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Alternative approaches to developing a cadre of "teacher technologists"

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Title:
Alternative approaches to developing a cadre of "teacher technologists"
Creator:
Strange, J.H.
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U.S. Congress. Office of Technology Assessment
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English
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209 pages.

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Educational technology -- United States ( LCSH )
Educational innovations -- United States ( LCSH )
Teachers -- Training of -- United States ( LCSH )
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federal government publication ( marcgt )

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General Note:
This report discusses the use of technology in education of students K-12 and university.

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University of North Texas
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University of North Texas
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This item is a work of the U.S. federal government and not subject to copyright pursuant to 17 U.S.C. §105.
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Y 3.T 22/2:2 P 87/develo. ( sudocs )

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IUF:
University of Florida
OTA:
Office of Technology Assessment

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ALTIRNA11VB APPROACHBS TO DIVELOPIN0 A CADRI OP -,..ACHBR TBCHNOLOOHffll" by J.H. Strange College of Public and Community Service University of Muaachusetta at Boston S.A. Tucker College of Education and Proft!lllonal Studies George Muon University, Fairfax, VA G.E. Uhlig College of Education University of South Alabama at Mobile P. Feldman College of Education University of South Alabama at Mobile March 1988 This document was prepared under a contract with the Office of Technology Auessment, Congreu of the United States, for the useasment, Power On: New Tools for Teaching and Leaming. The conclusions are those of the authors. The document does not neoeaarlly reflect the analytical flndlnp of OTA, the Advisory Panel, or the Technology Aueument Board.

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF "TEACHER TECHNOLOGISTS" J.H. STRANGE College of Public and Community Service University of Massachusetts at Boston, Boston, MA 02125 S.A. TUCKER College of Education and Professional Studies George Mason University, Fairfax, VA 22030 G.E. UHLIG College of Education University of South Alabama, Mobile, AL 36688 P. FELDMAN College of Education University of South Alabama, Mobile, AL 36688

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This document was prepared under a contract with the Office of Technology Assessment, Congress of the United States. for the assessment of educational technology training. The conclusions are those of the authors. The document does not necessarily reflect the findings or opinions of the Office of Technology Assessment, the OTA Advisory Panel, or The Technology Assessment Board.

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AL TERNA 1lVB APPROACHES TO DEVELOPING A CADRE OF 'nACHER TECHNOLOGISTS" TABLE OF CONTENTS Enabling Teachers To UN Technologl11: Seven ca11 Studles ....................................... .p. 5 Abstract .......................................................................................................................... p. 5 Introduction ..................................................................................................................... p. 5 The Study ....................................................................................................................... p. 6 Flndlngs .......................................................................................................................... p. 13 Polley Recommendations ............................................................................................... p. 19 Conclusion ..................................................................................................................... p. 21 Hennigan School Headllght Project: Using LOGO Throughout the Currlculum .............. p. 22 Introduction ..................................................................................................................... p. 22 Key Actors and Events ................................................................................................... p. 23 Training ........................................................................................................................... p. 24 Impacts and Futures ....................................................................................................... p. 27 Polley lssues ................................................................................................................... p. 29 Conclusion ...................................................................................................................... p. 30 For Additional Information .............................................................................................. p. 32 The Multl-Medla Project of Jefferson County, Alabama: 11Let's make A Movie!" ............ .p. 33 Introduction ..................................................................................................................... p. 33 Key Actors and Events ................................................................................................... p. 34 Training ........................................................................................................................... p. 35 Impacts and Futures ....................................................................................................... p. 37 Policy Issues ................................................................................................................... p. 39 Conclusion ...................................................................................................................... p. 41 For Additional Information .............................................................................................. p. 43 Albuquerque Publlc Schools Computer Education Program: Teachers as Trainers, Centralized Decentralization, A Cooperative Unlvel'91ty Recipe for Success ....... p. 44 Introduction ..................................................................................................................... p. 44 Key Actors and Events ........................................................................................ : .......... p. 45 Training ........................................................................................................................... p. 4 7 Impacts and Futures ...................................................................................................... p. 49 Polley Issues ................................................................................................................... p. 51 Conclusion ...................................................................................................................... p. 55 For Additional Information ................................................................................ : ............ p. 56 Houston Independent School District's Depanment of Technology: In the Midst of Challenge and Change ................................................................................................ p. 57 lntrvductlon ..................................................................................................................... p. 57 Training ........................................................................................................................... p. 58 DOT Principles .............................................................................................................. p. 63 DOT's Budget ................................................................................................................. p. 63 DOT's Plans For Future Activities ................................................................................. p. 64 Impacts ............................................................................................................ ............... p. 64 Policy Issues ................................................................................................................... p. 66 Conclusion ...................................................................................................................... p. 68 For Additional Information .............................................................................................. p. 69 Table of Contents p. 3

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AL 111RNA11VB APPltOACHBS TO DBVELOPINO A CADRE OP --JlACHER TEcHNOLOOISTS" A Statewide Model of Teacher Technology Training Minnesota: Teamwork and Sharing In a Supportive s1111 "P 70 Introduction ..................................................................................................................... p. 70 Co11text ............................................................................................................... p. 71 Key Actors and Events ................................................................................................... p. 74 Training ........................................................................................................................... p. 76 lff1)8dl and Futures ....................................................................................................... p. n Polley lssues .................................................................................................................. p. 78 Concluslon ...................................................................................................................... p. 79 For Additional Information .............................................................................................. p. 79 IBM Nltlonal Computer Training lnltltule: Too Llttlei Too Late ...... "" ....... "" ................ .p. 80 I ntroductlon ..................................................................................................... p. 80 Tralnlng ........................................................................................................................... p. 81 lff1)8dl and Futures ....................................................................................................... p. 82 Polley Issues ................................................................................... .p. 85 CorlC:II.Jsk)n ................................................................................................................ p. 87 For Additional Information .............................................................................................. p. 88 Lesley College Computara In Education Program: A Natlonal Program from a M111achuutta BIN .................................... ............................................................... p. 89 Introduction .................................................................................................................... p. 89 Key Actors and Events ................................................................................................... p. 89 Reasons For Lesley's Success ...................................................................................... p. 91 Students ......................................................................................................................... p. 92 FaaJlty ................................................................................................................ p. 93 Local School Boards ................................................................................ ..................... .p. 94 Training ..................... ...................................................................................................... p. 94 lff1)8ds and Futures ....................................................................................................... p. 95 Fees ............................................................................................................................... p. 95 Polley lssues .................................................................................................................. .p. 95 Conclusion ..................................................................................................................... p. 97 For Additional Information .............................................................................................. p. 98 Appendices ..................................................................................... p. 99 Appendix A: Jefferson County, Alabama, School System, Selected Published Materials on the Muhl-Media Approach Appendix B: Albuquerque Public Schools, "Computer Education PIiot Projed Summary, 1983-86. Appendix C: Selected Materials From Houston Independent School District Appendix D: The National Center for Leaming Technologies, Planning Document (HISD) Appendix E: Blue Earth, Minnesota, Publlc School, "Leaming With Technology: Scope and Sequence Plan. Appendix F: Shakopee, Minnesota, Public Schools, "Technology Assessment: Current Status of Computer Technology Appendix G: State of Minnesota, Selected Materials Appendix H: Brief Summary of Minnesota Technology Demonstration Sites Appendix I: List of Interviewees By Site Table of Contents p. 4

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ENABLING TEACHERS TO USE TECHNOLOGIES: SEVEN CASE STUDIES An Overview ABSTRACT Nine' American case studies were conducted during the summer of 1987. Using a perception-based model, three goals were investigated: a) identification of alternative approaches for teacher training in technology; b) analysis of training purposes and effectiveness; c) development of policy options. The most successful ttaininJ effons addressed the goal of developing a "critical mass" of staff usage early m the program and trained teachers to use technology as a tool, fully integrated into the curriculum. Ironically, where the goal was not to produce "teacher technoloJists" but rather to train "excellent teachers who use technoloJies fully," the number of teachers effectively and enthusiastically using technologies was the grcatesL Key elements in successful training effons included: effective administrative change agents; stable, long-term internal funding; provision of "psychic rewards" to teachers receiving training; direct involvement and suppon by principals; training in basic applications, not programming languages; an informal suppon and training network; easy access to technologies both at school and at home; flexible administrative rules and procedures; and a fell ow teacher as trainer, one not seen as a "tcchnologisl" INTRODUCTION In the shon-run we cannot pin all our hopes on existing preservice education to provide technology-using teachers. Although more students enter post-secondary institutions with some computer experience each year, most colleges of education are several years behind the general university and the K-12 schools in the technology they use. Professors of education are generally not proficient in the use of technology in education, nor are there incentives for them to integrate technology into their courses or to network with content area specialists in liberal ans and sciences. The teacher education reform movement has provided funher consttaints by cutting back the maximum number of education courses allowed for a teaching degree, thereby making it more difficult to fit technology courses into a teacher's preparation. And when a technology course is required, it does not guarantee that the entty-level teacher has been taught how to use different technologies in the curriculum. Techr,ology training has occurred, however, through many inservice programs. Some of 1. Only seven case swdies are included in lhis report. The eighth, a swdy of lhe Elemencary School consortium, is not rcponed here. The Consortium, as a specific entity, did not conduct training activitic.s in technology. Our interViews yielded seven additional "mini-studies" which we felt should not be included in this repon since the individual sites had not been visited by the interview team. The interviews did yield considerable information which is consistent with lhe general findings of this repon. The detailed findings from the interviews conducted with Consortiwn members will he reported elsewhere. The ninth site visiaed was Cupcnino, CA. This site was not pan of the OTA funded study but was visited because of the imponant contributions made to technology uaining, and our undersumding of the policy issues involved, by the Apple Classroom of Tomorrow project of which Cupertino's Stevens Creek Elemenwy School is a pan. Other ACOT sites visiied were Houston and Blue Eanh, MiMesora. Interviews were also conducted with Dr. Manin Engel, Director of the ACOT propam, his staff, and ACCT teachers from Nuhville and Memphis.

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AL n:RNA 1lVE APPROACHES TO DEVELOPINO A CADRE OF ''nACHER TEcHNOLOOISTS" these programs have been conducted by school systems, some by private entrepreneurs, some through university inscrvice or advanced degree programs. But little infonnation exists in the literature about the ranae of programs offered, the different training techniques used. and the impact of the various approaches. There is a need to know what kind of training is most effective in ttaining teachers to effectively use educational technologies. To answer this question, the Office of Technology Assessment, the research arm for the US Congress, contracted for eight case studies dealing with "developing alternative approaches to training a cadre of 'teacher technologists'." THESruDY Goals This study had three goals: Identify possible altemative approaches for teacher preparation, tralnlna and support In the use of technolOI)'; analyze the different purposes and relative efTectlveness of the trainin1 alternatives; develop policy options that might be implemented to stren1then teacher trainin& support in the use or technology. The Method The authors used a perception-based, case study design to investigate developmental sequences of teacher training in technologies. Specifically, this phenomenological model represents a synthesis of the work of Robert Stake, Richard Kunkel, and Lee Schulman; Multiple perceptions of university staff, teacher participants, and ttainers during the summer of 1987, were collected using an interdisciplinary team of four evaluators. The study's intent was to identify emergent patterns across a diverse sample of teacher participants and ttainers. Toward this end, the following nine major questions were seen as both addressing the study's goals and structuring the interview process: QUESTIONS 1. What trainin1 has occurred to date? 2. Who are the participants in the training? 3. Who are the trainers? 4. What resources have been allocated ror technologies training? S. What has c,1anged over time in training? 6. What is the purpose(s) or training? 7. What have been the consequences or technoloP.' training thus far? 8. What facilitated and what hindered training and the use or technologies? GOALS Identify possible alternative approaches to teacher preparation, training, and support Analyze different purposes or training and ~es.1 the efTectiveness or alternative approaches 9. What policy issues have been emerging? Develop policy options equity cenification training funding Enablin; Teachers To Use Technolo;ies: Seven Case Studies p. 6

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AL TDNA 11VB APPROACHES TO DEVELOPINO A CADRE OF ''nACHER TECHNOLOOISTS" Significance of the Major Questions to be able to develop an understandlna of the developmental sequence of teacher tralnlna In technoloales. .. We collected multiple perceptions of participants and trainers regarding such issues as how initiatives evolve, what 1s the role of funding and organizational control on training, who makes the best trainers, what is the role of state mandates and reforms on technology aainin1 and implementation, and what is the overall impact of training in technology on instruction. can common and unique variables be ldendftecl across the case studies? We analyzed the data collected and reviewed some of the literature to see what patterns, if any, emerged across the cases. to analyze what motivates university faculty and teachers toward technologies ... We interviewed teachers as well as relevant audiences such as trainers and instructional administrators to describe the differential role of suppon and preparation, teacher holding and repelling patterns, and teacher expectations versus experiences. 2 to identify zenerali:zations that can be made about the desip and implementation of trainina. .. We interviewed university faculty, teachers and ttainers and relevant administrators about training purposes, models for facilitating content delivery and thinking, participant selection procedures, scheduling, resources used, and degree of technological integration into the curricula. lndepth interviews provided insights about both successes, program obstacles, and potential replication. to compile a list of significant policy issues, short-term and long-term, which may facilitate future teacher training We addressed four specific policy areas: equity/access; certification; training; and funding. Other issues, such as strategies for initiation, collaboration, evaluation, and the types of technologies anticipated as important for the future were also considered. Rationale for Selection of the Eight Sites Eight sites will not presenc a comprehensive picture of the current status of technology training in the United States. Nevenheless, we wanted, in so far as possible, to select sites with a broad set of characteristics so that we might increase our chances of at least seeing the range of options for training teachers to use technologies now in use. 2. Empowerment wu a critical issue for leathers and students and requires additional study. Enabling Teachers To Use Technologies: Seven Case Studies p. 7

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AL TEJl.'IA 11V1 APPROACHES To DEVELOPINO A CADRE OF ''TEACHER TECK.'IOLOOlSTS" We selected these eight sites for intensive and direct investigation: The State of Minnesota Albuquerque, New Mexico Houston Independent School Disaict The Multi-Media Project of Jefferson County, Alabama The Headlight (LOGO) Project of HeMigan Elementary School, Boston Lesley College The IBM/National Computer Trainin1 Institute Joint Training Program The Elementary School Consortium We believe the sites selected represent a broad cross section of the various approaches that can be used for technology training. They are: representative of successful and unsuccessful effons; geographically scanered; funded by local, state, private sector, consortia! and srant assisted initiatives; diverse in the ethnic and econODUc composition of their student populations; state, disai~ and building initiatives; varied in size, ranging from very small (1500 students) to exceedingly large (190,000 students). We also hied to select sites which had summer activities which could be observed. Although the sites chosen represent an a wide variety of uaining programs, they were not necessarily the best or even typical of the training programs offered throughout the United States. They did provide us, however, with significant insights into the training needs in the area of technology and education. Methodology3 Visits to seven sites averaged three to four days each and involved a pair of evaluators to ensure interratcr reliability.4 The eighth case study (NCTI/IBM) included interviews with various participants. 5 Two major data collection approaches were used: sttuctured interviews and observations of training sessions. Interview schedules were the same at all sites and were structured by the nine major questions of the study. Special efforts were made to meet directors of research and evaluation to gather supportive documentation, as well as interview top-level administrators (e.g., superintendents and associate superintendents) to understand the significance of their involvement over time. 3. Table 1, p. 9, swnmarizes the case study methodology. 4. In1erviews were conducted at five sites, and in Cupenino, by S.A. Tucker and J.H. Strange. In one case (Jefferson County, Alabama) P. Feldman also participated in lhe interviewing and in one case (lhe Elementary School Consortium) all in1erviewing wu done by J .H. Slrange. A list of those interviewed, by site, is to be found in Appendix I. 5. ln&erviews were conducted by G.E. Uhlig. A list of those interviewed is to be found in Appendix I. Enabling Teachers To Use Technologies: Seven Case Smdies p. 8

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TABLE 1. UMMARV OF CASE STUDY METHODO[OGY PAGE I SITE LOCATION I I ~Iii! fvbi: I I souRCES OF EVIDENCE Albuquerq1,e P1,blic Urban district and University interviews: Schools higher education Vice President, Denn, 2 education facuhy. Director of 6' partnership Continuing Education & I T-VI intaVicw: .. Director of Evening Program .... l District interviews: Superintendent; Deputy Sup1. for lnslruclion; Assoc. Supt. Bu .. incss; s Asst Supt. lnstruCtion; Directors of Scial P.ducation, Chapter I, .... 6 S~ly, Occupational F.ducation; Core nbjccts Supervisor, Program 0 d Ev u11ion Specialist, Special Assisaanl for Computer Education, Com-i I putcr Education Coordinator, CERT team. 12 teachers, 2 principals, 4 .... Area Superintendents, local AFf president and staff', 2 APS nmers, 8 ... students 0 [ t:f Site visits: APS, 2 araining sessions, UNM i -0 .. 0 .... -ii f Apple Classroom of TomorExperimental pro> a Interviews: n row (ACOT) lleadquarttrs gram in 6 schools s (Nol a part of OTA Fundtd nationwide program coordinator and a sampling of ccnttal office adminiSll'ltors, t:f Study) ~ncipals and teachers from: Cupenino, CA; Memphis, TN; Nashville, 1:1 0 "' Ill i. a e Cupertino, California,Unifitd ACOfschool Interviews: Scltool District ACOT teacher, principal i;I S,evtns Creek Elemen1ary Superintendent, Director of Tnining, training staff a School (Nol a part of OT A 0 Funded Study) Site visit: ACOr. district technology training session rt i 'O I I I I I I "' I

