco's Softwarethatcanbedirectlylinkedtothelocalcur- riculumandhighstandards,suplementingthetra- ditionaltextbok,isstilthexception.Thebest newsoftwareismostlyforreadingandmathinthe earlygrades. Educationalsoftwareusebystudentsathomeis heavilyskewedtohigher-incomefamiliesbecause wealthyfamiliesaremanytimesmorelikelytown computersthanporfamilies.61 Softwarecompaniesavoidevelopingeducational softwareforscholuse,becausetheycanlose moneyeveniftheysucedincorneringtheschol market.Theyarguethatthescholmarketisto smalfromwhichtoprofit.62 Exploratoriumoferson-lineinteractivexhibitsfor students.Inadition,byusingfrevideoconfer- encingsoftwaredevelopedatCornelUniversity, scholscanseoneanother,demonstrateprojects, andworkcolaborativelyon-line. Despitethegrowthofresources,significantchal- lenges remain: 0 31 3 Manystates,schols,andfamiliesdonothavea fourth,or$80milion,comesfromfederalsources, waytojudgethefectivenesofsoftwareprograms includingTitleI(formerlyChapter1),TitleVI(for- inincreasingstudentachievementbeforepurchas- merlyChapter2),theEisenhowerProfesional ingthem. DevelopmentProgram,theJobTrainingPartnership ThequantityofinformationontheInternetisstag- Act(JTPA),andotherprograms.Othersourcesare geringandfindingnededinformationquicklycan localfunds(40percent),stategrants(20percent),and bedificult.New,morefective"filters"tohelp teachersandstudentsfindacurate,up-to-date, high-qualityinformationarenecesary. COSTOFMETINGTHEFOURGOALS Manycomunitiesacrosthecountryarerespond- ingtothedemandsofthedigitalage,andarealready makingsubstantialinvestmentsintechnologyforedu- cation.However,metingthefourgoalsofthetech- nologyliteracychalengebyearlynextcenturywil requireanaceleratedinvestment. Thereisnone"formula"forintegratingtechnolo- gyintotheclasromandscholcuriculum.The natureandleveloftechnologyusewildependonthe educationalprioritiesofindividualcomunities. Furthermore,therapidpaceoftechnologicalchange andadvancementwouldcalintoquestionanyatempt toprescribeaformula.CD-ROMsandtheInternet otherscholstafcanlearnbothowtousethe werevirtualyunheardofinscholsthreyearsago. technologyandhowtointegrateitintotheir Changewilcontinuetocuratarapidpace,creating schol'scuriculum. newoportunitiesandevenpotentialyloweringcosts. Afteral,therelativecostofcomputingpowerhas halvedabouteverythreyearssincethe1950s,andon thenot-to-distanthorizonarelowercostcomputer terminalsandwirelesnetworkingtechnologies.63 Ongoingtechnicalsuportforteachers,manyof whomarereluctanttousetechnologyintheir lesonsunlestheyhaveacestoimediatehelp, whenecesary,duringthescholday. Schols,likeprivatefirms,nedtodevelopan investmentmentalityfortechnologybasedonthe understandingthatnewtechnologiesinvolvenotsim- plyaone-time,up-frontcostforequipment,butalso ongoing,recurentexpenses.Theserecurentexpenses involvecoststoupgradehardwareandsoftware,main- Infrastructureimprovements,suchasincreased tainspecialfurnitureandcabling,replacematerialsand electricalcapacitytohandlecomputerequipment, suplies,andcontinualyupgradetheskilsandcom- beterventilationandcolingsystems,andadi- petenceofteachersandadministrators. Nationaly,about$3.3bilionwasspentontechnol- tionaltelephonelines. Systemaintenanceandupgradingofhardwareto preserveandensurefectiveuseofschols'invest- mentsintechnology. ogyinthe194-95scholyearwithprojectedanual growthrangingfrom1tover15percentperyear. Whilexactdatareunavailable,aproximatelyone- 32 °4 businesandothercontributions(15percent).64 TypesofCosts Thekindsofcostsforintegratingtechnologyinto scholsfalintoseveralcategories,someofthemnot imediatelyobvious: Hardware,suchascomputers,printers,scaners, andotherequipment,suficienttogivealstudents readyacestothesetols. Softwareandothereducationalcontent,suchas remotedatabasesofinformation,videoprogram- ming,coursestaughtusingdistancelearningtech- nologies,andacestotheInternet. Internalconectionsbetwenclasromsandwith- inthescholbuilding.Inolderbuildings,these conectionscanbexpensivebecausetheyinvolve asbestosremovalortheuseofwirelesnetworks. Profesionaldevelopmentsothatteachersand Externalconectionsthatrequireinitialconection fesandongoingtelecomunicationschargesfora schol'stelephonelines,sateliteconections,and cableconections,andfesforscholInternet aces.  