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To: Multiple recipients of list <edinfo@inet.ed.gov> Subject: ED Report on Technology & Education (message 1) AT THE "NETDAY96 HOW TO" CONFERENCE in Washington on June 29, Secretary Riley released his national long-range plan for education technology. The plan, which was called for by Congress in the Improving America's Schools Act of 1994, looks at... > the BENEFITS of technology -- how better student achievement & motivation can result. > CHARACTERISTICS that distinguish schools using technology successfully. > how much it COSTS. > ROLES of the federal government, states, communities, higher education, business, & others in promoting effective uses of educational technology. > the President's 5-year, $2-billion TECHNOLOGY LITERACY CHALLENGE FUND. > and much more. The plan -- "Getting America's Students Ready for the 21st Century: Meeting the Technology Literacy Challenge" -- was developed by our Office of Educational Technology, with input from hundreds of individuals. It is expected to be appear in our Online Library (within the next few days) at: http://www.ed.gov/Technology/Plan/ Paper copies will be available in about 6 weeks. You may get on the list to receive the 70-page report by calling 1-800- USA-LEARN. Below are excerpts organized around key questions. All the excerpts we found interesting wouldn't fit into a single e- mail message, so we're sending a second message immediately after this. ~~~~~~ ========================================================= EXCERPTS from "Getting America's Students Ready for the 21st Century: Meeting the Technology Literacy Challenge." A Report to the Nation on Technology & Education. U.S. Department of Education. June 1996 ========================================================= How many schools have enough computers to ensure they'll be used regularly in classrooms? "Only 4 percent of schools have a computer for every five students -- a ratio sufficient to allow regular use. Only 9 percent of classrooms have connections to the Internet." What are characteristics of successful technology-rich schools? "Studies examining the success of technology-rich schools have revealed four key features that appear to represent best practices of the high technology school of the future. The first feature emphasizes the role of concentrated, conscious, and explicit planning among school leaders, families, and students to create "learner-centered" environments. These learner-centered environments focus on how technology can support students' individual needs and capabilities, not on the capabilities of the technology itself. "As a corollary to this planning process, the goals and challenging standards for student achievement are clearly articulated. In successful technology-rich schools, these measures of student success are not simply limited to achievement test scores, but also include indicators of other important school processes, such as student motivation and engagement, job placement, attendance rates, dropout rates, and level of family involvement. "A third feature emphasizes the restructuring of the school to support the learner-centered environment and achievement of standards. Successful technology-rich schools physically reorganize and redesign their classrooms and school buildings, rethink their use of time, reevaluate the manner in which they deliver their curriculum, and build better partnerships among teachers, administrators, parents, and students. "For example, within the framework of this learner-centered environment, a successful technology-rich school may lengthen its class periods to accommodate an interdisciplinary program, which is enhanced through the use of technology. Teachers may lecture less and require more interaction and discussion from students. Properly supported with technology, many students with disabilities remain in regular classrooms with their peers, or reduce their need for school-related services. In these and similar ways schools are restructured to become learner centered. "The fourth and final feature common to successful technology- rich schools is near universal access to computer technology -- at least one computer for every five students. To accomplish this level of access, successful schools spend about three times as much on technology-related costs as do average schools. In some cases, these schools spend more than five times the average. Additionally, many currently successful technology-rich schools secure an initial investment of external funding to defray the startup costs of technology and training." What are the four goals laid out in the plan? * All teachers in the nation will have the training and support they need to help students learn using computers and the information superhighway. * All teachers and students will have modern multimedia computers in their classrooms. * Every classroom will be connected to the information superhighway. * Effective software and on-line learning resources will be an integral part of every school's curriculum. " What does the report say about "how we're doing, as a nation," in relation to the education technology goals? Due to limited space here, let's look at what the report says about one goal -- Goal 3 (the one about *every classroom being connected to the information superhighway*).... "Connections to local area networks (LANs) and the Internet turn computers into versatile and powerful learning tools. Access to these networks introduces students and teachers to people, places, and ideas from around the world to which they might otherwise not be exposed. Surveys conducted by the National Center for Education Statistics in 1994 and 1995 indicate the progress made to achieve these connections: * In 1994, 35 percent of schools had access to the Internet; a year later, that number had grown to 50 percent. * In 1994, 3 percent of all instructional rooms (classrooms, labs, and media centers) in public schools were connected to the Internet; in 1995, this had grown to 9 percent. * Fifty-five percent of schools