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I TABLE 1. DMMARV oi! ~AE STUDY METRol;o[on9 PAGE2 I SITE LOCATION CASE TYPE I SOURCES OF EVIDENCE 6' Elentelllary Scl,ool C,msorNational Interviews: """' (NOi rq,,,rkd in tl,is consortium or 30 n:pn:scntutivcs or seven member schools g. document) elementary schools on Executive Commincc or Consortium I E ... Semi-rural district Ames, IA, School District (small aown-rural) I Rural dislrict Kenai, AK. School District (rural) Suburban building Hamilaon Elementary School, Richardson, TX, (suburban) Suburban building Lawton E.lemcnwy School, Ovidio. FL. (suburban) ... II' s Suburban district Littleton, CO, School Disuict (suburban) 0 Suburban district -Oi' Harbor, WA, School District (suluban) d ffl I Urban building -Oann Elemenwy School, Kansas City, MO, (urban) ... e-t I 0 HtnnlgOII Eltmenuuy School, Higher education University interviews: t:f Boston City Sdwols & wban building 3 senior MIT staff, I external consubanl dimcling uaining program. 6 0 MIT graduate assistants fJ. 0 I ... Building interviews: i . f 10 Hennigan teachers, assis&ant principal, principal, 3 saudenls. I parent > a n Site visits (2): summer uaining, follow-up visit IO Hennigan School t:f I during school session I:: 0 "'1 & Houston lndeptndent School Urban district District inlCIViews: I District De~ Supt., Assa. Supt for Curriculum. Executive Dncaor or DOT, 11 managers, S DOT staff. 3 principals. 6 teacher aechnologisu. 2 n e I I I ~gular teachers, 2 special education ICIChers. ol Research & Evalllllion i;I Site visits: OOT, Black Middte School (ACOO, 2 OOf uaining sesI I sions ; I IBM Natimwl I I I Ncn iniervicws: I Compu,er Trai11ing anmauve President of NC11, 2 IBM administrators. I uainer, 5 trainees lnstituie

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B9 5' ... Cl ts" ti :1 0 d "' Cl ti t\ ts" g -0 ... ... ti "' . Cl a ss n a ti & a -I TABLE 1. SUMMARY OF CASE STUDY METHODOLOGY PAGE3 I -slTELOCATION Je/f erson Cou11ty, Alabama School District usley College CASE-TYPE Suburban district Higher education SOURCES--()f EVIDENCE District interviews: I board member, Superintendent, multi-media program coordinator, Director of Staff Development, Director of Public Relations, 17 teachers (individually), 3 principals, 2 students, group interviews with 67 administrators and teachers from all 13 schools in the program Private sector interviews: owner of local computer store, 2 administtators from Alabama Power Company Site visits: Hewitt Elementary, Hewitt Middle, Cahaba Heights Community School, Alabama Power Company, jefferson County School Board meeting Follow-up interviews: Fred D'lgnazio; 2 teachers; Directors of Staff Development, Public Relations; Director of Curriculum, Royal Oalc. Ml, Schools College interviews: Computers in Education Program Director; Undergraduate and Graduate Education Directors; 4 campus-based teacher trainers; S on-campus teachers; Director of Outreach Program; Professional Outreach Associates Director and 2 staff; 2 Outreach teacher trainers; 17 Outreach students ? I t ..., Sid 0 > .... 0 ; 0 ..., ii > 0 > = 0 "' n e .... M 0 0 t'4 0 a .... "' I

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ss & 5" l'Q .... C, ft C, :I ... 0 M C, .... C, n CJ" p 0 -0 fQ .... C, "' . Ill C, a p n a C, Ill & C, "' 'O -N I TABLE 1. SUMMARY OF CASE STUDY METHODOLOGY PAGE4 I SITE LOCATION Minnesota CASE TYPE State Urban disttict Rural district Rural district Urban disttict SOURCES OF EVIDENCE State Depanment of Education interviews: Manager and staff of Curriculum and Technology Section Consonia interviews: 3 MECC staff and 2 TIES staff Higher education interviews: University of Minnesota College of Education Dean, Associate and Assistant deans; 1 faculty trainer District interviews: Minneapolis Public Schools: Technology Coordinator; Media Services Director, 2 t_ech resource teachers; Blue Earth Public Schools: elementary principal; director of ACOT Project; secondary principal; district computer coordinator; 3 teacher trainers; Project Beacon coordinator; 8 teachers in training; Shakopee Public Schools: technology coordinator; St. Louis Parle Public Schools: insttuctional computing trainer, Site visits: Minneapolis Public Schools' Media Services; Blue Eanh Public Schools' Elementary School; Blue Eanh summer teacher ttaining workshop; Shakopee Public Schools' Junior High; TIES; MECC; University of Minnesota College of Education; UM computer center; Minnesota State Dept. of Education > t-4 .,, :a, 0 > 0 a t-i 0 t:::I 0 .,, i > n > t:::I i: 0 twt ..j M > n i:i :a, g 0 t-4 0 8 t-i :

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AL TERNA 1lVB APPROACHES To DEVELOPING A CADRE OF "TEACHER TECHNOLOGISTS" FINDINGS6 Purr,,oses of Training Training emerged as most important where technologies were clearly seen as a tool which could be integrated into the curriculum. The most successful training cffons addressed the goal of developing a "critical mass" of staff usage early in the program and trained teachers to use technology as .1 tool, fully integrated into the curriculum. Ironically, where the goal was not to produce "teacher technologists" but rather to train "excellent teachers who use technologies fully," the number of teachers effectively and enthusiastically using technologies was the greatest 7 Importance of Key Change Agents for Development of Cadre One of the key findings of this case study is the necessary presence of change facilitators, a catalyst or catalysts, who can mobilize interest in technologies beyond hardware and software issues to an action level so that training is systematically designed and budgeted. Change agent styles were varied and ranged from "low-keyed" administrators to charismatic individuals. In one case there were three change agents working closely togethe::. 3 In the absence of a key change facilitator, it appeared technology training issues failed tu surf ace and capture the attention of decision makers. Necessary Resources and Incentives Successful change agents did not operate in isolation. Training seemed to require a holistic effon. One key actor across all successful sites was the presence of a private vendor, panicularly Apple Computers, Inc. and IBM. Other key actors included local and state politicians, economic development groups, and State Departments of Education. The consistency and long-tenn nature of this suppon cannot be overemphasized. The analogy of the tonoise and the hare comes to mind when looking at the steady effons of Minnesota marshaling its scarce resources versus rapid effons in Texas which could not be sustained when the oil industry declined. The role of parents as key players was not consistently displayed across sites. The eight case studies revealed a wide range of monetary resources. Successful training endeavors had direct costs of as little as $5 per teacher to over $1000 per trainee. All sites contributed great amounts of time to training activities without charging that time to training. Consequently, real cost figures for training are vinually impossible to detennine. Effective staff development efforts looked at the funding issue beyond shon-term hardware and software purchases and "quick-fix" training for an elite core_. Consistent across all sites, ready access to equipment was one of the most frequent issues that impacted the long-tenn success of training and transfer value to the field. When the majority of hardware and software resources were gifts, the question of pennanent, internal suppon was only postponed. 6. The major findings from each case study are summarized in Table 2, p. 16. 7. Albuquerque, Jefferson County, Minnesota, Lesley College 8. Ames, Iowa, pan of the Elementary School Consortium reported elsewhere. Enabling Teachers To Use Technologies: Seven Case Studies p. 13

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ALTERNATIVB APPROACHES To DEVELOPING A CADRE OF "nACHER TECHNOLOOISTS" The present research suggests that money alone is not a sufficient factor for predicting success in training a "cadre of technologically literate teact-~rs." Psychic rewards were seen to be critical. The enthusiasm and excitement in Jefferson County, Alabama; the great pride in Blue Eanh and other Minnesota communities; the enjoyment of associating with the famous and having important visitors at Hennigan School; national recognition that comes from being the center of attention and highly visible as in Houston; che community suppon that passed a five million dollars bond levy earmarked just for technology as in Albuqucrque--all played an essential role in explaining why people can be trained in the absence of individual cash incentives. Finally, another essential factor was building level support, particularly direct involvement by principals. The siP,ificance of superintendents seemed to be less critical, particularly during the onset of training. The Trainers and Their Styles One conclusion stands out: the most effective teachers were those who are seen as teachers, not technologists or members of the "technology priesthood." Usually these teachers were reponed to have recent classroom experience, to successfully use technologies in their teaching; to know how to integrate technologies into their subject areas. They were also: enthusiastic and able to work with adults in groups and individually; sensitive to the fears of non-users; and not insistent on training teachers to be programmers. The majority of trainees also commented that the most effective trainers encouraged hands-on, practical, and a mix of interdependent and independent learning. Interviews with trainers consistently reponed their formal training and degrees appeared to be irrelevant to their success. Where aides or specialists handled training and teaching, the long-term instructional effects on regular teachers tended to be more transitory. The most effective training seemed to occur when there was an organized and formal training program followed by continuous informal training at the building level and easy access to technology hardware and software. When this three-step sequence was the case, teachers did not seem to harbor resistance to the initial training even if it were 'mandated." Size of Districts The size of districts seemed to have an impact on the type of training that emerged. The size of the training task led large districts to train their own staff. Small and medium-sized districts turned to external training programs such as Lesley College or state or regional service centers like MECC and TIES in Minnesota. Factors Encouraging Training The list is simple, not unique to training in the area of technology, and really not surprising: Suppon from a principal; Availability of, and easy access to, computers and other technologies; Supportive, practical training from a permanent, broadly representative suppon team or teams that include central decision-makers, as well as teachers; Mechanisms for easy availability of coaches and which encourages teamwork and networking (formal and informal); A clear view of how teachers can use technology to teach specific subject matter (or to Enabling Teachers To Use Technologies: Seven Case Studies p. 14

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AL TERNA1lVE APPROACHES TO DEVELOPINO A CADRE OF "TEACHER TECHNOLOGISTS" integrate specialities into a broader view of the curriculum); Flexibility, risk-taking, experimenting with opportunities in the classroom; A principal who will be a buffer to opposition from resistive building staff and administrators. Ultimately, the Superintendent and Board must be infonned and supponive, and must make their support known to teachers. The central finding is this: getting teachers fully involved in using technologies does not require them to become technicians, or specialists in technologies. Training is much more effective when the objective is to train teachers to use the technologies as tools in their teaching. They need to know how to use equipment and software. But these objectives are not ends. They are steps in a much more important process: the use of this knowledge, these skills, in improved teaching of the curriculum. No single teacher needs to "know it all," to be a "technologist." Teamwork and sharing make the use of diverse technologies possible. Factors Inhibiting Training Surprisingly, time, or the lack of it, was not a negative factor. In fact we were told over and over that we should talk to the busiest teachers; "they are the ones who have time for growth." Rather the strongest impediments were reported to be: A technical ( or programming) approach to technology; Opposition from the principal and system at large, particularly in terms of mastery based instruction which prohibits alternative methods of meeting common ends; Limited access to hardware and software at school and home; Equity issues within systems; The absence of any rewards, either psychic or monetary; Emphasis on theory as opposed to practical skills; Trainers who were seen as technical specialists without experience in using technologies in their own classrooms. Enabling Teachers To Use Technologies: Seven Case Studies p. 15

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF -rEACHER TECHNOLOOISTS" TABLE 2: SUMMARY OF KEY FINDINGS BY SITE SITE KEY FINDINGS Albuqu,rqu, Houston Jefferson County, Alabama Bond issue for computers a major stimulus Extensive, effective involvement with Higher Education Active, supportive central office; effective centralized planning fully integrated with higher cd (4 yesr and community college) as well as district Technology planning is staff (as opposed to a line) function Training (64 hour sequence) focused on applications and integration throughout cmriculum Curriculum major focus, and how technology can be used to teach Primary emphasis on computers Trainers drawn from teaching staff: CERT team and building level key teachers. ABQ staff teach college credit courses Extensive community involvement driven by high tech community Staff involvement through CEMT Over 75% of teachers now trained; new hires required to be trained or receive training Separate, centralized, line organization recognized nationally Currently being decentralized as a result of changes in superintendency Very large district: 11,000 teachers; 190,000 students ( 80% minority) Emphasized comprehensive, extensive (296 hour) competency based training program for Teacher Technologists (goal: one per school) Parent access well developed and effective Heavy reliance on federal (Chapter 1) funds; significant decreases in local funding since inception of program (oil recession) Comprehensive program -wide variety of technologies, developed own software, extensive evaluation of externally developed software Trainers drawn from teaching staff Trainers provided continuing (todate at least) monetary incentives Extensive plans to thoroughly integrate technologies throughout curriculum; implementation not far along Training program negatively impacted by state regulations and requirements Multi-media: video; synthesizers; communications in general; computers Curriculum central focus; technology merely a tool Project, grew from 20 to 113 teachers in one year All voluntary; incentives primarily psychic Trainer external to educational, business communities Teachers trained selves by doing; very informal Teacher cadres, or teams, played central role in training process Strong participation and support from building principals Superintendent not uninvolved .. Project highly spontaneous; planning begun after project underway Funding limited ($ 5,000) plus corporate contributions; funding totally scrounged from other sources -not allocated to project through some deliberate budgetary process Project a central focus for public relations at building and district level Very successful project with small expenditure of funds Enabling Teachers to Use Technologies: Seven Case Studies p. 16

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF ~CHER TECHNOLOOISTS TABLE 2: SITE H,nnigan School Lesley College SUMMARY OF KEY FINDINGS BY SITE, page 2 KEY FINDINGS Project driven Project heavily influenced by University based personalities (Papen and his graduate student followers) International visibility Funding totally external to school system (IBM, NSF) Project very small 15 teachers Project exclusively focused on LOGO and LEGOLOGO Project not integrated into school or system; no plans to integrate .,ince project seen as "research" which will provide answers to whether or not integration should occur Purpose of training reported to be the development of a "culture", in which computers are tools, rather than the development of technical expertise Project unable to specify modes for determining when "culture" had been attained Project remains special and elite Trained over 7,000 educators Systematic, comprehensive, thoroughly planned degree driven training Trainers drawn from teachers in schools, not University based faculty Funding entirely generated through tuitions (some of which are provided by districts; some not) Focus on practical uses of technology; theory avoided Able to modify program quickly; tailor program to special needs of districts when requested Program reflects significant institutional risk-taking in program development and implementation, especially in front-end investment of planning, hardware and delivery funds Three phases of trainees: early enthusiasts; those seeking specialized career (computer specialist, etc.) credentials; general teaching population drawn through district based incentives drawn to degree attainment Little success in recruiting administrator, or those for whom degrees relatively unimponant, in significant numbers Has impacted certain districts significantly (Colorado Springs, others) 80 % of training delivered in the field Program negatively impacted by restrictive policies of certain states limiting access of out-of-state educational institutions Enabling Teachers to Use Technologies: Seven Case Studies p. 17

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ALTEllNA11VE APPROACHES TO DEVELOPINO A CADRE OP "TEACHER TECHNOLOGISTS TABLE 2: SUMMARY OF KEY FINDINGS BY SITE, page 3 SITE KEY FINDINGS Minn~sota Comprehensive, state-wide, long tcnn (15 years) program; has enabled the purpose of training to transcend, on a state wide basis, mere literacy issue Regional training Demonstration sites stimulated significant local program development and training State encourages the development of multiple models; no state determined "answers" to use of technology, its implementation, and training in its use; decentralized approaches encouraged through state policy State encourages focus on cwricular issues, not on technology per se Continuous, long term focus on technology that reflects state emphasis on technology Significant state support in terms of funding, ideology of imponance of technology, need for local participation in planning, implementation and program maintenance Focus on integrating technology throughout curriculum Extensive development of consortia for program planning, development, implementation, training, software development Have become source of most non-profit developed software available to primary and secondary schools in the U.S,. (MECC) Networking plays a a central role in program development and implementation Long-range planning extensive and encouraged at local and state levels Role of higher education has been relatively unimportant in training but has been important in research which has led to identification of key issues Extensive pannerships among business and industry, regional centers, quasi-governmental organizations NCT I I IBM Trainer of Trainer Model Vendor funded, managed, planned, and driven Extensively planned program, but unable to modify implementation to fit technological and organizational changes High emphasis on networking which continues despite demise of formal training project Training designed to be specific to single vendor for marketing purposes Trainers came from technological specialists, many of whom were not class room based teachers Hardware issues dominated planning and implementation; software issues were not addressed in timely fashion; curriculum issues never surf aced as an issue Project considered a failure Designated trainees representative of broad cross section of primary, secondary and post-secondary education Enabling Te.achers to Use Technologies: Seven Case Studies p. 18

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ALT'BllNAllVB A PPROACHBS To DEVELOPING A CADRE OF '"TEACHER TECHNOLOGISTS" POLICY RECOMMENDATIONS The Primary Recommendation Our study leads us to one very important conclusion before we can address the full range of policy implications. This study began by focusing on the alternative approaches that are available to create a cadre of "teacher technologists." The authors of this study now believe that is the wrong focus, the wrong objective. Rather we suggest that the question should be how do we create a cadre of teachers who are able and willing to maximize the use of technologies as powerful tools to Improve and reshape their teaching? We conclude that federal, state, and local policies should not be directed to the training of a select group of teacher technologists. w, 1Mli1,, training-in IM us, of t1chnologks as tools must H provitkd to all teach.rs. Why have we made this shift? It is clear that those teachers who are trying to integrate technologies into the curriculum, those teachers who are using technologies to help students see and learn in an integrated curriculum, are the most excited with their successes, describe the most profound changes in their students and themselves, and look at their role as teachers in a new light. This finding was not anticipated. The way in which an integrated approach has affected teachers and training was not a focus of this study; but we found it, can document it, and will make it the focus for future studies. Given this change in focus, a number of policy recommendations emerged. Equity Policies must addres., equity issues. There are two facets to this issue. First is the great discrepancy between the availability of technologies to schools and technologies used in the training programs of private industry. Schools must rapidly acquire increased levels of access to technologies in order to facilitate the training of future workers. This will require a major expenditure of funds. Secondly, there is an extremely wide variation of the availability of technologies within our schools today. Some schools have a computer for every five students. Others have a computer for every 150 students. The results of such discrepancies, if not addressed, will be serious indeed for those students unfortunate enough to live in a district which has not equipped its students and staff for the twenty-first century. Make diverse technologies as widely available to teachers and students as rapidly as possible; that is, provide lots of equipment, software and other tangible support. Apple's Classroom of Tomorrow Project proposes one computer for every learner. (Both teachers and students are seen as learners in this paradigm.) That seems a reasonable goal. Our culture easily suppons a car for all adults, even two in many cases. Why not set a similar goal for teachers and students? No school has enough technologies available at present, whether we arc talking about telephones, copy machines, computers, or video cameras. At this time, the amount of hardware and software is not as important as a real commitment to remedy an inadequate availability of technologies to teachers and students. And teachers should have a choice in which they want first if they can not have everything at once. Certification Adopt fewer rules and regulations. In. every case studied, top-heavy rules, whether they were state or local, inhibited the integrated use of technologies. Some rules were Enabling Teachers To Use Technologies: Seven Case Studies p. 19