Cost Estimates ThestimatesofthecostofmetingthePresident's fourgoalsfortechnologyineducationvaryconsider- ably.Thiscanbeatributedtodiferentvisionsof howscholsshouldbequiped,thextenttowhich teachertrainingisrequired,andthediferentlevelsof preparednesofscholstoday.Somescholbuildings wilrequiremajorandpotentialycostlyimprovements inelectricalsystemsbeforecomputerscanbeusedin alclasroms.Similarly,scholsinruralareasfacethe prospectofhighercostsforconectionstotheinfor- mationsuperhighway. Anumberoforganizationshavedevelopedcostesti- matesbasedonvaryingmodelsoftechnologydeploy- ment.AmongtheseorganizationsisMcKinseyand Company,whichin195completedthemostcom- prehensivestimatetodateofthecostsofimplement- ingtechnologyinalofthenation'sschols.Basedon amodelofonemultimediacomputerforeveryfive students,conectionstotheinformationsuperhigh- wayineveryclasrom,everyteachertrainedinthe useofinformationtechnologies,andadequatesoft- waretohelpstudentsmethighacademicstandards, McKinseyestimatesthecosttobe$109bilionover 10years,oranaverageofaproximately$1bilion per year.65 Thereisnone"formula"for integratingtechnologyinto theclasromandschol curiculum.Thenatureand leveloftechnologyusewil dependontheducational prioritiesofindividual comunities. AnanalysisbytheRANDCorporationoftechnolo- gy-richscholsestimatesthecombinedinitialand ongoingcostsoftechnologyatbetwen$8bilionand $20bilionperyearoverfiveyears,dependingonthe numberofcomputersperstudent,theintensityof profesionaldevelopment,andotherfactors.6The TelecomunicationsIndustriesAnalysisProject (TIAP)developedanotherestimate,withsevenstu- dentspercomputer,of$10bilionto$12bilionper yearoverfiveyears.67 Thesecostestimatesrangefromthretosixtimes whatiscurentlybeingspentforpurchasingandsup- portingtheuseofeducationaltechnologyinschols acrosthenationandwouldrepresentasignificant increaseincurentdiscretionaryexpendituresfor instructionalmaterials,suchasforboksandother curiculumsuplies.However,whenviewedinthe contextofthetotalpublicelementaryandsecondary scholenterprise,whichservesmorethan43milion 35 3  TABLE2 CURENTSCHOLTECHNOLOGYINVESTMENTSVERSUSTHOSEOFTECHNOLOGY-RICHSCHOLS" CostItem Computerdensity Buildinginfrastructure Profesionaldevelopmentand ongoingsuport Anualizedtechnologyexpenditures per student CurentScholConditionsandInvestments ConditionsandInvestmentsin (194-195) Technology-RichSchols 35studentspermultimediacomputer" Fewerthan5studentspermultimediacomputer $20,0peryearinaveragecapitalimprove- Upto$250,0inone-timetechnology-related mentsperschol(includesnewconstruction improvementsperschol andimprovements)" 9percentoftechnologybudget" 38percentoftechnologybudget Totalanualizedexpendituresfor $3.3bilion" educational technology $70peryear $18o-45operyearforinitialfiveyearsof deployment $8.0to19.9bilion elementaryandsecondarystudents,thecostssem suportofteachersintheclasrom.Manyfuly moremodest,rangingfrom3to7percentoftotal equipedscholshaveaful-orpart-timetechnology expendituresforthe194-95scholyear. cordinatorwhosejobitistomaintainequipment, provideon-the-spotasistancetoteachersintheclas- FundingChalenges rom,andasistteacherswithidentifyingtechnology- Anexaminationoftechnology-richscholsprovides basedresources(suchassoftware,videoprograming, severalinsightsintotheoveralfundingchalenges on-linedatabases,anduseoftheInternet).Today, facedbythenation(seTable2).First,tointegrate scholsspendanaverageof9percentoftheirtechnol- technologyfulyintostudents'learningexperiences, ogybudgetsontrainingandsuport,whilethexperi- scholsnedamuchigherdensityofmultimedia enceoftechnology-richscholssugeststhatmore computersandrelatedequipmentthaniscurently than30percentofmuchlargertechnologybudgets presentinschols.Evenwithrapidlyfalinghardware shouldbeinvestedintheseareas.68 costs,thiswilmeansubstantialnewinvestmentsfor Third,schols,particularlyolderones,faceaned manyschols.Manyofthecomputersinschols forsignificantbuildingimprovements.Figure1dis- todayaremorethanfiveyearsold;somearetenyears playstheproportionofscholsrespondingtoa195 old.Thesecomputerswilnedtobereplaced.Other, GeneralAcountingOficesurveyoftheadequacyof newercomputerscanbeupgradedforafewhundred theinfrastructureinplacetosuporttechnologyas dolarseach. comparedtotheadequacyofinfrastructureincentral Second,implementingtechnologymeansmuch cityschols. Itshowsthathalfofalscholsdonot greaterinvestmentsforteachertrainingandongoing haveadequatelectricalwiring(suchasoutlets)to 34 36  handletheirtechnologyneds.Morethanhalfdonot havesuficienttelephonelines,and60percentconsid- erthenumberofconduitsfornetworkcableunsatis- factory.Scholsthathavealoftheseinfrastructure elementsareclearlythexceptiontotherule. Strikingly,scholsinlargecentralcitiesarevenles equipedtometthedemandsoftechnologythan otherschols;morethan40percentdonotevenhave enoughelectricalpowertousecomputersonaregular basis. Thesestimatesandanalysesofthefundingchal- lengescomunitiesfaceindicatethatthecostsof implementationarefargreaterthanwhatscholscur- rentlyspend,despitetherapidgrowthofexpenditures inrecentyears.Whilethefederalgovernmentandpri- vatesectorcanmakecontributions,localcomunities andstategovernmentswilbechalengedtometthese costs. Ofcourse,somescholswilreachthesegoalsmuch sonerthanothers.Clasromsinolderbuildings,for FIGURE2 REPORTEDINFRASTRUCTUREINSUFICIENCY(595)" Electrical power Electrical wiring Computer networks Conduitsfornetworkcables Phonelines Fiber-optic cable 20 40 6o 80 10 OPERCENTOFALSCHOLSREPORTINGINSUFICIENCY PERCENTOFCENTRALCITYSCHOLSREPORTINGINSUFICIENCY example,mayrequirexpensiverenovationsto improvelectricalsystemsbeforecomputersandnet- workscanbeinstaled,discouragingthecomunity fromakingacomitment.Metingthenormous costofimplementingtechnologyinschols,then,rais- essomeimportantquestionsabouthowtoensurethat alAmericanstudentsgetacestothesevitaltolsof education. 