indicated that funding was a major barrier to the acquisition or use of telecommunications, down from 69 percent in 1994. * Of the 50 percent of schools that do not have Internet access, 74 percent have plans to secure access in the future. * In the 18 months from January 1995 to June 1996, the number of schools with World Wide Web sites on the Internet went from 134 to 2,850 -- an exponential rate of growth. "While progress toward the goal of connecting every classroom is rapid, much remains to be done: * In 1995, only half as many schools in poor areas (31 percent) had Internet connections compared with schools in the wealthiest communities (62 percent). * Small schools, high-poverty schools, and elementary schools are the least likely to have Internet connections, and the least likely to have plans for such connections. * Funding remains the number one barrier to widespread use of telecommunications. In addition, the two next largest barriers are directly related to funding. Forty-seven percent of schools cite too few access points within school buildings, and 40 percent cite the poor quality or lack of equipment." How much will it cost to reach the four goals? "A number of organizations have developed cost estimates based on varying models of technology deployment. Among these organizations is McKinsey and Company, which in 1995 completed the most comprehensive estimate to date of the costs of implementing technology in all of the nation's schools. Based on a model of one multimedia computer for every five students, connections to the information superhighway in every classroom, every teacher trained in the use of information technologies, and adequate software to help students meet high academic standards, McKinsey estimates the cost to be $109 billion over 10 years, or an average of approximately $11 billion per year. "An analysis by the RAND Corporation of technology-rich schools estimates the combined initial and ongoing costs of technology at between $8 billion and $20 billion per year over five years, depending on the number of computers per student, the intensity of professional development, and other factors. The Telecommunications Industries Analysis Project (TIAP) developed another estimate, with seven students per computer, of $10 billion to $12 billion per year over five years. "These cost estimates range from three to six times what is currently being spent for purchasing and supporting the use of educational technology in schools across the nation and would represent a significant increase in current discretionary expenditures for instructional materials, such as for books and other curriculum supplies. However, when viewed in the context of the total public elementary and secondary school enterprise, which serves more than 43 million elementary and secondary students, the costs seem more modest, ranging from 3 to 7 percent of total expenditures for the 1994-95 school year." What are some of the funding challenges? "First, to integrate technology fully into students' learning experiences, schools need a much higher density of multimedia computers and related equipment than is currently present in schools. Even with rapidly falling hardware costs, this will mean substantial new investments for many schools. Many of the computers in schools today are more than five years old; some are ten years old. These computers will need to be replaced. Other, newer computers can be upgraded for a few hundred dollars each. "Second, implementing technology means much greater investments for teacher training and ongoing support of teachers in the classroom. Many fully equipped schools have a full- or part-time technology coordinator whose job it is to maintain equipment, provide on-the-spot assistance to teachers in the classroom, and assist teachers with identifying technology-based resources (such as software, video programming, on-line databases, and use of the Internet). Today, schools spend an average of 9 percent of their technology budgets on training and support, while the experience of technology-rich schools suggests that more than 30 percent of much larger technology budgets should be invested in these areas. "Third, schools, particularly older ones, face a need for significant building improvements. Figure 1 displays the proportion of schools responding to a 1995 General Accounting Office survey of the adequacy of the infrastructure in place to support technology as compared to the adequacy of infrastructure in central city schools. It shows that half of all schools do not have adequate electrical wiring (such as outlets) to handle their technology needs. More than half do not have sufficient telephone lines, and 60 percent consider the number of conduits for network cable unsatisfactory. Schools that have all of these infrastructure elements are clearly the exception to the rule. Strikingly, schools in large central cities are even less equipped to meet the demands of technology than other schools; more than 40 percent do not even have enough electrical power to use computers on a regular basis. "These estimates and analyses of the funding challenges communities face indicate that the costs of implementation are far greater than what schools currently spend, despite the rapid growth of expenditures in recent years. While the federal government and private sector can make contributions, local communities and state governments will be challenged to meet these costs. "Of course, some schools will reach these goals much sooner than others. Classrooms in older buildings, for example, may require expensive renovations to improve electrical systems before computers and networks can be installed, discouraging the community from making a commitment. Meeting the enormous cost of implementing technology in schools, then, raises some important questions about how to ensure that all American students get access to these vital tools of education." [ continued in next message ] ------------ Kirk Winters Office of the Under Secretary U.S. Department of Education kwinters@inet.ed.gov