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AL TBRNA 1M! APPROACHES To DEvm.OPINO A CADRI! OF .. ~ACHER TECHNOLOGISTS" established for what their proponents obviously thought were 11good" reasons. If rules do exist, they must be flexible. The mandates and reforms of Texas had an especially negative impact on the Houston program. Training A district should, mnc;urnntly. Implement tralnln1 actlvilles that: Are overtly supported by principals; Provide readily available resources -in the classroom if at all possible; Are supplemented by supportive, practical training from fellow teachers; Combine the use of a coach and a network of other users for continued growth; Are conducted in an atmosphere of excitement and challenge; Provide teachers with a clear view of how they can use technologies to teach specific subject matter (or to integrate their specialities mto a broader view of the curriculum; Lead to experimentation, flexibility, and risk-taking on the part of the teacher -in his or her classroom. Trainers should be those seen as teachers, not technologists. The symbolism is imponant, but it is more than that Trainers should be people who: Have a commitment to the use of technologies as tools throughout the cwriculum; Have practical experience in using technologies in their teaching; Are effective teachers of adults; Are team players, who can establish themselves as partners with the the teachers who arc students in the learning process; Are supportive, who emphasize the inter-dependence of teachers in using technologies, and who emphasize the personal impacts rather than technical mastery. Funding and Support There must be a commitment of internally generated and controlled resources, especially money. Extensive reliance on external funding whether federal, state or private sources (business, PTOs, etc.), leaves districts vulnerable or restricts the longterm viability of the approaches they can take to use technology throughout the curriculum. There must be (or there must evolve) a permanent, broadly representative suppon team or teams that include central decision-makers, as well as teachers. Ultimately, the Superintendent and Board must be informed and supportive, and must make their suppon known to teachers. There must be mechanisms which encourage teamwork and net-working activities. There must be an environment in which teachers truly believe they are empowered to use technologies as tools in their teaching, even though this may conflict with current rules or ways of doing things. There must be 11space" for the change facilitators, trainers and teachers to be creative, to generate interest in and excitement about the use of technologies as educational tools. Enabling Teachers To Use Technologies: Seven Case Studies p. 20

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AL11Dl.'IA11VI ArPROACHIS To DIVBLOPINO A CADRE OP 'lACHER TEcHNOLOOtSTS" Other Muld-media approaches offer effective methods for rapidly trainina teachen to use tecbnoloaies across the curriculum. The results achieved in Jefferson County, Alabama were most impressive. The multi-media approach should be carefully considered as an effective route for introducing new technologies into schools. Do not delepte use of computen to aides, or specialists. The centtal recommendation that we have made should preclude the necessity for this policy recommendation. But our observations about how "letting someone else do it" creates a difficult environment for tta!nin1 all (or any significant number) of the teachers were so vivid that we felt this point must be emphasized. Address the retralnlna needs of current education school faculty. This study focused on the technology training issues surrounding the K-12 teacher. Our study indicates that the need for technology training for teachers is even greater at the post-secondary level. Ways will have to be found on national and state levels to do the types of things Lesley College' Computers in Education Program and the University of New Mexico's College of Education have done: create opponunities for the teachers who are using technologies as tools in tMir teaching to become the teachers of other teachers, including the current faculties at institutions of higher education. CONCLUSION In one sense the development of policy recommendations, which was the original purpose for this study, has not been the most imponant outcome of the study. The most unponant conclusion is that effective ttaining for technologies requires the training of all teachers, and also requires the ready availability of equipment if the training is to have any utility. An assumption behind the original study design was that it might be possible to train only some teachers, a cadre of "teacher technologists." Some teachers will, of course, become more adept and experienced in the use of technologies. But the clear conclusion of this study is that effons to get technology used throughout the K-12 curriculum necessitates the ttaining of all teachers. A "cadre of teacher technologists" will not be particularly helpful in attaining that goal. In another sense an imponant policy consideration does emerge from this study. Training and the availability of equipment go hand-in-hand. This country has the ability to equip all of its teachers and students with powelful new tools that will enhance their abilities as teachers and learners. The positive impacts resul~from the use of these powerful new tools are quite clear from this study. What is n now is a policy to provide those tools to all teachers and learners within a reasonable period of time. Enablin1 Teachen To Use Technolosies: Seven Case Swdies p. 21

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HENNIGAN SCHOOL HEADLIGHT PROJECT Ualng LOGO Throughout the Currlculum INTRODUCTION The Headli&ht Project at the Henniaan School in Boston, Massachusetts is entering its third year in the fall of 1987. We chose the Hennipn School as a case study because it was a buildin& level project and because of its high visibility as the locus for Seymour Papen's work with LOOO. As developer of LOGO, and author of Mindstonns; 0,ildrgn, Commnca and Powerful Jdw, Professor Papen is an internationally recoanited and acclaimed authority on computing and education. Cmrently, he is the Director of the Media Laboratory at the Massachusetts Institute of Technology. Also participating in the project are three senior staff members and approximately 15 graduate students from MIT who conduct research on various aspects of the project The Hennigan Elementary School (K-6) is located in the Mission Hill neighborhood of Boston. The majority of the residents in the Mission Hill area are lower and working class. The school's 650 students, roughly an equal distribution of Black, Hispanic and Anglo, reflect the ethnic composition of the community where the school is located. Approximately 220 students (35%) ll'C participating in the Headlight Project Although the Hennigan School is now one of the best known schools in Boston, it has not always been that way. The project was located in Hennigan after all the schools in the disaict were invited to. submit proposals of interest and comrnitmenl Two Hennigan teachers teamed together to write their application (and these two 1eaehers continue to be especially supportive participants in the project). MIT staff i~icated that Hennigan wis selected for several reasons, including its open "pod" structure which facilitates sharing, and the ethnic composition of its student population. The project centers around four networked clusters of donated IBM-PC Jrs, each with 14 micros. In addition, there are about two dozen more PC Jrs scattered along the pod walls and in the classrooms themselves. Currently, the project ratio of computers-to-students is about 1 :3 versus 20 personal computers for 430 non-project students at Hennigan School. LOOOWriter is the software of choice, but other LOOO programs are available. Fifteen of the fifty Hennigan teachers participate in the LOOO project and represent all grades. Teachers bring their classes to the clusters for varying amounts of time during the week. Some classes come every day, some less frequently. MIT graduate students assist teachers, and in the case of LEGO LOGO especially, the MIT graduate students teach man_y of the classes while demonstrating new and advanced approaches to the use of LOOO and LEGOLOOO. Project resources have been plentiful. Federal dollars have played a significant role in funding the project. including initial seed monies from the United States oepanment of Education's Project Lighthouse and currently from the National Science Foundation. IBM made a significant cash contribution to the project in its first year. Ongoing hardware and software donations have been received &om IBM and LEGO. Limited local funds were allocated for the first year in the fonn of liaison staff from the school district's central administration computer department. No other local funds have been used in the project By comparison with other projects reviewed for this study, only the Apple Classrooms of Tomorrow (ACOT) exceed the per-panicipant external contributions made to a project

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ALTERNATIVE APPROACHES TO DBVBLOPINO A CADRE OP '"nACHER TECHNOLOOIS1'S" KEY AcTOAS AND EVENTS 15 TNcher VoluntHrs The 15 Hennigan teachers are central to the project Many of these teachers asked to be a part of the project because they had a personal desire to expand their knowledge of, and ability to use, computers. Many report that this interest was stimulated by a desire to develop new job op~ties, or to develop skills and abilities that might lead to a better protection of their Jobs in the district. Several of the teachers had taken introductory computer courses before beginning the LOGO P,!OjCCl Some of these classes were offered by the local school system, but a significant number were Lesley College courses. Most of the teachers interviewed expressed a great deal of pride in beinf associated with the project and reported that they felt positively rewarded by the high national and international visibility of the program. Some, however, expressed disappointment that LOOO did not seem to be a career enhancing skill or knowledge base. One teacher explicitly said she was looking for a way out of teaching. She desires a position where she will be rewarded more generously, especially with the computer skills which she has developed. There has been only one addition to the 15 member team since its inception. In 1986, one teacher replaced another teacher who left Hennigan to attend graduate school. School District Administration The School Board and centtal administration of the City of Boston have been only peripherally involved in the project Local administtative suppon has come from the principal of Hennifan at the time of the inception of the project (now reassigned to central administranve duties) and Assistant Principal, Bob Holland. The current principal' s involvement seems less direct. and takes the form of regular meetings with Dr. Papert and workshop participation. The Assistant Principal visits the computer pods every day, participates in project workshops, and attends project meetings after school. The MIT Connection University involvement is central to the Hennigan LOGO project, but the nature of this involvement differs from the typical College of Education. Coordination, training and suppon is provided by The Media Lab of The Massachusetts Institute of Technology. Staff participation is on three levels. Administrative and program support is provided by Dr. Papert and three other senior researchers: Sylvia Weir; Edith Ackermann; and Stephen Ocko; Consultation, technical assistance and informal training is conducted by Harty Nelson, a MIT graduate who visits the program twice weekly and who coordinated the summer training efforts in 1987. A revolving number of MIT graduate assistants (about 15 each semester) observe, interview, and test elementary students; participate in the teaching of students using LOGO and LEGOLOGO; videotape activiues associated with the project (as a pan of a dissertation in the area of video and media); and assist in the summer training. Hennipn School Headli&ht Project p. 23

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ALTBRNA'IM! APPROACHES TO OBVELOPJN0 A CADRE OF ''TEACHER TECHNOLOGISTS" TRAINING Formal Training Formal training has been conducted for project teachers in the summers of 198S, 1986 and 1987. In the first two years, summer training consisted of a mandatory two weeks of all day training followed by one week of optional participation in the annual LOGO Conference. Sponsored by and held at MIT, this conference drew educators from around the world. At the beginning of year three, the training design was changed to require attendance at one week of summer ttaining held at Hennigan School followed by an optional week of training at MIT. In 1987, the LOGO Conference was not convened during the summer. MIT staff reported the conference is being redesigned and appears to be moving toward a smaller, more focused format. Projected to be held in early 1988, several HeMigan teachers are slated to participate as workshop presenters at the Conference. The Purposes of Training Papcrt and his associates emphasize that the purpose of the training program, in all three years, has not been to train teachers in technology, not even necessarily to have teachers acquire a specific technical proficiency with LOGO. Rather, they say, the major objective is to create an entirely different educational culture at Hennigan School where computers and LOGO become almost invisible tools with which students learn by "consttucting" their own learning environment and knowledge structures. The underlying assumption of Dr. Papen's use of LOGO is that the creation of a "LOGO culture" will result in the spontaneous and natural integration of computers throughout the cmriculum. Other purposes of the project include: conducting research on the role the teacher plays where a child "constructs" his or her own learning environment; exploring how teachers can use LOGO and LEGO/LOGO in this new culture; observing what facilitates or increases teacher acceptance of the new culture. First Year of Formal Training, Summer 1985 In year one the training clearly addressed comfort issues with regard to technology. Training was provided to familiarize the teachers with the project computers. Additional training addressed the use of the network system, sign-on procedures, printing routines, etc. A major effort was also undertaken to generate, on the pan of the teacher, an understanding of the Papen educational philosophy as contained in Mindstonns; Childn;n, Computca and Powerful Ideas. This was seen by the MIT staff to be the central focus for preparing teachers for the new culture. The use of LOGO in implementing that new culture was also covered in teacher training and teachers were exposed.,to LOGO as a programming language. Demonstrations of the LOGO language were followed by unstructured, hands-on practice with LOGO. Technical proficiency was not, according to MIT staff, a necessary outcome of the learning process (then or later). Familiarity and acceptance of the "computer culture" was seen as the priority. It should be noted that elementary students also attended the first summer training, in pan because trained students were seen as a mechanism for helping train teachers. Hennigan School Headlight Project p. 24

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AL TERNA nvE APPROACHES To DEVELOPING A CADRE OF "nACHER TECHNOLOGISTS" Second Year, Summer 1986 In year two, results of year one were shared. Additional discussions on the use of LOGO in developing the "culture" and more hands-on work with LOGO completed the training plan. Teachers could choose from two basic levels of training: "beginning" and "advanced." Trainers reported that while there were two separate groups when summer training began (and one-third assessed themselves as novices after one year of the project), by its culmination the groups merged. Teachers were not exposed to any programming language other than LOGO. The educational philosophy of the project continued to be addressed in both the formal and informal training. Also, additional efforts were made to increase literacy in LOGO. Overall, this program was perceived by interviewed teachers and MIT graduate students as very similar to year one. No elementary students participated in summer training based on a joint decision of Hennigan teachers and MIT staff. Third Year, Summer 1987 As in the first two summer training sessions, LOGO and its attendant products dominated the specific software training provided to the teachers at Hennigan School in year three of summer training. The first week was more structured than in previous years and focused on helping teachers develop LOGO products. The presenters modeled certain LOGO activities such as how to construct a simple data base using LOGO. A variety of product development assignments were given to the teachers. The assignments demanded slightly more advanced programming and reasoning skills than teachers had been exposed to previously." Upon completion, a discussion was held concerning the routes the teachers had taken to their solution, and of the stumbling blocks along the way. In the summer of 1987, the teachers were first exposed to LEGO/LOGO and began to explore its use. The MIT graduate student trainers shared some basic knowledge about forces and gears before turning the teachers loose in an unstructured work session in which they were to produce a product using LEGO/LOGO. Few teachers reached the completion stage given the limited time available for exposure to LEGO/LOGO. Throughout the training, short discussions started and ended each day. Topics raised included: how to go about improving one's ability to intuit the "correct" answer to a problem; the power in naming an object, or a subroutine, in LOGO, etc. At lunch on each day of training, MIT graduate students presented reports on the preliminary findings of their research. A discussion followed these presentations in which the MIT students were the predominant discussants. There was also a presentation by representatives of the Apple's Classroom of Tomorrow program (ACOT) teachers from Cupertino, Nashville and Memphis participated). This presentation generated extensive and vigorous discussion among the MIT graduate students and the ACOT teachers about the merits and wisdom of saturating a class with computers as Apple has done in its six ACOT sites. -Teacher training was also provided on how to use LOGOWriter as a student application for word processing and LOGO as a math lab. A summative discussion was devoted to the joint experiences of the teachers and the MIT students in using LOGO "across the curriculum" as a method of integrating the curriculum. Successful examples were discussed and ideas exchanged for addressing that objective in the ensuing year. Hennigan School Headlight Project p. 25

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ALTERNATIVE APPROACHES TO DEVELOPDllO A CADRE OF "nACHER TECHNOLOOISTS" Informal Training Several informal training strategies are used: In 1985-86, teachers and MIT staff held lunch meetings to discuss curricula and techniques. In 1987-88, the meetings are planned to continue, though after school. MIT hired a visiting teacher from Canada who was well-versed in LOGO and music during the 1986-87 school year. This teacher served as a daily model for other project teachers. MIT graduate students reported seeing one of their major roles as "planting seeds" and being catalysts to the proJect teachers and students. Often they direct their training toward students. They feel teachers profit by this "meta-level'' modeling and are able to "reconstruct" the MIT graduate student-elementary student relationship. Informal training is also conducted throughout the school year, predominantly on an individualized basis. Harry Nelson, a former MIT graduate student and now employed by Franconia College in New Hampshire, serves as a consultant, visiting the project approximately twice a week during the school year. One of his responsibilities is to provide assistance to the teachers in the program and to serve as a tutor/trainer of the teachers. In addition, the MIT graduate students who are present at Hennigan School on any given day, act as infonnal trainers for teachers and students, especially when they encounter difficulties in LOGO. This includes helping teachers and students with LOGO issues such as animation or recursions. They also assist with technical problems associated with the hardware or software and provide psychological support to teachers initiating a new project. An unstructured and infonnal approach to creating a computer culture is seen as the most effective way to achieve a level of comfort with the program and a basic understanding of the program's mechanics and potential classroom applications. The MIT staff and project teachers also report using elementary students who had mastered LOGO, or at least achieved a mastery higher than the teacher, as coaches and tutors during the course of the year. All project teachers have PC Jr computers at home (although students do not). Teachers reported that this access was of great importance in their self-education. The Trainers The training team in each of the three summer programs has included Dr. Seymour Papcrt, the MIT graduate students that are central to the project, other project staff, and a variety of consultants and presenters. For the most part, trainers have not been practicing teachers in the K-6 grades (although by years two and three many had acquired considerable experience in teaching LOGO and LEGOLOGO at Hennigan Sthool). The MIT training team members are exceptionally proficient in the use of LOGO and LEGOLOGO, and they are very motivated by the related research questions. Training Participants On any given day in the summer training sessions of 1987, the attendees at the training workshop included the 15 Hennigan School teachers, several non-project Hennigan teachers, a number of individual visitors, a four person delegation from the Apple Hennigan School Headlight Project p.26

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ALTERNA11VB APPROACHES TO DEVELOPING A CADRE OF "TEACHER TECHNOLOGISTS" Classroom of Tomorrow project, and the assistant principal of Hennigan School. The composition of the attendees in previous years was reported to have been much the same. Incentives For Teachers Monetary incentives for teachers to participate in the training were limited. In fact, participation in the Headlight program, which carried no monetary rewards, required that a teacher participate in the training offered the first two summers, and in the first week of training in the summer of 1987. During the project's first year, teachers could get college credit for the summer training at no charge. In year two, a charge was initiated and very few teacher participants paid for credit. In 1987, there were no provisions for teachers to get credit for the summer training. During the course of the project, the teachers reported that they felt rewarded by the recognition attached to their program; by being able to have a computer at home; by working with Dr. Papert; by the excitement of the many distinguished visitors to the program and their school; and by being able to participate in the LOGO Conference without cost. IMPACTS AND fUTURES On The Teaching Staff Many teachers felt that their own skills in LOGO were still deficient, despite three summers of intensive training and two years of using LOGO, or be:.ng associated with the MIT students using LOGO and LEGOLOGO in their clas~ es. Of the teachers interviewed, most reported that the project has had' little impact on them as teachers, either in their attitude toward teaching or their approaches. On the other hand, MIT graduate students reported some research data collected thus far suggested a change in teacher attitudes about their roles and teaching styles.1 Interviews we conducted with the teachers raise questions about the extent to which the teacher has achieved the goal of using LOGO as a mechanism for delivering an integrated curriculum, at least in comparison with the efforts in Jefferson County, Alabama; Albuquerque, NM; and in some local school districts in Minnesota, such as Shakopee, Blue Eanh, and St. Louis Park. Overall, while the MIT staff appear to be very assimilated in the new culture, most Hennigan teachers do not. Teachers were clearly conscious of the fact that they, along with their students, were objects of considerable research, but they were not at all uncomfortable with that. The results of this research, however, have not been published or released. The teachers in the LOGO project reported some interest on the part of other teachers in the Hennigan School in the LOGO program. Since there has been only o~e opportunity for a new teacher to join the program, it was difficult to estimate how strongly non-project teachers want to participate. Project teachers described many of their non-participating colleagues as "scared;" not wanting, or unable because of other commitments to participate in the mandatory training; and unable to see the link between 1. This research, which is still in progress, was not made available to us. It is possible that lhe teachers are not aware of changes in their behavior, that the MIT research would be challenged by the teachers were it available to them. We cannot explain the apparent discrepancies between the teachers' opinions and the MIT research without a review of that research. Hennigan School Headlight Project p. 27