35 37 FIGURE3 COMPUTEROWNERSHIPBYHOUSEHOLD ANDETHNICITY(195) 30 25 StudiesconductedbytheNationalCenterfor EducationStatisticsrevealthat,ascomparedtomore afluentschols,scholswithighconcentrationsof studentswhoareporareleslikelytohaveacesto computersandleslikelytohaveacestothe Internet.75Furthermore,studiessugestthatmany scholsinporareastendtousecomputersonlyin computerlabsandmerelytodevelopbasicskilssuch astypingandwordprocesing,whileotherschols havebeguntointegrateandusetechnologyinmore powerfulways,suchastoacesremotelibrariesand 20 digital databases.76 0 15 10 Formanychildren,thelackofacestocomputers atscholismadeupbythefactthatmanymorefami- liesnowowncomputers.Buthouseholdposesion anduseofcomputersandnetworkservicesisalready reflectiveofadigitaldivide;itisheavilyskewed towardmidle-anduper-midle-clashomes.Low- incomecitizensandblackandHispanicAmericans, urbanandrural,aremuchleslikelytowncomput- ersthanothers.AsFigure3demonstrates,white Americansaretwotothretimesaslikelytown computersasblackorHispanicitizens,andsixto seventimesmorelikelytownthemthantherural por,whatevertheirethnicbackground.Withaten- tiontothisisue,andbymakinghigh-qualityresources availableverywhere,technologycanhelpalchildren reachtheirmaximumpotential. 5- Whi e Hispanic Black Urban Rural Por Por COMPUTEROWNERSHIP(PERCENTOFHOUSEHOLDS) 38 NOCOMUNITYLEFTBEHIND Oneofthemostformidablechalengestometing thenation'stechnologygoalsisensuringthatnocom- munityisleftbehind.Alclasromsinaltypesof comunitiesnedupdatedtechnologyandtrained teachersifthenationisgoingtoprosper. 36 FIGURE4 ACESTOTHEINTERNETISNOTEQUAL 50 13. 14 1 59 Low 162 0 10 20 30 40 5o 6o 7o PERCENTOFALSCHOLSWITHACESTOTHEINTERNET POVERTYRATES PERCENTOFSTUDENTSELIGIBLEFORFREOREDUCEDPRICELUNCHES LOW lesthanispercent MODERATE soto3opercent HIGH 31to70percent VERYHIGH 71percentormore Source:U.S.DepartmentofEducation,NationalCenterforEducationStatistics,196. Itmakeseachofourscholslarger. Itmakeseachofourscholsmore efective.Itletsusoferstudentsexperiencesandinformationthey wouldn'totherwisehave. MidleScholTeacher,MidwestRegionalForum AlSchols VeryHigh High Moderate 37 39 The21stcenturyisAmerica'sforthe taking ifweareboldenoughandstrong enoughandconfidentenoughtogoforward together.Wewilmakethebestofthisnew together. Wewileducateourchildrenwithit,improve ourbusineseswithit,makeourgovernment moredemocraticwithit,andbuildabrighter, frer,moreprosperousfLiturewithit.Thati theAmericanway. BESTCOPYAVAILABLE henationisworkingtowardmaking munitiestodeveloptheirownplansforpromotingthe alstudentstechnologicalyliterate achievementofhighstandardsbyalstudentsthrough byearlynextcentury.Therehas theaplicationoftechnology. benconsiderableinitiativeand ROLEOFTHEFEDERALGOVERNMENT fundingdevotedtothisendinsome statesandcomunities.Atthesame Thefederalrole,thoughlimited,istoprovidethe time,itisevidentthatthenationhas leadershipmomentumforreachingtheducational alongwaytogobeforereachingourgoalsfortechnol- technologygoalsthroughtargetedfundingandsup- ogyinschols.Althoughthefederalgovernmenthas portforactivitiesthatwilcatalyzenationalaction. animportantleadershiprole,statesandlocalcomu- Inded,federalsuporthasbencriticalovertheyears nitieshavethemostatstakeandwilhavethelargest asacatalystfortechnologydevelopmentandforpro- role.Thepurposeofthisreportisnottoprescribea vidingincentivesforscholstoimplementeducational singleplanofaction;instead,itofersastrategic technologyprograms.