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ALTBRNATIVB APPROACHES TO DEVELOPING A CADRB OF ''nACHER TECHNOLOGISTS" their teaching (either style or content) and that being done in the LOGO project. Some teachers expressed a desire to explore "the world beyond LOGO." One teacher reported that she was able to reduce, in year two, the amount of time her class spent with LOGO without decreasing the abilities of her students. She was convinced, however, that the students in year two were brighter than those she had in year one. All of the teachers see LOGO as an effective way of addressing English as a Second Language, and several are participating, quite excitedly, in the development of a Spanish language adaptation of LOGO. One observation which we would make on the basis of our talks with teachers across eight sites is that the teachers at Hennigan School seemed less excited about about their activities than their counterpans in Minnesota, Albuquerque, and Jefferson Count'/, Alabama. The ~nmmet interview setting, away from the direct interaction with students and therefore "lessening the computer culture," may have contributed to this affect but overall it seems to reflect a certain detachment from the project on the part of the teachers involved. They seem to sec themselves as onlookers: objects of research; observers of MIT students teaching their classes on many occasions; restricted in the way in which they can mold their teaching beyond LOGO. On Students The teachers consistently reported their students had benefited from participation in the project. They reported the primary benefits of LOGO were improvements in certain skill areas (math, spatial skills), reasoning, problem-solving, creativity, self-esteem and self-confidence, motivation, and excitement. On the Organization Whether the project would or could continue in its current configuration without the external intervention of MIT seems doubtful. According to the assistant principal, internal monies arc not available to support the project, but he indicated the school would be committed to continuing the project in some fonn after the termination of external support. There have been no efforts to expand the program to the entire school, nor has the school or MIT staff engaged in any extensive planning as to what happens next. The project is seen as a pilot project not requiring fiscal participation by the school or district. Expansion could not take place without additional funding and the district has not yet taken a position on this issue since the pilot will supposedly provide data crucial to any future decision in this regard. One change that undoubtedly would occur would be a move away from a concentration on LOGO when working with computers. That has already occurred, on a small scale, in the non-LOGO project part of Hennigan School, and the teachers in the project report an increasing desire on the pan of their students (and in many instances, them!"elves) to use the computers with software other than LOGO. They report a reluctance to do so, however, because of the concentrated focus on, and commitment to LOGO, by the MIT staff. Part of the teacher reluctance to use other softwaIC may be that they arc still uncomfortable in using computers where structure and support from MIT staff is not available. The teachers also say they believe the MIT staff does not want them to use any software other than LOGO. The MIT staff denies this and one teacher uses other software extensively. Hennigan School Headlight Project p.28

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ALTERNA11VE APPROACHES TO DEVELOPING A CADRE OF ''TEACHER TECHNOLOGISTS" POLICY ISSUES Equity Teachers report that some non-project teachers and some parents have raised the question of equity ("Why can't my child get in the LOGO program?"), but it is apparent that it has never been a serious operational question at Hennigan School (given the relatively high 1 :21.5 ratio of computers to students in the rest of the school). More often the issue is raised concerning the equity for the children in the project who have enjoyed a rich te~hing environment, filled with computers and LOGO, who will not find that same environment when they graduate from Hennigan School and go to a "non-computer" middle school environment where computers and LOGO are not so readily available. This raises a serious policy issue for the Boston Schools and for the funders of the original project, but one which, for a variety of reasons, is not being addressed. This issue is common to all sites, but especially those sites in which the changes in the learning environment have been most extensive and observable. Training We believe this prc,ject raises several issues about training. In this project the trainers are predominantly MIT staff or MIT selected consultants. Training at Hennigan School has been focused on creating a computer culture in which computers and LOGO contribute to a student's construction of his or her own learning environment. Although some attention has been paid to the integration of LOGO throughout the cunicuium, and to using LOGO as an instrument to achieve an integration of the currict:.:um, training has not been a high priority item. The fact that the training is mandatory at Hennigan School seems irrelevant since the training is so closely connected with the issue of participation in the project and that was entirely voluntary. Another policy issue, or concern, raised by our observations is the extent to which responsibility for using LOGO truly has been transferred to the teachers. A similar issue was raised in other settings where teachers take their students to a computer lab and the aide, or the computer specialist, teaches the students and uses the computer. Less imponance is attached to the use of the technology by the teacher since there is someone else that will do it. Although that outcome is not at all the same as the outcome at Hennigan School, we do believe the extent to which the teachers are responsible for LOGO and LEGOLOGO teaching is a serious question at Hennigan School. MIT staff play a crucial role in this project. They have provided most of the administrative leadership as well as the intellectual leadership. This again raises serious questions about what policies could assure the replication or expansion of this project without those essential inputs from an external source. -In addition, there is no specific timeline for the Hennigan project. According the MIT staff interviewed, no phasing-out process has been discussed as yet. Funding As elsewhere, the dependence on external funding, in this case complete external funding, raises serious questions about the capacity to replicate and transfer the program, at least to the extent that allocation or reallocation of significant funds would be Hennigan School Headlight Project p. 29

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF "TEACHER TECHNOLOGISTS" necessary to carry out an expansion or duplication of this model. This comment applies, of course, to a replication of the entire model not just the training involved. The training was a part of a larger whole and cannot be evaluated separately. Purposes of Technology Training And Instruction The Hennigan School project indirectly addresses curriculum integration. Curriculum integration is certainly critical to the project, and is seen in that light. But MIT staff believe that the "correct" use of LOGO will bring about integrated approaches to the curriculum and the use of LOGO throughout the curriculum. If an integrated approach to the curriculum is desired, the project must clarify how LOGO is a holistic means of integrating a computer culture within the existing school culture rather than creating a separatist "culture." Certification Several teachers at Hennigan reported taking courses in Basic, and participating in the LOGO project, in order to increase their job protection by becoming a "computer specialist." The Boston Public Schools require, among other things, completion of a Basic programming course in order to designate a teacher a computer specialist. Other sites visited for this study suggest that certification of specialists in technology is inappropriate, at least at this stage of the development of educational technologies. We believe this case study supports that conclusion. Other At other sites in this study, the use of laboratories for computer instruction has raised important policy considerations. At Hennigan School, LEG0LOGO has been used in classes and LOGO in a "cluster'' setting. It is our opinion that a true integration of the use of technology as an educational tool can only occur in a classroom setting, where that tool is plentiful. We do not have blackboard laboratories, or pencil laboratories. We do have "book laboratories," but checking out library books is easy and encouraged. The "cluster" environment at Hennigan School docs not appear as disruptive as the laboratory approach elsewhere. Even though the arrangement of computers at Hennigan is technically in a laboratory, the easy access from all classrooms circling the computer pods makes this transcend the typical lab issues. In addition, the high ratio of computers to students (1:3) makes access easy. CONCLUSION Training teachers to use technologies is reported not to be the objective of the Hennigan School project. As the MIT staff made clear, the objective is to create a different educational culture, a culture which Seymour Papen calls "constructionist." By this he means a culture in which participants construct their own learning. Thei build their knowledge from the tools they use. Two important tools in such an environment include LOGO and computers, but they are not the only tools. Music and word games could also be used as tools. In the view of the MIT staff, the development of this culture will lead to an integrated approach to the curriculum which in turn will lead to changed teacher behaviors, not because teachers arc taught to behave differently but because they want to behave differently. The students learn differently because of the culture in which that learning takes place. In the case studies conducted for this project, we found that the integration of the use of Hennigan School Headlight Project p. 30

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ALTERNATIVE APPROACHES to DEVELOPING A CADRE OF 'TACHER TECHNOLOGISTS" computers throughout the curriculum has become a common goal. But that objective, unlike the Hennigan project, is the result of training in how to use computers and then the use of them across the cmriculum. At Hennigan, the development of a different educational culture comes first. It is assumed the integrated use of computers will occur naturally. That may be true for some teachers and students. We do not know since we were unable to observe this process extensively. But it does not appear generally true for the Hennigan teachers, especially where they have readily available help from the MIT staff. Furthermore, in our other cases, the use of computers throughout the curriculum has led to serious consideration by teachers about what constitutes effective teaching and learning. Although we have not discussed these outcomes in this study, the questions raised about teaching and learning arc similar to those raised by the "culture" of Papen and his associates. In other settings the process seems to be training in technology followed by the use of technology in an integrated manner followed by questions relevant to a new educational culture. At Hennigan the culture supposedly comes first. It may be that other sites will reach the new culture before Hennigan does, primarily because it is the product of the teachers learning and experience and not imposed from outside. Other issues flow from this analysis. If a new culture is the objective at Hennigan School, can it be established -or survive when the culture elsewhere at Hennigan, and throughout the Boston Schools System, is the old culture? Can it be transferred elsewhere? Can the project be replicated? Possibly, with _adequate funding and the availability of a sufficient number of those "properly acculturated," but the properly acculturated seem to be limited to Papert and his MIT followers. Another issue that arises is how to know when the objective desired has been attained. If we want to know when teachers have achieved technical abilities, or when they begin to use the computer throughout the curriculu~ we can determine that relatively easily. But if we want to know whether or not they have been acculturated into Papert's "constructionist" culture, we have much greater difficulty. The MIT staff was unable to provide us with any evidence to demonstrate, or any criteria for demonstrating, whether or not the desired culture had, in fact, been attained. Although the Hennigan project staff alleges that they treat teachers as peers, that teachers are necessary, our observations lead us to conclude that they actually want to transform teacher behavior. They say this is the product of the new cult 'll'C, that the teachers want to change. The "magic" of the culture will work. We ask, give11 that a new culture is the central objective of the project, which really comes first? Control over the development of the new "culture," and the information available about it, is vital if a new "culture" is to be achieved and survive. These issues are raised by the Hennigan project, but are beyond the scope of this study. Hennigan School Headlight Project p. 31

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF .. ~ACHER TECHNOLOGISTS" FOR ADDmONAL INFORMATION The principle project contacts are: Dr. Seymour Papen MIT Media Laboratory Massachusetts Institute of Technology Cambridge, MA Mr. Bob Holland, Assistant Principal The Hennigan School 200 Heath Street Boston, MA 02130 617-427-4S73 The primary written material relating to the project is: Papen, Seymour. Mindstonns; Children, Computers and Powerful Ideas, New York: Basic Books, 1980. -Hennigan School Headlight Project p. 32

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THE MUL Tl-MEDIA PROJECT OF JEFFERSON COUNTY, ALABAMA .. Lets Make A Movie!" INTRODUCTION Jefferson County, Alabamu, School District is a suburban district of 46,000 students surrounding Birmingham. The district employs 2,600 teachers working in 72 schools. Fifteen percent of the student population is non-white. In May 1986, Fred D'Ignazio, author of over a dozen books on computers, editor of Compute magazine, and developer of the "Multi-Media Approach" to using technologies in schools, contacted Dr. Ronald Jones, Director of Staff Development for the Jefferson County School District D'Ignazio proposed conducting a series of training workshops on the "Multi-Media Approach." After some discussion with D'Ignazio, and with an understanding that the training proposed would be significantly different from any other training the district had ever held, Dr. Jones agreed to sponsor a single workshop to explain the project and to see whether there would be sufficient interest to continue with additional activities. Twenty teachers attended the first workshop in late summer 1986, attracted solely by a flyer distributed to teachers in the system. Attendees cited many reasons for interest: a training session that sounded "different;" curiosity about computers and multi-media uses in the classroom; a chance to learn more; the opportunity to sec a celebrity from Good Morning America; 1 and/or because they were urged by a friend to accompany them. Attendees received no credit or pay for attending the free workshop. Following this training session, strong support for a second wave of training emerged, and work began on implementing D'Ignazio's "sandbox," or hands-on, multi-media project In Sept~mber, 1986, D'lgnazio conducted a series of six awareness workshops for teachers, students, and parents. The focus of these sessions was on the particular equipment and software central to the project This collection of equipment is referred to as a "multi-media can" consisting of: a music synthesizer, a video camera; a di~tizer; an Apple II computer; print and graphics software; and a videotape editing machine. 2 At the same time that the six awareness workshops were being conducted, an open invitation was issued to all the district's schools to submit a proposal to participate in the "multi-media project" Twelve schools from Jefferson County (nine elementary and three middle schools) and one elementary school from a neighboring district, Vestavia Hills, responded. All were included Even though the multi-media project was launched with great ccremon_x and press attention in the fall of 1986, most of the schools were not fully equipped with multi-media carts until January 1987. By the time the interviews for this study were conducted, the program had been fullY. operational for approximately six months. 1. D'Ignazio had been a recent guest on that program. 2. D'Ignazio even published an inventory and price sheet for the multi-media project which included a "Scavenger's Special" -a list of equipment to borrow from teachers, students and parents. See Appendix A.

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ALTER.'lA nvB APPROACHBS TO DBVBLOPING A CADRB OF '-ilACHER TECHNOLOOISTS" KEY AcTORS AND EVENTS The School District D'Ignazia3 was the "fireman" behind the project. Crucial to the project's success has been his excitement, enthusiasm, risk taldng, as well as the fact that he was external to the project, that is he was not employed by, or affiliated in any permanent sense with, the Jefferson County Schools. But the project could not have happened without the "systems-wise" suppon of Dr. Ronald Jones. Dr. Jones played the role of "brakeman" to D'lgnazio. He insisted that the project focus on a limited set of objectives. He located D'lgnazio's office in a school where the principal was particularly supportive. He saw to it that key principals and teachers were involved. Dr. Jones was assisted at all stages in the project by Nez Calhoun, Director of Public Relations for the District, who played a central role in getting immediate and continued visibility for the project from local print, television and radio media. Despite the strong support for the project from Dr. Jones, and despite the widespread publicity for the project generated by Ms. Calhoun from the Superintendent's office, Board and Superintendent recognition of the project did not occur until July 1987, when Dr. Jones made a presentation to the board summarizing the training activities. Bvilding principals were key actors in the process, however. Six principals were involved actively in the project, supponed their teachers enthusiastically, and creatively used the project to gain parental support. One principal was extremely reserved in his support of the project, and only because of an unusually strong commitment on the part of the key faculty did the project. have a positive impact. The rest of the principals were reponed to be relatively indifferent. Over 75 tt,achers from 13 schools were directly involved in the project, and an additional 25 teachers were partially ttained and using the multi-media approach by the end of the first year. In addition, a second elementary school in V cstavia Hills had begun a multimedia initiative. The Business Community The business community played a key role in the project. It would not have happened save for the generous contributions of Apple, Sony, Alabama Power, and others. In addition, the local television stations and print media gave strong suppon to the project in its early stages. -3. It is essential to understand that much of the enthusium, excircment. and' energy which characterizes this project stems, we think, from the personal!ty of D'Ignazio and his ability to generate unusual loyalty and effon on the pan of teachers. The teachers, students, parents and adminisuators in Jefferson County call him "Fred", "the elf', "the wizard". Although it is not our contention that a "Fred" is a requirement for the success of other projects, we are convinced that his ability to create an aanosphere which was unique in its intensity and excitement does help to explain why Jefferson County could do what they did so quickly and with such litde financial support. The Multi-Media Project of Jefferson County, Alabama p. 34

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AL'111RNAffl'B APPROACHBS To DBVBLOPINO A CADRB OP 'nACHEll TBcHNoLOOJSTS" TRAINING PurpoMa There were six purposes to the training: 1. to help the teachers incorporate a variety of multi-mectia technologies (e.g., radio, TV, desktop publishinf, and telecommunications) into the cmriculum (specifically, into lessons in math, setence, language ans, and social studies); 2. to "encourage students and teachers to adopt an ex~ental, problem-solving approach when using computers, video equipment, digitizers, and other high-tech machines;" 3. to convince teachers that a hands-on approach worked well for their students and themselves, no matter what the grade level; 4. to assist students and teachers to become more thoughtful, critical media consumers; 5. to focus on trainin1 teachers (and subsequently students) to produce a product that required full use of critical thinking skills; 6. to give schools a low-cost, teacher-centered opportunity to be on the "cutting-edge" of technology. Planning for Training: The Serendipity Modal In some sense the project, as well as the training, was unplanned. The project was understood by D'Ignazio in a general way at the beginning, but it was continually reshaped as new opportunities presented themselves. Durin& the course of the project, Dr. Jones pushed D'lgnazio to think about integration into subject are~ and forced him to deal with issues of follow-up. He also tried to place some limits around the creative excursions of ~'Ignazio's mind. But through it all, both individuals consistently sought to use technology to improve instruction within the current cuniculum. Technology, in and of itself, was unimportant. Instead, its importance lay in its power as a vehicle to achieve other educational goals. The ideal was to make the technology as transparent a tool as possible. The Trainers and The Training Process D'lgnazio was the key trainer. He was assisted in the workshops by one student and two professionals serving as technical consultants. But D'lgnazio's training approach was unique. His first step was to have the teachers open the boxes of equipment that made up a "multi-media" cart. Then he gathered up the instructional manuals and threw them in the trash can. Then he said, "Let's make a movie." The consultants were forced to act as consultants to respond only to requests from teachers for assistance. The teachers had to begin using the equipment immediately. The teachers reported they found out a lot of things about the equipment that the "expert" consultants did not know. And they also were cognizant of the difficulty the ex pens had in "not doing it" for the teachers. -Following the assignment to make a movie, and some experimentation with the equipment, the teachers had to plan a movie and videotape it. They decided on a movie about the heat wave then engulfing Binningham. After some discussion they decided to focus on the zoo, specifically on how animals kept cool. Once the teachers had made a movie, they had to implement the multi-media approach into their classrooms. The procedures used were the same that had been used in their training: let the students devise a product, select a topic, and use it to integrate materials from several subject areas. The Multi-Media Project of Jefferson Comity, Alabama p. 35

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ALT'IIRNA11VI APPllOACHIS To DIVBLOPINO A CADRB OP ""'IUCHER TEcHNOLOOlSTS" Durin1 the implementation with the students, the teachers became aware that their relationship to their students paralleled the relationship of the technical consultants to tbemlelves while they were bein1 aained. When introducing the multi-media approach in the classrooms. the teachers found it difficult to allow their students to learn by doing, just u the technical consultants had found it difficult to allow the teachers to learn by doin1. But the teachers su~ and were ,really pleased with the results. Two other elements made up the formal training effort for the multi-media project: key teachers were appointed in each panicipatin& buildina; and D'lpazio made several video rapes, especially about how to use the computer software, that were widely used by teachers. In summery, the key elements to the formal training were: a hands-on approach; immediate immersion in producing a product; the availability of "consultant expfflS" for assistance (often students); cooperative leamin1 tbrou&h projects in which students and teachers were partners. Informal Training It is important to understand that most of the teachers who participated in the project did not take pan in the formal training program described above, even though it was brief. The project, once implemented in the classroom by the teachers who had panicipated in the training, spread rapidly to other teachers and other classrooms. In all cases panicipation was entirely voluntary. This second wave of participation was by teachers who became excited because their peen were excited. and because, in a sense, extensive trainin1 in the use of equipment was not requiftd. Using the equipment in the classroom. and learning from that process, was really the key tninin& approach. There are several other explanations for the rapid and extensive spread of the project beyond those formally ttamed. Fust, comfort in the use of technolo~ was highly emphasit.ed and well established. It is our judgment that this was easier with video since a product could be immediate~ it could be "funny," and "mistakes" often yielded unusual and entemining results. Comfort was enhanced by the dynamic personality of D'Ignazio, and by the surprise visits, as cheerleader, that D'lgnazio made to the teachers' classrooms. Second. the project easily allowed for "specialization" on the pan of teachers. Some teachers emphasized the use of video cameras, others concentrated on the keyboard synthesizer, computer, modem, digitizer, print software, graphic software, or video editon. But all were familiar with and could use all of the equipment. Because specialization was possible, because participants did not have to know everything, three things happened: more teachers participated; technical training became much less imponant; and a cooperative learning approach became central to the project. Third, the willingness to learn from someone else in the project, and to rely on someone else's expenise extended to the teacher's relationships with their students. One of the most impressive findings of our interViews with teachers (and two students) in Jefferson County was the level of acceptance and comfon that both teachers and students had in learning about how to use the technologies from each other. The Multi-Media Project of Jeffenon Councy, Alabama p. 36

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ALTBRNAffiB APPROACHBS TO 0~ ELOPING A CADRB OP 1-nACHEl TECHNOLOOISTS" Founh, computer programming was not dealt with significantly, and the use of software and applications were dealt with only secondarily, as tools necessary to complete a project. Video tapes explaining how to use the key software were available for review at any time. In addition, students and teachers were available as technical consultants to all phases of the project. Finally, the project, from its inception, focused on the teacher's curriculum, not technology. There was never any question that the centtal reason for learning about and using the technology was to enhance the teaching of the curriculum. It was never believed that learning about the technology was an imponant objective. FUNDING The multi-media effort of Jefferson County had the lowest per capita expenditure of the sites visited for this study. In essence, no local funds were used in the project. It operated on a shoestring. Five thousand dollars was paid to D'lgnazio from Title 2 funds by the Jefferson County School District. The rest of his time he contributed to the project. (It was, in essence, a full-time commitment for nine months.) Donations of equipment and software were received from Apple Computer, Inc. (approximately $50,000), Sony, and Yamaha. The Alabama Power Company contributed $1,000 and the use of their corporate auditorium for a May festival. Local computer and video stores contributed printer ribbons, cables, video and audio tape. Teachers and students brought in tape recorders, and supplemented other equipment from their own resources. Dr. Ronald Jones used his own money to purchase the computer used as the host computer for the multi-media network.. IMPACTS AND fUTUAES The project had many impacts on the participating teachers, students, staff and schools. Teachers In buildings with principal suppon, the use of the multi-media approach, as noted earlier, spread like wildfu'e. The approach generated enormous enthusiasm about the creative uses of technology and the rol~s technology can play in teaching. The project radically increased the team .approach to teaching and curriculum planning. Several cases of "burnout" were reponed to have been reversed One teacher put it this way: "Before Fred started the multi-media project I was burnt-out as a teacher and was looking for another job. The multi-media project has made it possible for me to go on teaching for ten years." The teachers reponed that their teaching efficiency, and their ability to approach the curriculum in an integrated manner, had been significantly improved. Teachers also spoke of being more willing to take risks, to reveal that they did not know everything, and that they were learners too. The teachers bought their own equipment (computers, video cameras, editing VCRs, music synthesizers) in significant numbers. Teachers began to use the video camera as a substitute for field trips for which -mere was no money, and, in so doing, the technology became a tool to achieve some equity in experiences. Students were also encouraged to take field trips with the camera and to share them with their fellow students. New types of "field trips," especially interviews, were undenaken. The teachers who participated in the multi-media project rcponed that they: felt good about having mastered the use of a variety of complex technologies in a short period of time; were excited by their students' use of the technologies to produce products which The Multi-Media Project of Jefferson County, Alabama p. 37

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF '~ACHER. TECHNOLOGISTS" involved a thoroughly integrated approach to the curriculum; began to see their teaching activities in a different light, understanding that they had "much to learn from the kids" and that neither they nor the kids had to know it all -they just had to be able to try it out, ask each other, know how to find out the solution to the problem. Students The teachers reported they were especially pleased with the multi-media project because the self-confidence, creativity, and problem solving capabilities of their students increased so dramatically in such a short period of time. Teachers and students alike reported increased interest in school, increased self-confidence and esteem. The teachers reported an enormous increase in creativity, and in problem solving skills on the part of their students. An increased willingness on the part of students to work cooperatively, as a member of a team, was also reported. Students were the sources of many new and, according to the teachers, exciting ideas that linked various aspects of the curriculum together. And students demonstrat~ in numerous cases, that they could complete assignments more quickly, and with greater accuracy, than previously in order to generate additional time for use with the multi-media equipment Several teachers reported that students insisted on a faster approach than the teachers had planned and that all students were able to move faster than anticipated. 4 Parents Parents were very supportive though some had-initial questions about why the children were having so much fun in school. Parents in the project, in part because they were reached with new tools and student products, became much more involved in the activities of the school. Parents have also begun to bring pressure to expand the program to other schools. The Community The multi-media products produced through the project were used successfully with parents and the general public to increase support for the program. The level of school pride was also positively affected. The project has increased the visibility of the school system. Publicity and attention in the form of television and radio talk show appearances increased for students, teachers and administrators. The Board The School Board was uninvolved in the project until July 1987. In July, D'Ignazio moved to East Lansing, Michigan. Nez Calhoun and Dr. Jones arranged for a testimonial thank you for D'Ignazio at the July Board meeting. The Board expressed strong pleasure with the results of the project and wished D 'Ignazio well. In August, while conducting interviews for this study, we were joined for some meetings by the senior member of the Board who expressed surprise at the extent of the project, great pleasure with the enthusiasm and dedication of the teachers who were involved, and much pride in the 4. In interviews held with two multi-media teachers in January 1988, one interesting new outcome was reponed: students now discuss the television they watch during their leisure hours in an entirely different way. lbey analyze it. critique it. discuss it from a production standpoinL The teachers believe this is an especially positive development with significant implications for leisure habilS and the development of intellectual, higher-order thinking skills. The Multi-Media Project of Jefferson County, Alabama p. 38

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AL TERNA TMi APPROACHES TO DEVELOPING A CADRE OF ''TEACHER TECHNOLOGISTS" positive impact on the children in the participating schools. In Vestavia Hills, School Board involvement came much earlier, although not at the start of the project. In January 1987, the principal of the participating Vestavia Hills Elementary School heard that one Board member had expressed concern that the multi-media project appeared to be just "play" and not educational. She quickly requested permission to make a presentation to the Vestavia Board at the next meeting. She then arranged for two of her participating teachers to speak at the meeting. The teachers decided instead that the students should speak and show their products. On the day of the Board meeting, the program was explained and defended by a third grader. He talked about the products which his class had completed, what he had learned as a result, how he felt about school and his work now that the multi-media program was there. The Board responded extremely positively and continues to be supportive. PoUCY ISSUES lnstltutlonallzlng the Project After The Key Personality Departs D'Ignazio's departure to Michigan, after the project ~1ad been in operation for less than a year, raises a particularly important question: can the project be stimulated and maintained in the absence of D'Ignazio? Several visits to Alabama arc currently being planned by D'Ignazio, and the multi-media electronic network that runs on the computer donated by Dr. Ronald Jones is already being used extensively to continue D'Ignazio's linkage to the project. In addition, D'lgnazio will team with several teachers in external training sessions and conference presentations. 5 Funding It is in the area of local financial support that the most serious policy questions arise. The district cannot escape parental and faculty pressure to expand the program. Building level planning to expand the program is already underway in at least fotir sites.6 But PTOs and the generosity of teachers, staff, and students cannot sustain the program in the long run. Ultimately, local funds must be used. The process by which these funds can be generated has not been resolved. 5. Sevtzal developments indicate that the program is not dependent on the long-tenn presence of the key personality. Consultations with administralors and teachers in Jefferson County, and with D'T~o. conducted between September 1, 1987 and February 1, 1988 indicate that the project continues to be effective. to expand. and to enjoy the wide suppon of faculty, staff, students and parents. In fact, the teachers in Jefferson County rcpon that they welcome the less frenetic pace of the program this year. Another bit of evidence supporting this conclusion comes from Michigan where D'Ignazio now resides. In January 1988, D'lgnazio trained faculty from four schools in Royal Oak, MI. D'Ignazio provided three days of intensive training supplemented by two afternoons of follow-up. The r~ons from the panicipating faculty have been so positive, according to a telephone interview with the Director of Curriculum of the Royal Oak Schools in February 1988, that Royal Oak has decided to at least double the size of the project next year. They are certain they will be able to conduct the program and expand it with no further assistance from D'lgnazio. They do plan, however, to keep in touch with him on the developments in Royal Oak. They also repon that Royal Oak faculty are preparing to share the results of their multi-media efforts in a one day multi-media training session which they will conduct for the Michigan ASCD Elementary School Network in April 1988. 6. In January 1988, the Principal of Cahaba Heights Community School made a major investment in The Multi-Media Project of Jefferson County, Alabama p. 39

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ALTERNAnvE APPROACHES TO DEVELOPING A CADRE OF "1liACHER TECHNOLOGISTS" In Jefferson County, 67% of the $100 million budget comes from state funds. For the past two years the state has had shortfalls in their funding (all concentrated in the last quarter) of up to 10%. This has forced local school systems to borrow heavily. Payrolls are pared to the bone. For example, Dr. Jones is the faculty development person for the district. Resources arc limited. While the expected allocation for supplies per teacher was $250, the actual allocation was only $25. That the multi-media project was successfully implemented is a minor miracle. Sustaining and expanding it may call for a major miracle. During the first year of the project there was no budget allocated for the project. The project will not continue to succeed if significant resources are not allocated to it in the future. Equity Equity has not yet surfaced as an issue in the multi-media project, but as its success becomes more widely known, serious questions are bound to arise about why it is not available in all schools. At the building level, the teachers have developed quite elaborate mechanisms to share equipment and to engage in planning that maximizes the effective use of the equipment for the participating teachers. But as the number of participating teachers expands, so, too, will the pressure on the use of limited equipment. Training Training has never been mandatory so no policy issues have arisen in that regard. In fact, training proceeded without any policy considerations other than a clear framework for the type of training to be undcnakcn and the purposes of the training. Although the project contributes to our broader understanding of the policy issues surrounding the use of technology for educational purposes, no specific policy questions in the area of training have arisen for this project. Coordination and Planning Planning was minimal for the project and most of the coordination in the first year was shared by D'Ignazio and Dr. Jones. In 1987-88, Dr. Jones will have to assume responsibility for all of the planning, and the demands for planning will be more extensive. Coordination of the program will continue at the building level and will not have to be a primary issue at a district level this year. But that cannot be postponed more than one year. Also, as the project becomes more visible (that is already happening, as evidenced by a steady stream of requests to teachers to make presentations and to consult other districts, not to mention this study and its impact), the pressure for superintendent and Board suppon will increase. Board suppon is quite likely, at least verbally. But will the money be there as well? Integrating Technology Into the Curriculum Integration of the use of technologies throughout the curriculum, and usingtechnologies to integrate the curriculum both occurred to an unusually high degree in the multi-media project Cenain elements fostered the emphasis on integration: the purposes of the program and the training; the orientation and suppon of key principals; the orientation of the teachers; and the use of a team approach. The program's greatest effectiveness, at least in Jefferson County, appeared at the elementary level. additional multi-media equipment from school based resources. The Multi-Media Project of Jefferson CoWlty, Alabama p. 40

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ALTERNATIVB APPROACHES TO DEVELOPING A CADRE OF 1"nACHER TECHNOLOGISTS" Mandates and Reforms Alabama has two pieces of "reform" legislation which affected, in part, the multi-media program. Teachers were conscious of specific cunicula mandates. Some responded by being concerned with the specific time demands, e.g., spend so many minutes on "Objective A." Most teachers in the project were unconcerned. They understood, and were ready to defend their use of, an integrated approach to teaching. And they felt buffered and protected from the impact of the refonn legislation by their principals, especially those highly supportive of their participation in the program. The fact that principals allowed teachers to be flexible, even within cuniculum requirements, is a key explanatory factor of why this project succeeded in spite of state rules and regulations that in other situations would stifle the creative approaches used by the teachers participating in the Multi-Media project of Jefferson County. The second "reform" that concerned teachers were new state evaluation procedures that mandated timed observations. Some asked, "What if the camera breaks, or won't work during my four minutes of observation?" Others said (and vigorously) "I don't worry about it. Let them check my students scores. Let them ask my students. Let them observe me as a whole." A supportive, buffering principal helped transcend this situation constructively.7 This case clearly indicates that "refonn" can stifle and undermine, in the absence of a willingness to take risks on the part of the teacher and/or the principal, the successful use of technologies in education and the training of teachers for those purposes. Labs vs. Classrooms The multi-media was a classroom-based project, with a team approach. It would not have worked in a laboratory mangemenL Other Teachers reported that there was a need for long blocks of time with students to make the multi-media approach work. CONCLUSION The Multi-Media Project of the Jefferson County Schools, was judged by multiple audiences as a resounding success. 8 Components of the approach can be replicated elsewhere, and technologies can facilitate an integrated approach to learning. It is relatively inexpensive. But it requires tremendous dedication and time on the part of principals and teachers to take risks, to act collectively, to include students as equals in the learning of how to use technologies, and to modify traditional approaches to teaching. -7. In February 1988, the Alabama Senate unanimously passed legislation rescinding Alabama's career ladder evaluation procedures. House action, and review by the Governor, have not yet occurred. 8. As is the case in all of the case studies reponed here, very little "scientific" evaluation has been undenaken on the impacts of the projects using .. hard" data by anyone, including the authors of this report. Most data we used, and that is used in all of the projects we studied, is shon-tenn, anecdotal data based largely on interviews. We do not consider this a problem. In fact, these data probably give us a more accurate reading of any specific project given the highly volatile nature of the personal relationships that are a key explanatory factor in all the case studies. The Multi-Media Project of Jefferson County, Alabama p. 41

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF "TEACHER TECHNOLOGISTS" The excitement generated among the public, the administrators, the teachers, and the students leads one to the conclusion that this project was a success beyond the dreams of the original proponents. Certainly, it produced significant learning outcomes among the students and teachers, and it led to an integrated use of technologies throughout the curriculum. It is also an example of a model from which other schools can learn. We encourage efforts to replicate, disseminate, evaluate, and institutionalize projects of this type. -The Multi-Media Project of Jefferson County, Alabama p. 42

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ALTERNATIVB APPROAOIES To DEVELOPING A CADRE OF "nACHER TECHNOLOGISTS" FOR ADDfflONAL INFORMATION The.principle contacts for the project are: Dr. Ronald Jones, Director of Staff Development Jefferson County School System 801 Sixth Avenue South Birmingham, AL 35233 205-325-5611 Ms. Nez Calhoun, Director of Information Jefferson County School System 801 Sixth Avenue South Birmingham, AL 35233 205-325-5244 Mr. Fred D'Ignazio, President Multi-Media Classrooms, Inc. 1302 Beech Street East Lansing, MI 48823 517-337-1549 The principle written material regarding the program includes: D'Ignazio, Fred. Multi-Media Classrooms; A Classroom Kit Eas.t Lansing, MI: MultiMedia Classrooms, Inc., 1988. Trammell, Mary Jaq. "Multi-Media Sandbox." Binninaham Maaazine, May 1987, pp. 39-41. D'Ignazio, Fred. "It's The Mentality, It's Not The Money." Instructor Ma&azine, Fall 1987, pp. 10-12. The Multi-Media Project of Jefferson County, Alabama p. 43

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ALBUQUERQUE PUBLIC SCHOOLS COMPUTER EDUCATION PROGRAM Teachers as Trainers, Centralized Dacentrallzatlon, A Cooperative University: Recipe For Success INTRODUCTION Albuquerque Public Schools (APS) is one of the largest urban school districts in the US, with over 77,000 students and 4,500 teachers. In the next three years, another 15,000 students are anticipated to enroll. While all major socioeconomic groups are represented, there is an almost equal representation of Hispanic and Anglo students. Albuquerque has been using computers in its instructional program since the early 1970's when the district started using a mainframe computer for instruction in programming languages and for Chapter 1 remedial applications. Computer science classes were added to the math curricula in all of the ten high schools, and a pilot program was begun in the APS middle schools. Nine microcomputers were purchased with federal funds for use in middle schools in the early 1980's. Forty teachers volunteered to attend a on-day workshop offering computer awareness experiences for their students. Fueled by this interest, by strong pressure from a community where over one-third of the parents are employed as technology professionals, and by powerful local economic forces such as Sandia and Los Alamos Laboratories, the district searched for funding sources to expand technology in grades K-12. Their search strategy invol~ed a strong commitment to planning which continues today and has succeeded in transcending a turnover in superintendents and school boards. In 1983, after a year-long effort by the district's computer education and facilities planning committees to mobilize parent, teacher, and business support, Albuquerque citizens passed a capital equipment bond issue which included 5 million dollars to provide access to computer education for all students in the district. The focus was to be on microcomputers. The introduction of microcomputers signaled the onset of district-wide training and implementation efforts to bring about the use of computers across the curriculum. Beginning in the spring of 1984, in accordance with an approved three-year plan, the Computer Education Program was piloted in fifteen regular education, three special education, nine occupational education, and nine Chapter 1 sites. Large scale implementation of the program occurred in the 1984-85 academic year. Today, there are 3600 computers placed throughout the schools of the district. The ratio of computers to students in Albuquerque is currently 1:22. About 100 new computers are pan of the 1987-88 budget. Successful implementation has required that the district develop and providea large-scale training program for staff. The primary vehicle for teacher training has been APS 's Computer Education Resource Team (CER1). By the summer of 1987, 75% of the 6000 teachers in Albuquerque had been trained to use microcomputers via an intensive, 64 hour, voluntary training program.