(SeApendixBforexamples frameworktosuportefortsbystatesandlocal-corn- offederalsuportfortechnologyineducation.) , 39 TechnologyLiteracyChalengeFund ownparticularnedsacordingtoatechnologyplan thatitdevelopsitself. States,comunities,andtheprivatesectorfacea chalengeofmasiveproportions,intermsofefective inovationandscholimprovement,aswelasin termsofsubstantialinvestmentsandreprioritizingof scholbudgets.ThepurposeoftheTechnology LiteracyChalengeFundistoserveasacatalystfor states,localcomunities,companies,universities,and individualstoworktogetheronacomonsetof goals.ThepresidenthasaskedCongrestoapropri- ate$2bilionoverfiveyearsforthefund.Forthe fundtosuced,eachfederaldolarwilhavetobe matchedbydolarsandin-kindcontributionsfrom state,local,andprivate-sectorsources.Thepresident hasincludedthefirstinstalmentofthisfund $250 milioninhis197budget. AfordableConections Thefundwouldprovidestateswithmaximumflexi- bility.Toreceivefunds,stateswouldhavetomet onlythesebasicobjectives: inefectivelyimplementingthelawsothatacesis realandafordableandclasromsareconectedinal Eachstatewouldevelopastrategyforenabling everyscholinthestatetometthefourtechnolo- gygoals.Thesestatestrategieswouldadresthe nedsofalschols,fromthesuburbstotheiner citiestoruralareas.Strategieswouldinclude benchmarksandtimetablesforacomplishingthe fourgoals,butthesemeasureswouldbesetbyeach state,notbythefederalgovernment. Statestrategieswouldincludesignificantprivate- sectorparticipationandcomitments,matchingat leasttheamountoffederalsuport.Comitments couldbemetbyvolunterservices,costreductions, andiscountsforconectionsunderthexpanded UniversalServiceFundprovisionsofthe TelecomunicationsActof196,amongother ways. Toensureacountability,eachstatenotonlywould havetosetbenchmarks,butalsowouldberequired toreportpubliclyatthendofeveryscholyear theprogresmadeinachievingitsbenchmarks,as welashowitwouldachievetheultimateobjectives ofitsstrategiesinthemostcost-efectivemaner. Bydesign,stateswouldhavetremendousflexibility. Becausethestatesareatdiferentpointsinfinancing andusingeducationaltechnologyintheclasrom, thisflexibilityisnecesarysoeachstatecanadresits librarieswilinvolvemanyplayers:theFederal ComunicationsComision,statepublicutilities comisions,serviceproviders,ratepayers,andthe Thepresidentandvicepresidenthavemadecon- nectingeveryclasrominAmericatotheinformation superhighwaybytheyear20anationalgoal.To deliveronthatgoal,onFebruary8,196,thepresident signedintolawtheTelecomunicationsActof196, whichensuresthatscholsandlibrarieshaveafordable acestoadvancedtelecomunicationsservice.The lawrequirestelecomunicationscarierstoprovide servicetoscholsandlibrariesatreducedrates. Thefederalgovernmentwilplayanimportantrole ofourcomunities,includingruralandurbanareas. Makingthenewlaworkforthenation'sscholsand educationcomunity.Thesecretaryofeducation,the chairmanoftheFederalComunicationsComision, andotherfederaloficialswilprovideleadership,con- veneducatorsandregulatorstoidentifysolutions, andbuildabroadbaseofsuportforafordableaces. ImprovedProfesionalDevelopment Thefederalgovernmenthasanimportantrolein expandingandimprovingprofesionaldevelopment forteachers,inordertoreachthegoalthatalteachers havethetrainingtheynedtousetechnology.First,it providesfundsforprofesionaldevelopmentthrough theEisenhowerProfesionalDevelopmentProgram, theTeacherEnhancementProgram,andotherpro- grams.TheDepartmentsofEducationandEnergy, NASA,theNationalScienceFoundation,andother agenciesalsuportteacherprofesionaldevelopment. Theseinvestmentsmustbexpandedandgreater emphasisontheuseoftechnologyaded.Second,the DepartmentofEducationcanprovideleadershipby highlightingtheimportanceofsustainedprofesional developmentandbydiseminatinginformationabout whatworksinteachertraining.TheDepartmentwil convenestates,scholdistricts,colegesofteacheredu- cation,profesionalorganizations,teacherunions,and otherswithastakeinimprovingpre-serviceandin-ser- 42 Oneofthekeylesonsfromourexperiencesofaristhatacolaborativemodelisesen- tialforsustainedscholimprovementandstudentachievement.Busines,government, and,ofcourse,educationalhavesomethinguniqueandvaluabletofer. vicetraininginordertogalvanizecomitmentsto providefectivetrainingandsuporttoalthe nation'steachers.TheDepartmentofEducationcan alsocolaboratewithnationalteacheracreditation bodiestosuportthedevelopmentofmodelstandards thatintegratetechnologyintorequirementsforgradua- tionandstatecertification. ImprovedEducationalSoftware RepresentativefromaTelecomunicationsFirm MAKINGITHAPEN THETECHNOLOGYLITERACYCHALENGEFUND CatalyzingState,Comunity,andPrivateSectorEforts Thetechnologyliteracychalengefundwouldsuport awidevarietyofinovativeforts. Thedevelopmentofhigh-qualityeducationalsoft- waredependsongreatercolaborationbetweneduca- torsandtheprivatesector.TheDepartmentof Education,incordinationwithotherfederalagencies, cansuportthiscolaborationinanumberofways. Forexample,itcansponsorworkshopsthatbring togetherstateandlocaleducators,researchers,publish- ers,softwaredevelopers,on-lineservices,cableand gearedtochalengingstateacademicstandards. wirelesoperators,andothercomercialprovidersof educationaltechnologymaterials.Workshopswould focusonisuessuchashowthemarketcanmetthe nedsoftoday'sclasromsbeter;howsoftwarecan suporthigherstudentachievement;whatstudents shouldknowandbeabletodo(statestandards);how statesandscholdistrictscandevelopbetertolsfor