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ALTERNATIVB APPROACHES TO DBVBLOPING A CADRE OF ''nACHER TECHNOLOGISTS" KEY AcTORS AND EVENTS The Community In preparing for the bond issue, APS fostered community involvement through regular meetings with parents and the business sector. Two committees were established by APS that greatly influenced the bond issue and efforts to gain public support: The Committee on Facilities and the Computer Committee. Politically astute leadership on the Computer Committee succeeded in getting that committee merged with the Committee on Facilities. The result was a proposal for a bond issue that earmarked money for facilities and which included $5 million specifically allocated for computers. Even before the bond proposal was made public, APS began other efforts to gamer support. Numerous parent-run groups were formed, many of which actively lobbied other citizens in support of the bond issue. The extent of community support for technology in Albuquerque is not surprising since 25% of APS parents have computers in their homes, and a substantial proportion of the work force is employed by technology-oriented firms like Sandia Laboratories. Community pressure on APS supporting the use of technology in the schools continued even after the passage of the bond issue. APS continues to foster community support with computer training for parents and an equity-oriented outreach program making computers more available to parents. Efforts to gain the support of the university and business communities for APS 's program to infuse technology into the schools included several strategies. One was the formation of the Educational Leadership Council representing key universitY and business leaders who meet regularly to discuss educational policy (including the role of technology). This Council is also active in keeping political officials, especially the state legislature, appraised of educational needs and issues. The Council's efforts to gain support for educational technology are made easier because of New Mexico's economic commitment to technology. Statewide, New Mexico leads the nation in the number of computers per capita. Sandia and Los Alamos Laboratories serve as role models, and lobbyists, for technological innovation. The Special Assistant for Educational Computing After the passage of the bond issue, APS established mechanisms to implement the computing program. At the request of the Board, a staff position, Special Assistant for Educational Computing, was created to assure effective implementation of the program. The Special Assistant for Educational Computing serves in a pivotal role between the superintendent, area superintendents, principals and CERT, the training staff of the Computer Education Program. Dr. Paul Resta, a Professor of Education at~ University of New Mexico (UNM), has served in this capacity s1nce the position was established. The role of The Special Assistant for Educational Computing is more complex than organizational charts might lead us to believe. As originally conceived by Superintendent Frank Sanchez and UNM leadership during Mr. Sanchez' last year as superintendent, the Special Assistant's role was to coordinate a joint effort by APS and UNM to develop a "cadre of educator technologists." Through a number of unusual budgetary mangements, Resta, although a full-time employee of the University of New Mexico, is assigned half-time to the Albuquerque School System to serve as the Special Albuquaque Public Schools Computer Education Program p. 45

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ALTBRNA1lVB APPROACHES To 0Bvm.0PING A CADRE OF ''nACHER TECHNOLOGISTS" Assistant Sanchez's successor and cUffCnt superintendent, Lilian Barna, has been fully supportive of the dual role of the Special Assistant The Special Assistant, reporting through the Superintendent, regularly informs the school board of the district's efforts at integrating technology into the curriculum. He also works with university and business community leadership to solicit their input and suppon. And although he serves in a staff role in APS, he is extremely influential and effective in coordinating the decentralized management of the Computer Education Program. An Active Central Office Though computer education has been greatly assisted by the active support for technology throughout Albuquerque, the strong support demonstrated by Superintendent Barna for.the technology training program has been a significant factor in the success of Albuquerque's program. Her interest in staff development is an overriding element in her commitment to integration of technology throughout the curriculum as a tool. The Superintendent has made several changes in her administrative structure to assure that computer-related competencies are incorporated into the district curriculum and that the instructional importance of technology is clearly recognized. In early 1987, she added the Director of Management Services to her cabinet to signal her commitment to technology to her administrative team. She has encouraged training in technologies for administrators, viewing them as crucial in the total staff development process. Most area superintendents, building level principals and teachers support the use of technologies in education, especially those who view their own technology training positively. In fact, some APS principals often reinforce CERT training at the building level through the allocation of building level funds to support a Computer Key Teacher with released time and extra pay. Higher Education The local university, University of New Mexico, is a strong force both for training district educators in cooperation with APS and as a statewide lobbyist for educational technology. The Dean of the College of Education is very supportive of the program in word and action. He was instrumental in establishing the joint organizational role of the Special Assistant, as well as initiating a college policy of hiring new COE faculty with technology expertise integrated into their specialty area rather than building a Department of Educational Technology. He believes this will funher signal a commitment to the integration of technology throughout the curriculum and minimize "turf' issues. On a statewide level, he actively lobbies state legislators and business leaders on behalf of educational technology as a tool and influenced the drafting of the "Supercollider Bill" which includes monetary support for training in technology. The Dean also is active in a wide variety of cooperative efforts with APS that go beyond educational computing. Superintendent Barna, building on the experience in the area of computer education, has delegated responsibility to her deputy superintendent to work closely with the Dean of the College of Education to develop a working relationship with the UNM to cooperatively address the full range of training issues facing APS, thus combining the field strengths of APS with the research strengths of UNM. UNM's Division of Continuing Education has played a central role in delivering the College of Education's training in educational computing, and in providing the APS Computing For Teachers course described below. Albuquerque Public Schools Computer Education Program p. 46

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AL'l1DlNATIVB APPROACHES TO DEVELOPING A CADRE OF "1'ACHER TECHNOLOGISTS" The Director of Credit Programs, through Continuing Education, has been involved with the APS technology effort as a member of the Educational Leadership Council and through regular meetings with CERT and College of Education academic departments. A second higher education training institution in Albuquerque, the Technical-Vocational Institute (T-VI), recognized as one of the most successful technical-vocational schools in the nation, has been expanded recently into a full community college. T-VI provides the district credit Computing For Teachers course offered by APS. TRAINING Purposes Albuquerque Public Schools has adopted a set of mission statements for the use of technology in education and has approved long-range plans to implement these goals: 1. lntemrl,on. Computers should be used as a vehicle for insttuction, to be integrated into all content areas of instruction rather than as the object of instruction. 2. Computer as a tool for learning and teachmg. The computer should not be an end in itself. 3. Independence. collaboration and cooperation; a continuum. the computer should be used to meet individual learning needs and to foster collaboration alld cooperation between and among students and teachers. 4. Computers and related technolop;s in society and schools are d.YDamic and chan&i,na. As technology continues to change and grow and impact us, the use of computers and related technologies must remain focused and deliberate ... yet open to cautious, well-planned advancements and improvements.1 Training Alternatives Using a 64 hour training course, Computing For Teachers, which was developed cooperatively with the University of New Mexico, APS provides its teachers with two formal teacher training options. Both options use: APS approved instructors, usually CERT members and other teachers from the district; an identical curriculum; and common training sites. One option provides instruction bearing UNM credit. Teachers must pay for this option. The second option is free enrollment in the same course through the Technical Vocational Institute. This option canies no university credit but does count for system training credit. The district pays TV-I $5 per trainee for registration costs. T-VI pays the APS instructors for providing the computer education training courses to APS staff. Through this arrangement, T-VI has been able to build their overall credit-hour production while enabling APS to provide needed training without cost to the district. District administrators are also encouraged to participate in these training programs. Special required training has also been provided administrators by the CERT team. Clerical staff receive training on an "ad hoc" request basis. 1. "APS Educational Technology Plan: The Next Years," unpublished, 1987. Albuquerque Public Schools Computer Education Program p. 47

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ALTERNA11VB APPROACHES TO DEVELOPING A CADRE OF '"'IliACHER. TECHNOLOOISTS" Focus of Training In its 64 hour Computing for Teachers course, APS ttaining focuses on mastery of three core applications: 1) word processing, 2) databtse management and 3) LOGO. Additionally, integrating the use of technologies into the K-12 regular, occupational and ~al education curricula has become increasingly important. This coincides with a district wide emphasis on "using the computer as an mstructional tool." Since 1986-87, workshops have been offered to teach more advanced applications and specific strategies for integrating computers into the content areas. New initiatives in ttaining include cooperative, group-oriented uses and a literacy project using different software. Other training occun in the district on a regular basis, including sporadic vendor sponsored training on specific equipment for the occupational teachers and Chapter 1. Training Management Ongoing program development and direction for training is provided by a Computer Education Management Team (CEMT). CEMT consists of central office representation from all insttuctional program areas as well as data processing, evaluation and purchasing divisions. It is chaired by the Special Assistant for Educational Computing. This group considers broad policy questions relating to technology. In early 1987, CEMT recommended, and the school board approved, a new policy requiring that all new teachers be trained in technology prior to joining the district or that they take the district Computing For Teachers course within the first two years of employment. The Trainers Two types of district trainers are used predominantly: the CERT team and building level key teachers. The Computer Education Resource Team (CERT), composed of 16 teachers from both special and regular education, was formed to consolidate instructional suppon and technical assistance to schools using computers. CERT teachers conduct (along with other teachers) the Computing For Teachers training; visit assigned schools on a regular basis; conduct building level workshops for staff; train Key Teachers and parent-teacher groups; and tailor learning materials to the unique needs of students. Members of the team emphatically describe themselves as teachers first and computer technologists second Training is also provided at the building ~evel by Key Teachers who offer more informal staff development and work in conjunction with assigned CERT members. Key Teachers are responsible for scheduling and overseeing the use of computers, assisting colleagues with software and hardware, keeping school staff appraised of current APS activities, and serving as a communications link to the central office. Finally, UNM faculty offer more advanced training on campus in four programs. In an interesting depanurc .from what is usually found in post-secondary institutions. UNM uses university faculty, APS staff, teachers and administrators as instructors. Albuquerque Public Schools Computer Education Program ;,. 48

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ALT1iRNA'llVB APPllOACIBS TO DEVELOPING A CADRE OP 'n.ACHER TEcHNOLOOISTS" IMPACTS AND FtrrURES Reasons For Succea The CERT team, APS administration, and teachers who have been trained generally agree that the training in Albuquerque has been successful. Success has been attributed to the following: 1 Efforts are fint made to make teacben (and students) comfortable with using and leamin1 about technologies, to ensure that teachers can overcome the risks they often associate with leamin1 about technoloay. Some risks, initially reported by teachers, include the fear that they will fail to learn technoloaies (especially when they believe a prior intereSt in programming or math is required); that their students will out-perform them; or that they will have to specialize in technology at the expense of their curricular expertise. 2. Everyone is initially offered the same basic experience consisting of computer literacy and training in a limited number of applications.2 3. Training emphasizes the integradon of technology into all aspects of the curricula. In current training sessions, all faculty are required to produce a product which integrates the use of the computer into their subject area. 4. The district models the use of technology by having the CERT team, Key Teachers and district staff u.se technoloay. Pilot projects are part of the modeling effort. Widespread participation in technology implementation is practiced. T.1e CERT team uses technology u an integrated tool in its training. The Superintendent uses technolop in her praentations to the school board. APS and the teachers' union call attention to its models and its modeling efforts. 5. Informal tralnin1 is decentralized. CERT team members, as well as district administrators, found that informal training was facilitated by allowing different training models to evolve within each building rather than promoting a standard model across schools. 6. Networking among schools is encouraged since it is seen as imponant to the success of the program. Networking is enhanced by several activities: during the 1986-87 school year, visits by the nc,w director of the computer education program to every school, including a meeting with the principal, classified staff, and many teachers; publication of a district newsletter on a regular basis; frequent group meetings of Key Teachers and the CERT Team. 7. Word proces.,ing is stres.,ed since APS has found it to be one of the applications which most facilitates the use of technology throughout the curriculum in Albuquerque. 3 -8. The role of the personality of the trainer in technology has been identified as a key element in the success of training. Cenain personalities are seen as panicularly motivating and these are being increasingly encouraged at the CERT and Key Teacher levels. Some of the attributes of these "successful trainer personalities" have been identified: advocating a non-technical approach; demonstrating supponive, empathetic 2. In the early 1980's, training in programming was emphasized. With the advent of applications software. staff ttaining in programming vinually has ended. 3. Conlequently. the demand for additional prinr.ers has radically inaeased. Albuquaque Public Schools Computer Education Prop-am p. 49

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AL111RNA11VI APPROACIBS To DBVBLOPINO A CADllB OP ""'llACHER TBcHNOLOOISTS" attitudes; workin1 effectively with adults and people of diverse backgrounds. Technical expertise is not seen u essential for an effective trainer. An ability to use technology as a tool in education, and to shire one's insipts into ways in which technololY enhances teachin1, are seen as vital for computer education program staff. 9. Accordinl to the Special Assistant for Educational Computing, the strength of the APS proaram relies on the a complementary and mulddlsdpllnary efforts of the APS teachers, principals, CERT, central administration, Board, and the faculty and ldminisa,uion ex two institutions of hiper education -UNM and T-VI. It is not the result of any sinale individual's efforts or vision. Teachera And Studenta The following ~acts were ,eponed by teachers and staff to have resulted from APS's efforts in introducin& educational technologies into the schools: Additional training is desired. Since over 75'1 of the teaching staff has been through the Computers for Educators sequence, additional formal and informal training in computer education is now seen u essential. Consequently, a new three-year training plan has been devel~ training has been made a requirement for all new teachers hired; and the CERT team. originally scheduled to return to classroom instruction after the initial wave of training was complete, has been continued indefinitely. Teachers report that the ~basis on integrating technology into the curriculum frees them to focus on teaching their subject matter more effectively; helps them avoid having to feel they need to be specialists in technology; and $ives them the freedom to learn to use the technology to further their teaching objecnves. Several teachers said this emphasis on intearating the technology u a tool, rather that teaching technology as a specialty skill. empowers them to be better teachers. and their students to be more effective learners, in the curricular area for which they are responsible. A significant change noted by teachers at the secondary level is that the use of computers has increased their ability to instruct using small group and cooperative learning strategies. Teachers and administrators ci~ significant improvements in student self-concept are the result of the use of technology. The Organization and Beyond Several impacts on the organization have also been reported: There has been very little attrition of the CERT team members. This seems to be partially due to the evolution of their role from trainer to supponer and facilitator. - The local teachers' organization, the AFT strongly suppons technology training because it views technololY as being cost-effective, and because it allows teachers to have more time available for instruction. The AFT also believes training in the educational uses of technology enhances the job holding power of its members, panicularly secondary school teachers who are teaching electives with declining enrollments and those who must respond to recent state curricular ref onns. Electronic mail is seen as a great resource by the CERT team. They report it is being Albuqusque Public Schools Computer f.ducalion Propam p. 50

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ALTERNATIVB APPROACHES TO DEVELOPINO A CADRB OF -nACHER TECHNOLOGISTS" used increasingly by other APS cmplC>yccs as an informal training tool district-wide. It is also recognized as facilitating sharing across schools. While loan programs have been available to teachers at the discretion of each principal (and primarily during the summer), parents have just recently had opportunities to borrow APS microcomputers. To make computers more accessible to low-income families, APS Chapter I has a "Parent Loaner" program in which parents, after receiving training with their child, can check out a microcomputer for use in the home for several weeks. Parental and community response to these loans has been extremely positive. Staff in the Computer Education Program feel it is imponant to know what is happening on the national scene in order to plan for change as systematically as possible. They do this through professional contacts, attendance at conferences and meetings, and by participating in regional and national cooperative efforts. Poucv ISSUES Several policy issues emerged fror 1 the review of the Albuquerque Computer Education Program. Training The disttict has a new policy in effect this year that all new teachers hired will be expected to have computer competency to support the insnuctional use of computers. This can be demonstrated via prior courses, proficiency testing or taking the Computing for Teachers course within the first two years of their employment. The characteristics of a good trainer, especially at the building level, arc still being examined. One CERT team recommendation involved not using teachers to train teachers from the same school for formal training., Two reasons were cited: first, school staff often bring a less serious and more social attitude to training sessions if the trainer is someone they work with daily; second, there is much to be gained by sharing training with personnel from across the district Training must be supported by administrators, especially building level principals, in order for a training program to be effective. As teachers become initiated into technology and see its integral value as a tool, many prefer to have abundant opportunities to explore and experiment with the equipment independently and at their own leisure. The preferred location for this exploration is "at home." Loaner programs for both teachers and parents are highly recommended and need to be further explored. The CERT members recommended using more variety in the training of secondary teachers to encourage their initial forays into technology applications. Elementary staff were rcponcd to respond in more open ways. Trainers discovered that it was better to mix principals with teachers during training. Not all principals liked this method due to a fear of making mistakes in front of their staff. CERT team members also noted that it was better to offer training away from a principal's home campus because many principals were apt to be called away the midst of Albuquerque Public Schools Computer Education Program p. 51