evaluatingthequalityofthesoftwareonthemarket; ersandtechnology. Statesmaytargetfundstocomunitiesthatare farthestbehindinefectiveuseofeducational technology. Statesandistrictsmaycolaboratetofindcost efectivewaysofpurchasingandusinghardwareand software. andwhatarethelesonsofcurentpracticeand researchforfuturesoftwaredevelopment.The Department,throughitseducationaltechnologypro- gramsforindividualswithdisabilities,hasbeninstru- mentalinmakingmoresoftwareacesibletostudents withdisabilities. Districtsandscholsmayprovidefundingforon- demandtechnicalasistancetohelptechnology-using teachersduringthescholday. Districtsmaylinkscholselectronicalytogatherand maintainadministrativedata. Statesandistrictsmayenterpartnershipswiththe privatesectoranduniversitiestodevelopsoftware Statesandistrictsmaybuildhigh-spednetworks caryingvoice,video,text,andgraphicsthatconect schols. Districtsmayprovideincentivegrants,awards,and salaryincreasestoindividualteacherswhomakea comitmenttoupgradetheirknowledgeofcomput- 41 43  A MAKINGITHAPEN PRESIDENTIALCHALENGESTOSPURCOLABORATIVEFORTS Tometthenation'stechnologygoals,PresidentClintonandVicePresidentGorehavechalengedtheprivatesector, retires,andeducatorstoworktogetherinewaystoimprovestudentlearningthroughtheuseoftechnology.States, comunities,busineses,andindividualsaroundthenationhaverisentometthischalenge. Forexample: NetDay96:Anelectronicbamraising ThepresidentandvicepresidentbroughttogethertelecomunicationsandcomputerindustryleadersinSeptember195 tokick-startahistoriceforttoconectCaliforniaclasromstotheInternet.OnMarch9,196,morethanmompar- entsandvoluntersandmorethanzobusinesesinCaliforniainstaledandtestedabout6milionfetofwiretocon- nectclasromsin2,60oscholstotheInternet. SinceCalifornia'sucesful"electronicbarnraising,"over3ostateshave embarkedontheirowneforts. TechCorps:Volunteringexpertise TheTechCorps,laUghedOnOctober,jo,195asaprivate-sectorresponsetothepresident'sandvicepresident'snational misiontomakealchildrentechnolOgicalyliteratebythedawnofthe21stcentury,isanationalnon-profitorganization ofprivatesectorvolunterswithtechnologicalexpertisededicatedtohelpingimproveK-12educationatthelocallevel. Itsmisionistorecnit,.place,andSuportvoluntersfromtheprivatesectorwhoadviseandasistscholsinusingnew technologiesintheclasromtoimprovestudentlearning.SinceOctober,leadersfromindustryandeducationhaveben workingtogetherto-establishTechCorpsorganizationsinal5ostates. AmericanTechnologyHonorSociety:Recognizingstudentexpertise TheAmericanTechnologyHonorSocietywasformedonOctoberfo,195.Thisorganization,sponsoredbytheNational AsociationofSecondaryScholPrincipalsandtheTechnologyStudentAsociation,isthe-schol-basedorganization throughwhichstudentswithtechnologyexpertisecanhelpexpandtheirschol'suseoftechnology. Itwilrecognizeand reward.studentswhousetheirtechnolcigicalexpertisetoservetheirschols. OnMay29,196,acoalitionofnmajoreducationorganizations,includingbothmajorteachers'unions,anouncedthe . z1stCenturyTeachers creationofavoluntarycorpstohelp_moreteacherslearnhowtousenewtechnologytoimproveteachingandlearning. Onehundred.thousaidteatherswileachtrainfiveof,theircoleaguesduringthe196.97scholyearTeacherscansign upona,sPetial-WOrlaWide-Websife',Wparticipate-in'thisefort .' 42 ContinuedInvestmentinEducationalTechnology tobeusedforeducationaltechnology,includingtrain- ingteacherstoincorporatetechnologyintotheirclas- roms,andpurchasingsoftwareandhardware.For example,acordingtonestimate,in195schols investedabout$450milionunderTitleI(formerly Chapter1)ofESEAineducationaltechnologyin ordertohelpstudentsinlow-incomescholsimprove basicandadvancedskilsinthecoreacademic subjects.7 InaditiontotheTechnologyLiteracyChalenge Fund,itiscriticalthatthefederalgovernmentcontin- uetotargetinvestmentstoadresparticularnedsin educationaltechnology.Forexample,todemonstrate newmodelsofhowinformationinfrastructurecan benefitthenation'sschols,theDepartmentof Comerce'sTechnologyandInformation InfrastructureAplicationsProgram(TIAP)provides grantstodeveloptelecomunicationsnetworksfor educationalandotherservices.TheDepartmentof Education'sChalengeGrantsforTechnologyin Educationawardgrantstoscholdistrictsinpartner- shipwithbusineses,museums,universities,andother institutionstodevelopanewgenerationoflearning tolsandcuricula.Toadresthespecialnedsof remoteschols,theDepartmentofAgriculturesup- portstelecomunicationslinkstoprovidestudents withacestoadvancedcoursesandotherdistance learningoportunities,andtheDepartmentof Education'sStarScholsprogramprovidessedfund- ingfordistancelearningproviders. ClearinghouseforGodIdeas Tofocusontheparticularchalengesofteaching Helpingstates,scholdistricts,schols,teachers, mathandscience,theNationalScienceFoundation parents,profesionalorganizations,andtheprivatesec- fundsprogramsthatdemonstratehowelectronicnet- torknowandsharewhatworksisavitalfunctionof workscansuporteducationreformsandimprove thefederalgovernment.Thefederalgovernmentwil mathandscienceteaching.Likewise,NASAdevelops continuetodiseminateacurateandup-to-dateinfor- modelcuriculausingstate-of-the-arttechnologies; mationaboutwhatworksineducationaltechnology andaninovativeprogramcaledGlobalLearningand throughtheDepartmentofEducation'stechnicalasis- ObservationstoBenefittheEnvironment(GLOBE) tanceprovidernetwork,whichincludesanon-line linksstudents,educators,andscientistsaroundthe library;theEducationalResourcesInformationCenter worldinalong-termeforttomakeobservationsof (ERIC)Clearinghouses;theRegionalTechnologyin thenvironmentandsharethedataviatheInternet. EducationConsortia(R*TECS);theTechnology The140scholsrunbytheDepartmentofDefense RelatedAsistanceProgramforIndividualswith onmilitarybasesaroundtheworldarebecominga Disabilities;TheEisenhowerNationalClearinghouse powerfulmodelandefectivetestingsitefortheuseof onMathandScienceEducation;andtheDepartment advancedtechnologiesforlearning. ofEnergy'snationallaboratoriesandspecializedtech- nologycentersandresearchfacilitiesthatasiststates EfectiveUseofTechnologybyMajorEducationPrograms andscholdistricts.Inadition,theDepartmentof Amongthefederalgovernment'slargesteducation Educationwilincreaseitsefortstopromoteinforma- andtrainingprogramsaretheGoals20:Educate tionsharing.Forexample,itwilsponsornationaland AmericaAct,theSchol-to-WorkOportunitiesAct, regionalconferencesthatgivestateandlocaleducation HeadStart,theElementaryandSecondaryEducation leadersanoportunitytolearnfromthexperienceof Act(ESEA),thePerkinsVocationalandAplied comunitiesthatarefurtherahead.Theconferences TechnologyEducationAct,theJobTraining wilalsopromotecolaborationbetwenvariousstate andfederalinitiativestomaximizetheimpactofstate EducationAct.Programsundertheseactsalowfunds andfederalinvestmentsineducationaltechnology. PartnershipAct,andtheIndividualswithDisabilities 43 45 Thefederalgovernmentwilcontinuetopromote theuseofeducationaltechnologyasanimportantele- mentofimprovingtheachievementofstudentsserved bytheseprogramsand,throughigh-qualitytechnical asistance,itwilhelptoensurethattechnologyisused asefectivelyasposibletoimproveteachingandlearn- ing.Itwilalsocontinuetoincreaseflexibilityinthe useoffundsundertheseprograms,asitdidinthe recentreauthorizationofTitleI,whichasmadeit easiertomaketechnologypurchasedwithTitleIfunds availabletoalstudentsinaschol.  State-of-the-ArtTols metingthechalenge.Thisreportprovidesbaseline Thefederalgovernmenthasastronghistoryof dataonwherewearetodayregardingeachofthefour researchandevelopmentinbothlearningandtech- goals:thextenttowhichteachersareadequately nology.Thatworkhasshownthatalstudentscan trainedtousetechnologyintheclasrom;theavail- learntomuchigherlevelsthanwehadpreviously abilityofmodern,multimediacomputersintheclas- expected,andledtothedevelopmentofbreakthrough rom;thepercentofscholsandclasromsconected technologiessuchastheInternet,high-performance totheinformationsuperhighway;andtheuseof computingtols,andtechnologicaltolsforstudents efectivesoftwareandon-lineresourcesinschol withdisabilities.Thisyear,thePresident'sComite curiculum. ofAdvisorsonScienceandTechnologywilisuerec- Toevaluatehowthenationisprogresing,the omendationsonhowfederalresearchandevelop- NationalCenterforEducationStatistics(NCES) mentcanhelptoensurethedevelopmentofneways intendstocolectdatarelatedtotechnologyinschols ofusingtechnologyforlearning,newlearningmateri- throughsuchvehiclesasitsScholsandStafing als,andnewaysofmeasuringstudentprogres. SurveyandFastResponseSurveySystem.AsNCES Basedontheserecomendations,federalagencieswil plansforthenextadministrationoftheScholsand providefundingforthehighestpriorityareasfor StafingSurveyin198,itisconsultingwiththefield researchandevelopmentandiseminateresults. todeterminehowbesttocolectinformationabout ClosingtheDivideBetwenTechnology"Haves"and "HaveNots" acestoanduseoftechnologyinschols.Moreover, theFastResponseSurveySystemhasbenusedtwice inthepasttwoyearstocolectinformationrelatedto theavailabilityanduseoftelecomunicationsin schols,theirplanstoimplementorupgradewidearea conections,theiracestotheInternetandselected Internetcapabilities,andbarierstheyfacetothe acquisitionoruseofadvancedtelecomunications. Thesurveysystemcouldbeusedtocolectthisinfor- mationinfutureyears.Further,undertheproposed TechnologyLiteracyChalengeFund,eachstatewould berequiredtodevelopitsownstate-specificgoalsand benchmarksandreportanualyonprogrestoward them. Thefederalgovernmentcanhelptoclosethe"digi- taldivide"betwenafluentcomunitieswithaces