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AL11iRNA1M! APPROACHES TO DEVBLOPING A CADRB OF ''nACHER TECHNOLOGISTS" training due to "emergencies." A neutral location kept principals involved in the training program. APS staff believed additional strategies were necessary to encourage teachers to use labs for follow-up applications, extra practice, etc. Equity Teachers who had easy building level access to hardware and software, especially those who had computers in their rooms and/or at home, were more likely to implement what they learned in the computer training sessions. According to teacher interviews, the major incentive for attending teacher training was to be eligible to have building-level access to microcomputers and easy to use software applications. This was particularly true for those teachers who had access to computers at home. Access to computer equipment was consistently cited as one of the biggest concerns for teachers. A frequent problem is that once training has occurred teachers want to use hardware and software at their home schools. They become very frustrated when this is not possible directly in their classroom. While APS has one of the better computer-to-student ratios in the US, they have not solved the inequity of access between large st.!lools and small schools. Initially, computers were allocated equally to schools, regardless of the enrollment in a school. One way APS is attempting to cope with distribution is to explore alternative placements of equipment ranging from the traditional computer lab (usually 15 computers) in every school to various configurations of mini-labs and/or local area networks (LANs). APS administrators and teachers alike hastened to add that the access issue must also be considered in tel."'15 of competing technology programs, such as the Young Astronauts Program, and the subtle pressure exerted on teachers by having an increasing number of students with home access to computers and greater computing knowledge. Funding Diverse and creative financial support is seen as crucial to the continued evolution of the computer education program, especially in light of the pressures generated by the 20% growth projection for APS over the next three years. District administrators advise that bond issues cannot be undertaken too regularly without alienating the public. When they are used, it is well worth the time and resources to spend at least a year prepar:,1g the business community, the general public, the parents, and the teachers for the bond issue. APS is now trying to shift from bond to internal funding for purchasing hardware. To date, there has been little dependence on grants from major vendors. This pattern is anticipated to continue. The CERT team has an adequate budget for software purchases to support the district program. In addition, schools may use their instructional supply and textbook funds to acquire special software to meet their needs. PT As have also generated software funds in many schools. Of a related nature, costs have been cut as much as possible regarding technology related staffing. The size of training staff presently appears to be very lean. 4. The district policy is that teachers arc required to have a course certificate (or proficiency equivalent) in order to use computer labs. Albuquerque Public Schools Computer Education Program p. 52

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ALTBRNATIVB APPROACHES To DEVBLOPING A CADRE OP '"TEACHER TECHNOLOGISTS" APS has not paid teachers stipends as an incentive _for training. This has, apparently, not been a serious impediment Teachers expressed appreciation for being given a choice of receiving free, district-credit training through TV-I, or paying personally for university credit training from UNM. Though the spirit of voluntecrism is presently high, administrators must continue to look for ways to recognize teacher accomplishments as proof of the district's commitment. APS has developed a centralized purchasing model which has been adopted by the State Department of Education. The district has adopted the Apple and MS-DOS standards for the instructional pro~ dependent upon unique needs, special requirements and availability of software for each instructional program area. Nevertheless, exceptions to the central policy are allowed, albeit with some difficulty, to encourage genuine decentralized support of the technology efforts. APS does not expend significant time or resources in a software review process since software purchases emphasize applications. For other software, the process involves first requesting free examination copies for review. Group pricing is required in order to reach the "disnict approved list," but single copies can be adopted by teachers or at the building level without district ap~val. This seldom occurs. Planning Coordination and long-term planning has been a key component of the computer education program since the year prior to the bond issue. This program has been effective, in part, because it has addressed the needs of a very large proportion of teachers and administrators. Even more importantly, it has succeeded because change has not been forced quickly. To quote Superintendent Barna: If you want change to occur, go slowly ... One year before initiating massive infusion of technology, tell the staff that software and hardware are coming and set up problem solving situations where people can buy into the new changes. This becomes a self assessment process at individual, building, and district levels. After identifying the "when, who and how" it will be resolved with a district plan, run it by everyone. Start with several pilots which are extensively evaluated and then enter full-scale implementation. Put equipment out in phases and require building level plans too. Have a definite strategy of how the money will be spent over the short term and focus heavily on training early on. Mandates and Reforms Due to a recent state reform package (i.e., Senate Bill 106), several mandates have been imposed, including the increase in required units, which impacts elective programs. One of the areas hardest hit is occupational education. An area historically known for its investment in technology, the occupational education program is anticipating ways to counteract the expected drop in student enrollments. A central question arises: how can new forays in educational technologies be maintained, which have significant implications for the work place, despite the decreasing number of electives available to students under the new state guidelines? The state legislature has not fully funded the reforms it has passed. Contrary to actions of most other states, the state has "adjusted" its stance on implementation and has Albuquerque Public Schools Computer Education Program p. 53

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ALTBRNA11VB APPROACHES TO DEVELOPING A CADRE OF '"'Il!ACHER TECHNOLOGISTS" delayed requiring implementation of most of the reforms due to limited funds. Until the legislature meets in the fall of 1987, districts are not sure what the implications are. Maintenance TlDlely and inexpensive local equipment maintenance should be seen as an essential supplement to training. When equipment breaks down, a quick turnaround is necessary to maintain technology as an integrated and hopefully increasingly invisible tool. APS employs two full-time Apple and IBM certified technicians, with a third technician providing services on loan from the District Library Instructional Technology Services Department. APS has three mobile units available to provide on-site maintenance and an extensive lab for more complex repairs. A system has been established to track the number of incidents of computer breakdowns, types of repairs and associated maintenance costs. The Maintenance Department is linked directly to the Apple factory via computer/phone network in order to assure instant technical assistance. Integrating Technologies Into The Curriculum APS has set two key directions for the future: making what they have work; and integration of technology into the content areas. Integration has been an explicit purpose for several years. One strategy which was found to be especially effective, and which APS would recommend to other districts, is to focus on a few applications rather than overwhelming the staff with a myriad of software or trying to teach a limited number of teachers programming. Some integration oriented pilot training programs undertaken recently by CERT include: Computers in Literacy Development Project; Curriculum Review for Computer Integration; Math/Science pilots; and the Integrated Systems Pilot (Wasatch). Another strategy which seems to promote integration lies in the nature of the CERT team: each member is expected to service both regular and special educators, as well as administrators and classified staff. APS's well known side-by-side structure of integrating special education and chapter one populations is another method which bears further investigation. Another issue which influences cwricula integration involves whether to use school-wide labs, mini-labs, or classroom specific placements. While trained teachers prefer classroom placements, the district's early emphasis was on labs due to limited fiscal resources. CUJTCntly the district is facing the loss of computer labs due to space limitations because of the student population explosion. Elementary schools are moving toward mini-labs as a stopgap measure. The pressure from parents and teachers is forcing examination of other alternatives. The three-year plan for 1987-89 recognizes this dilemma and is beginning to research the following hardware configurations: mini-labs (stationary, rotating, and content area), and networking/LAN instruction. -APS is developing a plan of how to integrate other technologies with the curriculum but it was not yet complete at the time of our site visit Interviews with the Computer Program staff reveal that other technologies are being piloted. Some current exploratory forays into the "other world" included: robotics; CD-ROM; laser art; interactive videodiscs; computers in music and art; and wide area networking. Albuquerque Public Schools Computer Education Program p. 54

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ALTBRNATIVB APPROACHES TO DEVELOPING A CADRE OF 'nACHER TECHNOLOGISTS" Evaluatlon APS has been frustrated by efforts to evaluate a program that is constantly changing. The school board and others, understandably since they arc often product-oriented, seek evidence of success at the pilot stage, before the program has been fully developed or implemented. They want to know that the expenditure of funds is bringing results. In Albuquerque, the evaluation design was developed by a team of APS and UNM staff and concentrated on student, teacher and administrator attitudes; student knowledge and achievement; the effects of computers on classroom climate; motivation and problem solving ability; teacher instructional approaches; and a description of the program as it evolved. APS staff felt this type of long-range research met neither the board's desires, nor the staff's need for immediate feedback which could be used to improve the program. In order to make program evaluation even stronger in the future, APS recommends developing a clear method of negotiating major questions with a design team representative of different constituencies, focusing on a balance of practical and research questions, and concentrating on process information to improve the program as it is being implemented until the program is stable enough that data can be collected to substantiate the effects of computers on student achievement (3-5 years). CONCLUSION The future of educational technology appears solid for APS given its strengths in long-term planning; narrow focus on training to use a limited number of applications; emphasis on K-12 integration of technology as tools throughout the curriculum; support oriented ttaincrs who are also teachers; and a comprehensively installed b_ase of computers. APS has succeeded in implementing a large-scale computer education program designed to provide all of the district's students with some access to computers as tools for learning and in successfully training most of its teachers to use computers as tools across the curriculum. Y ct there arc some issues remaining to be addressed, especially how to cope with a burgeoning growth rate adding over 15,000 students to the system in the next three years. -Albuquerque Public Schools Computer Education Program p. ss

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ALTERNA11VB APPROACHES TO DEVELOPING A CADRE OF '~ACHER TECHNOLOGISTS" FOR ADDmONAL INFORMATION The principle contact for the project is: Dr. Paul Resta, Special Assistant for Educational Computing Albuquerque Public Schools 725 University, SE Albuquerque, NM 87106 505-842-3738 The principle written materials on the project include: Johns, J. et. al. APS Cmnputer Education Pilot Project; Computer Effects on Instruction. Evaluation Rm,orts #1-3. Albuquerque: Albuquerque Public Schools, January 1986. Johns, J. et al. Computer Education Pilot Project Sumrmuy 1983-86. Albuquerque: Albuquerque Public Schools, May 1987. Scrogens, L. APS Educational Technoloc Plan; The Next Years. Albuquerque: Albuquerque Public Schools, July 30, 1987. -Albuquerque Public Schools Ccmputer Education Program p. 56

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HOUSTON INDEPENDENT SChOOL DISTRICrs DEPARTMENT OF TECHNOLOGY In The Midst of Challenge and Change Introduction Houston Independent School District is one of the largest urban school disnicts in the country with 190,000 students and 11,000 teachers. There are about 370 principals and assistant principals. One hundred fourteen (69%) of the 165 elementary schools qualify for Chapter 1 services. Over 80% of the students of lDSD are minorities (many of whom are from lower income homes). Student mobility approaches 40% each year. Almost one out of every five students display limited English proficiency and over 70 languages are represented among the student population. In 1982, a highly supportive Houston Independent School District (HISD) approved the establishment of the first Department of Technology (DOT) in a public school system in the United States. DOT started with a staff of three. Patricia Sturdivant, an experienced teacher and trainer who coordinated computing services for a regional education service center serving 54 school districts, was selected by Superintendent Billy Reagan to head the Department of Technology and was appointed the first Deputy Superintendent of Technology in the United States. HISD attracted considerable attention by this action. A large number of goals were established for the DOT including: coordinating the district's use of technology for instruction and administration; developing a K-12 com1,,uter science/literacy curriculum; performing needs assessments and long range planning; maintaining an awareness of new technological developments; evaluating software and promoting its effective use; training administrators, teachers and parents in the uses of computers and other media as tools. One of the first activities of Pat Sturdivant and the DOT staff was to implement a training program for HISD. Aimed at developing a cadre of Teacher Technologists, the training program that resulted was an intensive 296-hour effort beginning with literacy, progressing to mastery of numerous applications, and concluding with 90 hours of instruction in three programming languages: LOGO, Pascal, and Basic.1 Many of these trained technologists were later hired by DOT, other school districts, and by business and industry. At the same time that the training program was being undertaken, DOT began to negotiate with hardware and software vendors and signed a cost-effective contract with Apple.2 DOT also established disnict-wide structures including: a centralized system for purchasing hardware and software for all schools in the system; an elaborate software review process; and formalized policies on the use of educational technologies at the building level. During its first three years, 1982-85, DOT established as a top priority the installation of a computer resource center in each school (not in each classroom). In pursuing this goal, DOT has overseen a large increase in the number of computers in 1-llSD. At DOTs inception there were 280 microcomputers. In 1987 there were 10,000 instructional micros, 8000 of which were Apples. The computers to students ratio is 1:19. There are seven schools with networks, ten mini-computers, an IBM mainframe, 243 schools tied to 1. Teacher Technologists study any two of the.,e languages. 2. Apple's second such contract The first was Minnesota.

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AL't'BRNA11VB APPROACHES TO DEVELOPING A CADRE OF ''TEACHER TECHNOLOGISTS" ENET (an electronic mail network), and Instructional Television is being used to disseminate information to teachers and administrators. Out of the district's total of 165 elementary schools, 114 have Chapter 1 computer laboratories, as well as locally funded laboratories. All schools have computers. Some 40,000 elementary students are currently using Apple Ile's for word processing. At the middle school, all seventh grade students must demonstrate computer competency as required by state law. State mandated computer literacy courses are taught in laboratory settings by the Teacher Technologists and by teachers trained by DOT through shorter training programs. All of the district's 67 middle and high schools have computers, often in labs containing approximately 10-15 micro-computers. Throughout its existence, the Department of Technology has attracted considerable attention. The Department and its Director have been the subject of at least two "cover" articles in national magazines. DOT has received a steady stream of visitors from school districts, state and national public policy makers, and a broad spectrum of national business leadership. DOTs purchasing and software review policies have shaped the approaches of numerous school districts nationally. In 1985 alone, DOT was cited by the Texas Computer Education Association as having the most outstanding teacher training program in the state; EPIE Institute identified Houston as having the best school-home partnerships in educational computing; and DOT was cited by Electronic Learnio& as one of the "eight model schools in educational computing." Over time the Department of Technology became a large centralized organization with great control over all aspects of training, purchasing, research and development, community outreach, and policy making with regard to technology. Recently, a number of factors have arisen placing increased pressure on the centralized approach of Houston: the maturing of the program in Houston; a new superintendent; increasingly active principals and teachers; changes in DOT's place in the HISD administrative structure; and reduced central funding. TRAINING Objectives of Training DOT has identified eight general objectives for its training program: 1. Train a "cadre of teacher technologists" with 296 hours of instruction. 2. Use the teacher technologists to: train faculty; operate computer labs within each building; help teachers use computers in their classrooms; and use technology to assist the campus administrators. 3. Use technology (training videotapes and disk-based tutorials) to teach technology. -4. Present model training sessions and materials where the teacher is a "facilitator" of instruction rather than a "lecturer." 5. Develop a competency-based training program in which advanced tr:aining hinges on demonstrated proficiency. 6. Emphasize the use of the computer as a problem-solving and information management tool and de-emphasize programming proficiency. Houston Independent School District's Department of Technology p. 58

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ALTBRNA1lVB APPROACHES TO DEVELOPING A CADRE OF "TEACHER TECHNOLOGISTS" 7. Establish a model school of the future where teachers can practice what they have learned in training. 3 8. Train teachers in the use of DOT Writer, developed by the DOT, to establish consistent and communicable formats for word processing and data management. Types of Training DOT offers three types of training organized into competency based three-hour modules: Computer literacy and computer science courses teaching how computers work. These courses meet detailed Texas Education Agency guidelines; Courses focusing on how hardware and software can enhance a teacher's or an administrator's personal productivity; Training illustrating how technology can enhance and enrich the curriculum. Training Teacher Technologists The major focus of DOT's training has been the training of Teacher Technologists. DOT would like for each school to have one Teacher Technologist, but a principal must designate one of his or her staff for this added duty and must nominate the candidate to DOT for training. By the summer of 1987, 223 out of 248 schools (90%) had requested a Teacher Technologist and 176 (71 % ) had one. The teachers who are accepted by DOT for training participate in a 296-hour course conducted by DOT staff after school hours. The course has ten modules: computer operations; literacy and its curricular considerations; 3 prog,.arnming languages (Basic, Pascal, and LOGO); technology resources and related software evaluations; emerging technologies; scheduling and classroom organization and management; word processing; data management; instructional applications; and self study. Teacher Technologists arc also required to receive 30 hours of update training each year. Upon successful completion of the program, the individual is designated a "Teacher Technologist" in his or her respective school. Teacher Technologists must teach regular classes at least 60% of their time, but most teach at least 80% of their time. Other duties of Teacher Technologists include: managing computer related programs within the building; conducting formal and informal training for faculty in after school workshops and meetings; training building-level certificated and classified staff; - offering informal technical support to students, parents, teachers and staff as requested by the building principal; establishing computer clubs and other student involvement activities; performing a variety of support duties associated with technology such as planning, maintenance, software evaluation. 3. Currently DOT is using the Apple Classroom of Tomorrow (ACOT) program at the Black Middle School to pilot ways in which teachers can go beyond computer literacy and address the integration of computers into the curriculum. Houston Independent School Disttict's Department of Technology p. 59

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ALTERNATIVE APPROACHES To DEVELOPING A CADRE OF "TEACHER TECHNOLOGISTS" Teacher Technologists receive an annual salary bonus of $2000 as lonf as they complete the annual update course and their assigned duties at the campus level. The eleventh cycle of the Teacher Technologist training program was completed in the summer of 1987. Since 1984, the training program has produced over 240 trained Teacher Technologists. Approximately two-thirds of tho~ entering the program complete it Of the 240 Teacher Technologists trained by HISD, a significant number have been lost to the private sector. Recently this "brain drain" has abated. This may be a result, in part, of Houston's poor economy at present. It may also result from the salary incentive offered to Teacher Technologists. Six DOT district-wide trainers provide the Teacher Technologist training and many other training programs for a wide group of clientele. Other Tra1n;ng Programs HISD has a 20-hour mandatory trauung program for principals and area superintendents. Five modules are required: computer literacy; planning and decision making; hardware and software selection, evaluatlon and implementation; emerging technologies; and information sources. Optional modules include: word processing; data management; telecommunications; online databases; and how to generate parent and business/industry support. In addition, periodic inservice training is required of administrators. DOT offers a special program for Computer Literacy Teachers who teach the seventh grade state mandated computer litcncy classes. Science teachers (K-12) arc provided with a specialized set of training modules in order to prepare them to use computers as a part of their approach to teaching science. DOT trainers develop customized courses to meet the needs of librarians, aides, and teachers. These courses range from 24 to 296 hours of instruction and are conducted by the DOT staff. An elective calendar of inservice workshops, open to any staff member in the district, is published every three months. Usually, four workshops are offered daily somewhere in the district by the DOT trainers, the Teacher Technologists, or others. DOT provides eight hours of training to volunteers who work in building level computer labs. To date, 950 parents have been trained in the basic operations of the computer. Since September 1985, HISD has had a special grant from Apple Computer, Inc. funding an Apple Classroom of Tomorrow (ACOT) project at the Black Middle School. A formal training program was designed for the ACOT project and was staned in January 1986. Forty-three enrolled. The training focused on word processing, database management, and graphics. By April of the same year, there was a gradual shift from group sessJons to individualized sessions to meet unique needs. Sixty-five percent of the training sessions occurred during the regular school hours and the rest were conducted before or after school. Since the inception of the special training for the ACOT project, the percentage of instructional staff possessing computer literacy and special applications skills at Black Middle School has risen from 51 % to 92%. 4. In September 1987, the superintendent proposed that this stipend be abolished for all except Chapter 1 personnel. This proposal wu rejected by the school board for the 1987-88 school year. Houston Independent School District's Department of Technology p.60