totechnologyandlow-incomecomunitieswhere scholslackcomputers,acestotheInternet,soft- ware,trainedteachersandbasicwiring.The TechnologyLiteracyChalengeFund,ifaprovedby Congres,wouldprovideresourcesforthosecomuni- tiesfacingthegreatestchalenges.Inadition,many majorfederaleducationprograms includingTitleI ofESEA,theSchol-to-WorkOportunitiesAct,the PerkinsVocationalandApliedTechnologyEducation Act,andHeadStart targetfundingtolow-income comunities,andcaninvestineducational technology. ROLEOFSTATESANDLOCALCOMUNITIES Undertheleadershipofthevicepresident,thepri- vatesectorhasstepedforwardtohelpscholsinthe nation's15EmpowermentZones,whichareamong ourmostimpoverishedurbanandruralcomunities. Theprivatesector,workingwithTechCorpsandthe Department'sRegionalTechnologyinEducation Consortia,wilconecteveryscholinthe EmpowermentZonestotheinformationsuperhighway. Ineverystate,andinmanylocalcomunities, therearexamplesofhowtheaplicationoftechnolo- MonitoringProgresTowardTechnologyGoals gyhastransformedteachingandlearning,and improvedstudentachievement.Stateleaders,suchas governors,statelegislators,andstateutilityregulators, arebuildinginformationinfrastructuresandsuport- ingteacherprofesionaldevelopment(seApendixC forexamplesofstatesuportfortechnologyineduca- tion).Localcomunityleaders,suchasscholdistrict oficials,scholboardmembers,educators,families, students,andotherinterestedcitizens,aredeveloping planstousetechnologyinscholsandareraising Anesentialroleofthefederalgovernmentinhelp- ingthenationmetthetechnologyliteracychalenge wilbetomonitornationalprogresandprovideregu- moneytoimplementthem. larupdatesonhowfarthenationhastraveledtoward Thesepionershaveatremendousoportunityto 4 46  LeadershipandPlaning Untilrecentlyscholscouldrelyonthetolstheyhavealwaysused paper,pencils,andbokstoacomplishtheirbasicmisionof equipingstudentswiththeskilsandknowledgetheynedtobe productivecitizens. Today,thatisnolongertrue. District Superintendent, Northwest Regional Forum maximizetheimpactoftheirefortsbyreachingoutto nologycanbeusedintheclasrom,butalsoinhowit thosedistrictsandcomunitiesthatarenotasfar canbeusedtosuportlearningathome.Somestate along.CaliforniascholsthatwerewiredonNetDay '96,forexample,canhelpthenextwaveofCalifornia schols.Similarly,scholdistrictswithefectivepro- fesionaldevelopmentortechnicalsuportprograms cansharetheseideaswithothers. andcomunityplansmayincludelinkingschols withomes,enablingstudentstocontinuelearning withtechnologyathomeandparentstocomunicate withscholsandtobeterparticipateintheirchildren's education.Inded,beforemakinginvestments,com- munitieswilwanttounderstandhowmuchtheywil nedtoinvestandwhatbenefitstheywillikely receive. Sustainedstateandlocalcomunityleadershipwil berequiredtometthenation'stechnologygoals.By putingforthcompelingvisionsoftheuseoftechnol- ogyineducationandfosteringasenseofurgency, teachers,parents,educators,administrators,andpoli- cymakersatallevelscanbuildpublicawarenesand suportforthefectiveuseoftechnologyinclas- roms. OngoingSuportforTeachers Leadershipalsomeanssetinghighstandardsforthe States,scholdistricts,andscholsplayacritical resultsexpectedfromtheuseoftechnologyforboth roleinensuringthatteachersreceiveadequatetraining studentsandeducators.Alaska,forexample,considers inhowtousetechnologytoimprovelearningandthat technologicalliteracyacontentareaforwhichit theyreceivetheongoingsuporttheynedtouse shouldholdstudentsacountable. Buildingandsuportingtheinfrastructureneded technologywelintheclasrom.Statescanbeginby setinghighstandardsforteachers'skilsintechnology. tobringabouttheincreaseduseoftechnologyin scholsisanenormouslycomplexundertaking.Any efortthatdoesnotsekoutthebestthinkingavail- technologyandhowtouseitintheclasromto able,andthatdoesnotreachouttoalmembersofthe improvestudentachievementwouldsendimportant comunitywilbedificulttosustain.Universityper- signalstoteachertraininginstitutionsandprospective sonel,museumandlibrarystafandvolunters,and teachers. membersofotherprivateorindustrygroups,for Onceteachersareintheworkforce,statesand example,canalprovidevaluablexpertiseandare scholdistrictscanrequireandencourageongoing oftenoverlokedresources. trainingintheuseoftechnology.Forexample,aspart Familiesofstudentsarealsovaluableparticipantsin ofstateandlocalprofesionaldevelopmentstrategies, theplaningproces,notonlyinidentifyinghowtech- statesandscholdistrictscanrequirein-servicetrain- Andstatesandcomunitiescanasisteachotherin theplaningproces.Forexample,asmorestatesand districtscomeon-line,theycansharelocalandstate technologyplansandspecificinformationaboutthe chalengestheyfaceandsolutionstheyhaveadopted. Stateteachercertificationrequirementsthataskthat teachershaveaworkingknowledgeofeducational 45 47 MAKINGITHAPEN TECHNOLOGYPLANING Theuseoftechnologyrequiresplaning,becausewithoutcertainkeyingredients(suchasadequateprofesionaldevelop- mentandtechnicalsuport)technology'sbenefitswilprobablynotberealized.Herearesomequestionstoaskwhileplan- ningfortheuseoftechnology.Thereisnonebestwaytoanswerthem,andtheanswersmaychangeovertimefor scholsandistricts. Howilthetechnologybeused?Wiltheusesbelectronicmail,satelite-deliveredinstruction,acestoelectronic databasesandlibraries,multimediasoftwareforinstruction,"tol"softwaresuchaspreadshetsandwordprocesors, acestoresourcesforstudentswithdisabilities,oradministrativeusesuchasrecordkeping,publishing,andcomuni- catingwithparents? Howiltheintroductionoftechnologyafectthewaythescholworks?Howilthescholadjusttomakethebest useoftechnology?Howcanthetechnologybeusedafterscholandbycomunitymembersincontinuingeducation? Howcantechnologybeusedtoimprovealaspectsoftheschol'sordistrict'soperation? Wilscholbuildingsnedtoberetrofited?Howcanthesecostsbeminimized?Whatfeatureshouldbeintroduced intonewbuildings? Howilteachers'nedsbemet?Wilteachershaveadequateprofesionaldevelopmentandtimetolearnhowtointe- gratenewtolsintotheirinstructionalpractices?Wilteachershaveacestoenoughongoingtechnicalsuport?Should evaluationandcertificationcriteriaforteachersbechangedtosuporttheuseoftechnology? Howcanthecomunitybeinvolvedintheintroductionoftechnologyintheschol?Howilmembersofthecomunity beinvolvedintheplaningproces?Howcanresourcesuchascableandtelephonecompaniesandcomunityorgani- zationsbeutilized? Howmuchwilthechangescost,andwhatwiltheresultsbe?Wilthechangesbeworththexpense?Whatresearch existstosuporttheplan?Howileducatorsknowiftheplan'sobjectiveshavebenmet? Howildecisionsaboutpurchasesbemade?Wilthesedecisionsbepartofalargereducationimprovementplaninthe districtorschol?Howlongwilthequipmentpurchasedremainusable?Howilfundsbealocatedamonghardware, software,training,andongoingsuport?Howilfundingbedistributedamongschols?Whocangiveyousound adviceabouttechnologypurchases? Howcantechnologybenefitalstudents?Howilstudentswithdisabilitiesbenefitfromthechanges?Howcantechnol- ogybenefitgiftedandtalentedstudents?Howcantechnologybenefitstudentsatriskofdropingoutorwhoarenot performingwel?Wiltherebeastandardminimaltechnologybaseinalschols? Theplaningprocescanbedificult,butitisalsovitaltosuces.Keyresourcesforplaningincludestateandistrict technologycordinators,localtelephoneandcablecompanies,andtheDepartmentofEducation'sRegionalTechnologyin EducationConsortia(seApendixDforfurthersourcesofinformation). 46 48  ingintechnologythatisbothsuficientlysustained andintensivetobringteachersuptospedwiththis newtolforteachingandlearning.Statesandschol districtscanalsotiepayraisesandpromotionsto trainingintechnologyandefectiveuseoftechnology intheclasrom.Theyalsocanensurethatteachers havethetechnicalsuporttheynedbybudgetingfor staftomaintainequipmentandotherwiseprovide much-nededtechnicalsuport. otherequipment.Scholsandistrictscanalsonet- workcomputersineways(forexample,bycon- nectingapowerfulservertoanumberoflespowerful computers)tocreatecost-efectiveacestotechnolo- gy. Statescanalsoworkcloselywithprivateindustry todeveloplower-costcomputersspecialydesignedto metthenedsofteachersandstudents. Teacherscanoftenhelpeachotherlearnewtech- nologicalskils.Forexample,atrainedcadreofexem- EfectiveEducationalSoftwareandOn-LineLearning Resources plarytechnology-usingteacherscanhelptrainand ensuringthatefectiveducationalsoftwareisavailable suportotherteachers,and,inthismaner,sustaina forstudentsandtheirteachers.Asmoreandmore state'sefortsoverthelongterm.Or,throughtheuse statesandcomunitiesdeveloptheirownstandardsof oflocalorstatewidenetworks,teacherscancomuni- whatstudentsshouldknowandbeabletodo,the catewitheachother,getadvicefromeachotheron demandgrowsforeducationalsoftwarethathelpsstu- howtousetechnologytoimprovetheirteachingand dentslearnbasicandadvancedskilsinalofthecore theirstudents'performance,andupdateachotheron subjectareas.Toensurethatsuitablesoftwareisavail- technologicaladvances. able,statesandistrictscanworkcloselywithsoftware Finaly,statesandistrictscanalocateadequate producerstodevelopsoftwarethatmetstheneds resourcestoteachertrainingandsuportinthecon- andgoalsoftheirstudents.Tocreatealargenough textoftheiroveraltechnologybudget.Today,les markettospurtheprivatesectortoproducehigh-qual- than9percentoftechnologyfundingisalocatedto itysoftwareapropriateforschols,statesordistricts teacherdevelopmentandongoingsuport,butatleast maybandtogethertosuportthedevelopmentof 30percentisnecesaryforteacherstohavethetraining high-qualitysoftwarethathelpstoteachthebasicand andsuportthey advancedmaterialandskils nedtousetech- theyexpecttheirstudents nologyefectively