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ALTERNA11VB APPROACHES TO DEVELOPING A CADRB OF '"TEACHER TECHNOLOGISTS" HISD offers a variety of training programs for clerical and administrative staff using the Macintosh which has been designated the computer of choice for building level administrators. Dedicated applications for some administrative functions (e.g., attendance, inventory) are supported for the IBM PC. Two parent training programs are provided by DOT: Computers Can, a program offered by DOT since shortly after DOTs inception, provides 12 hours of training for parer.ts and their children. After completing this training, students and parents are allowed to check-out hardware and software for a two week period. Ten computers at each Chapter 1 school are used for training and 10 others are available for lending. Originally begun as a 24 school pilot program, Computers Can was later established in all Chapter 1 schools. This successful parent involvement program has been replicated in several districts across the United States. CompuBuy is a program for all parents and staff. Participants may purchase microcomputers at the district's discounted bid price. A CompuBuy Software Lending Library is also available which reduces costs for parents and staff. A free one-year membership in IDSD's software lending library accompanies any purchase of a computer made through this program. Finally, school board members have been offered 40 hours of training and some board members have participated. Other Activities of DOT DOT, from its beginning, has engaged in many activities other than training. To carry out these additional activities, DOT currently has a staff of 65 including technology trainers, software developers, graphic artists, hardware/software ~pecialists, technicians, and interactive video experts. At its peak there were 189 DOT staff including IIlSD's audiovisual staff. In 1987, the new superintendent reorganized all central office departments and removed instructional television and library services from DOT. One primary task of DOT since its inception has been the development and enforcement of guidelines for the placement of computers. Before schools could receive equipment purchased centrally, they had to develop a Microcomputer Implementation Plan (MIP) and get it approved by DOT. Approved MIP's: described the program; identified program objectives, the target population expected to use computers, and personnel responsible for implementing the plan; specified the hardware, applications, and software to be used; identified the training modules to be delivered to the teachers; set schedules for all of the above. After the plan was approved, DOT provided the training necessary to carry out the plan. When a representative number of staff had been trained, DOT ordered and installed the hardware and software. Houston Independent School District's Department of Technology p. 61

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ALTBRNA11VB APPROACHES TO DEVELOPING A CADRB OF '"TEACHER TECHNOLOGISTS" DOT established certain requirements for approval of a MIP: The principal must have 20 hours of training;' There must be a Teacher Technologist who can train the staff to carry out the program, or key teachers must must be identified for DOT training; There must be training for the teachers of the mandated state computer curriculum (middle schools only); There must be plans for training all instructors in science in the science curriculum (K-12); Any teacher using computers must attend from 24 to 296 hours of DOT instruction (depending on their teaching assignment and use of computers). DOT staff also C81T)' out a number of other activities: DOT staff organize and conduct a monthly users group for middle and high school computer literacy teachers. DOT has successfully produced and sold videotapes to other districts, corporate purchasers and others, on how to develop and implement local technology plans. In 1983, DOT staff began to develop their own software for the district. This was the result of the limited software available to meet specific instructional needs (e.g., English as a Second Language), the high cost of commercial programs in the large quanti~es needed, and because of pressure to meet the Texas Educational Assessment of Minimal Skills (TEAMS) mandates. Specifically, the staff was being responsive to the uniquely pressing needs of HISD's large Spanish-speaking student population. Over the course of the past five years, district-specific software development has continued, fueled by increasing concern about the lack of comprehensive courseware solutions, and by opportunities for sale of software to other districts. DOT has also extensively explored other emerging educational technologies, especially the interactive laser videodisc and more recently CD-ROM and CDI. A unique DOT resource is the Techmobile, a specially designed mobile van that tours the district to demonstrate the latest hardware and software developments, such as voice digitizers, music synthesizers, laser printers and a robot. The Techmobile responds to school requests with two-Week visits. DOT oversees the Apple Cla&1room of Tomorrow (ACOT) program at Black Middle School which is equipped with over 200 micros donated by Apple Computer, Inc. Unlike other ACOT sites in which there is one computer (at home and at school) for students and teachers in one or more classes, Black Middle School is equipped with three Apple Ile computer labs with 30 micros each and there are 3-5 Ile micros in each classroom. In the summer of 1986, DOT tried an experiment with unused federal funds. A computer-based program for "at risk" students was developed. Teachers were provided stipends for special training, given great flexibility in the teaching approaches they could employ, and were treated as independent professionals. Using DOT software to address TEAMS (state mandated) competencies, the program achieved significant 5. The Director of DOT has a strong belief that all principals need training and sees this requirement as a critical component of HISD's initiative. She says: "While [the principals] need not be proficient in using computers, they must understand the technology's potentials, implementation, obstacles, and administrative policies and priorities." Houston Independent School District's Department of Technology p.62

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ALTERNA11VB APPROACHES TO OBVBLOPINO A CADRE OF ''TEACHER TECHNOLOOISTS" improvement among students. Funding does not exist, however, to incorporate this successful effort into the regular program. nor even to repeat it. 6 Originally DOT had planned and employed an extensive research effort through the HISD Research Department Budgetary limitations and administrative changes reduced DOTs ability to engage in research. DOT's annual Technology Fair showcases student and staff achievements in the use of technology. The fair generates widespread enthusiasm and publicity. The contest categories have been designed so that all levels of student expertise can be rewarded. Local businesses support the effort by contributina pri7.es. DOT has sought out business/school partnerships. Local businesses are encouraged to contribute tutors, not money. Programmen, systems analysts, and hardware engineers help teach students computer science and related technical subjects. DOTs monthly newsletter, Technomro, alerts staff to training opportunities and communicates information about new technologies. DOT PRINCIPLES As a result of these activities of DOT over the years, DOT and its Director, Patricia Sturdivant, believe several principles should be followed in introducing computers into a school system: establish policies early; standardize hardware and software to enable a district to focus its program, as well as simplify to training and maintenance; train administrators first and teachers second; use technology to teach technology; emphasize practical computer applications. DOT'S BUDGET The DOT Director also favors a well-managed and centralized budget process for technology. Such an approach, she feels, allows for more flexibility than decentralized, splintered acquisition of hardware and software. DOT is a very large and complex organization. Its budget reflects its size. During the 1986-87 school year, the DOT budget totaled $2,291,758 plus $350,000 generated from software development sales. The source cf this funding included Chapter l, Chf tcr 2, state and local monies. This represented a $545,000 reduction from the prior year. 6. Even though this small (teacher to pupil ratio wm l to 8) pilot program succeeded, DOT staff reported a lowered morale of the members of this project team since the program could not be pennanently implemented, even on a limited basis. This is always a risk taken by pilot programs for which pennanent funding is difficult to obUlin. 7. In the 1987-88 budget, the Superintendent auempted to funher reduce DOT's funding through decentralization and staff freezes. These freezes were rescinded as of September 1, 1987, in pan because of strong re.,istance generated by DOT Direc10r Sturdivant Homton Independent School Disaict's Depanment of Technology p. 63

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ALTDNA11VI APPllOACIBS To DBVELOPINO A CADRE OP 'TEACHER TEcHNOLOOISTS" DOT'S PLANS FOR FuTuRE ACTIVITIF.S DOT has several new activities currendy in development or planning stages: Software is under development which will tutor students who have failed the swe-adrnini~tered criterion referenced tests (grades 7, 9, 11) required for high school graduation. Teacher Technologists intel'Viewed indicated they will offer more training classes at the building level because program evaluation data revealed teachers would like more courses conducted there. A DOT developed multimedia program (software and video) for "at-risk" middle school students is being piloted in 1987-88 to reduce the number of dropouts. The K-2 reading/language arts software program (including a talking word processor) will be expanded &om 119 to 143 elementary schools. The spinning off of DOTs software development unit as a private entcrprisc8 will be explored. The DOT Executive Director has endorsed establishment of a National Center for Leaming Technology to accomplish this objective.9 IMPACTS State Maodates and "Reforms" The state legislature, and its various mandates and 11reforms," have negatively affected the training in educational technology that takes place in Houston. The Texas Educational Assessment of Minimum Skills (TEAMS) has had an especially strong impact on the disttict. One impact was to encourage DOT to write its own software -to address the the specific mandates of Texas. The emphasis on software development helped brin' about an increase in size of the DOT staff thereby affecting DOTs image, and lately 1ts political effectiveness, within the district The commitment to software development helped to shape the orientation at DOT by focusing efforts on computer-assisted instruction. Another impact was to deemphasize the use of LOGO, which had been emphasized prior to the passage of TEAMS, since the emphasis on accountability and minimum competencies in basic skills specified by TEAMS made the district's efforts to address higher order thinking skills and affective behaviors difficult. In 1983, Texas House Bill 246 was passed requiring students to take a computer literacy course during the seventh grade. Middle school students are exposed to computer concepts such as programming, history and development of computers, and the impact of technology on society. Students arc also given hands-on experience with word processing and databases. These courses arc taught by Teacher Technologists and computer literacy teachers who must pass a state computer literacy test before teaching the course. 8. MECC has recently gone through such an evolution. See the cm study on Minnesota. Also, see below p. 66. 9. See Appendix D. Homron Independent School District's Department of Technology p. 64

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF "TEACHER TECHNOLOGISTS" The state mandated 7th grade computer literacy course focuses attention on the "computer course" and the "computer teachers" that teach it. This mandated focus on computers as subject matter, emphasizing programming and the recall of facts about computers, conflicts with HISD's desires to use the computers in an integrated way throughout the curriculum and, also, inhibits the use of computers to integrate the curriculum. In addition, HISD believes the resources expended on the mandated 7th grade computer courses would be better spent in an effort to support the integration of computers into the general curriculum. With limited resources, the computer literacy course bas made it difficult to place computers in the classrooms of content area teachers. Recent state legislation makes computer literacy courses in high schools no longer eligible for state graduation credit Credit was allowed for a two-year transition period that ended in June 1987. Credit is, however, still available for Computer Science I and II. This has caused a serious disruption to HISD's overall computer program, and ultimately affected staffing and training decisions. The statewide textbook purchasing plan undermines efforts to integrate the computer across the curriculum. The restrictiveness of the statewide textbook adoption regulations is clearly evident when we consider that the computer textbook recently adopted must be used for 6 years. In such a rapidly changing field as new technologies, textbooks should probably be replaced every 6 months, or, better yet, be published as loose-leaf notebooks, or provided on easily changeable electronic media. Another impact of state legislation involved the requirement that those engaged in training Teacher Technologists have a master's degree. The HISD training relied on staff trained by the district Although HISD bad provided its trainers with a training program about two-thirds the length of a master's program, the state did not consider them qualified to teach other teachers. It took HISD seven months to get a special dispensation from state regulations for their program. Perhaps the greatest. impact of the state mandates and subsequent legislation was in the area of budgets. Full-day kindergartens, specific library requirements, and even changes in local real estate assessment evaluation procedures (not a part of the state educational mandates but included in other state policies adopted about the same time,) placed enormous demands on the HISD budget. Technology was one of the areas hardest hit by the resulting budget cuts and reallocations. Equity and Access A large proportion of Houston's computers has been bought with Chapter 1 funds. Because of this, serious questions of equity and access in non-Chapter 1 schools have arisen. Equity and access also appears to be an issue in another instance. We found that a special education department program for autistic children (not part of DOT) had access to computers only during the summer at the ACOT middle school. Despite great positive impact that the use of computers had on the autistic children, not a single computer was available for use during the regular school year. According to the staff interviewed, many of the gains exhibited at the end of the summer of 1986 had been lost by the following summer. Houston Independent School District's Department of Technology p. 65

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF ''TEACHER TECHNOLOGISTS" POLICY ISSUES Efforts To Decentrallze DOT For the first three years of its operation, during the tenure of Superintendent Billy Reagan, the centralized approach of DOT went unchallenged. In 1986, Billy Reagan resigned as Superintendent of HISD. Dr. Joan Raymond from Yonkers, New York, was selected as his replacement. In the ensuing months the new superintendent has begun to put her stamp on the HISD effons in technology. Dr. Raymond sees the present structure of DOT as inconsistent with her strong advocacy for decentralization.10 One of the first things the new superintendent did was to reorganize the DOT and its staff, change Pat Sturdivant's title from Deputy Superintendent of Technology to Executive Director of DOT, and change Sturdivant's line of reporting from the Superintendent to the Assistant Superintendent of Curriculum. Dr. Raymond then formed a task force to study OOT. This task force was comprised of district administrators and university professors, but did not include representation from DOT. The task force report concluded that "in order to achieve integration of technology into the curriculum, all teachers will have to be comfortable with information technologies. This is changing the focus of the depanment's training from training teacher technologists to providing broad-based training on an ongoing basis." The task force went on to suggest that planning for this change should include: centralized coordination of training with instructional needs, geographic distribution of training sites, coordination of training times with district school hours, and use of universities as resources for advanced training. Dr. Raymond, as part of her changes, also began exploring the possibility of redirecting the use of Chapter 2 funds in the District. On May 18, 1986, an article in the Houston Chronicle reported that the redirection of district Chapter 2 funds could result m the DOT being "abolished" since HISD had allocated little money from local funds for hardware and software. During the spring of 1986, The Houston Economic Development Council, in an effort to support the DOT, proposed that DOT be "spun off' from the district to become a not-for-profit foundation called the National Center for Learning Technologies. On April 18, the Board of Education authorized HISD administrators to work with HEDC to develop a plan for further action. Houston businessman Alan Rudy began to negotiate with two Houston universities to form a non-profit, tax-exempt consortium with which DOT would be affiliated. It was envisioned that university students would serve internships and professors would have access to the educational programs the Center would develop. HISD would be able to purchase the services of this new foundation, The National Center for Learning Technology, on a cost basis. In August 1987, Superintendent Raymond proposed to the HISD Board a variation of this arrangement calling for the spinning off of the software development efforts of DOT. 11 As a result of the new Superintendent's administrative reorganization and emphasis on decentralization, the role of DOT is in transition. As a symbol of a centralized approach 10. This conclusion is based on an interview with the Assistant Superintendent of CWTiculum and our observations in Houston. We were unable to interview Superintendent Raymond for this study. 11. No action had been taken on this recommendation at the time the interviews for this study were conducted. Homton Independent School District's Depanment of Technology p.66

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF "TEACHER TECHNOLOGISTS" to training, hardware and software purchasing, and development, the Department of Technology is currently being subjected to different internal constraints than previously existed; has reduced stature within the administrative hierarchy; and has been forced to direct much of its energy to what DOT sees as a fight for survival. The results of decentralizing DOT functions to the building level, should that occur, are unclear. There is no evidence that HISD is attempting to develop a plan for a decentralized effort to address educational technology; computer training; computer repair, community training; or investigation of new technologies. Other Issues Raised In HISD Internal IIlSD reviews have pointed out several training issues. First, DOT feels there is a need to devise ways to provide training sessions during the regular work hours or incentives for training outside work hours. Second, it is believed there is a need to give the Teacher Technologist some relief from student teaching duties or to increase the number of Teacher Technologists assigned to help other teachers. All levels, from elementary to secondary, arc having problems finding time for the Teacher Technologist to work effectively as a trainer, coach and role model with teachers and administrators while teaching a full classload. DOT believes it is critical that the question of funding additional planning and training time for the Teacher Technologist to work with other building level staff be addressed. Another policy issue that is emerging in HISD concerns the amount and type of training needed for IIlSD staff. Some key administrators feel self-education should be the primary emphasis given the base of Teacher Technologists at the building level. But this may only be an argument that accompanies an effort to reorganize or reduce the size of DOT. From a central office perspective, DOT was judged to be not satisfactorily "providing the overall planning and coordination necessary to support other departments in the district." To correct this, the central IIlSD administration eliminated DOT' s administrative autonomy as a separate unit. DOT is now responsible to the Curriculum Department in the Instructional Division. The HISD central administration believes that DOT, as a result of this administrative change, will work more closely with curriculum specialists and program specialists in coordinating services. Issues And Questions Raised By This Study Our observations in Houston raise several other policy issues and questions for consideration. First, we suggest it is appropriate to consider whether a comprehensive training program like that currently in place for Teacher Technologists in HISD is now the type of training that is needed. It appears the original training model, with its emphasis on programming, has not been modified (and shortened) as one might ex~ect given the current move to integrate the use of computers throughout the curriculum.1 12. A great emphasis is placed on programming (i.e., Basic and Pascal especially) for the Teacher Technologist. This emphasis on programming differs from the attention given in other sites visited for this study. DOT feels this emphasis is appropriate since Pascal is required for the state approved Computer Science I and II courses. Our findings would challenge this view except for those directly responsible for teaching the Pascal classes. Houston Independent School Disttict' s Department of Technology p. 67

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF "TEACHER TECHNOLOGISTS" Second, we suggest that a policy which emphasizes the extensive training of a very limited number of HISD staff may be inconsistent with DOT' s desires to integrate technology in the classroom and throughout the curriculum. Efforts to integrate technology through the curriculum require that all staff be trained. Currently, .filSD is. not allocating its training efforts, and does not appear to have adequate resources, to achieve this goal. The primary focus is still on the training of Teacher Technologists. The training of all teachers is much less well developed. Training at the building level has been limited in scope and displays much variance from building-to-building. Our findings from other sites visited for this study indicate that a training course much shorter than that offered Teacher Technologists, a course which eliminates programming as a key clement, which contains exercises designed to increase teachers' abilities to use computers across the curricula they teach, and which is directed toward all teachers, may now be more appropriate than the original Teacher Technologist approach. Houston relies almost entirely on a laboratory computer amngement. In part, this is the product of low purchasing levels for several years; in part, the result of the state mandated computer course which is taught in a laboratory arrangement. True integration of computers will require a significant increase in the purchase of hardware, especially in non-Chapter 1 classrooms, and the placement of computers in classrooms. Morale among technology-committed educators appeared lower in Houston than any other project we visited. Although mSD has more resources than many other school districts, HISD does seem to function amid unusually rigid state and local restrictions. For example, state regulations such as TEAMS helped to shape the staffing patterns at DOT by encouraging a growth in software development; focused DOT on computer literacy rather than an integrated use of technology across the curriculum; undermined the disllict's efforts to address higher order thinking skills and affective behaviors through the use of LOGO; and diverted HISD from its plans and goals. In times of scarce resources, it is not surprising that there arc few other incentives, few psychic rewards, that derive from regular experimentation and limited risk-taking to boost moral and to draw one's attention away from budgetary and political issues. CONCLUSION The HISD approach to technology training and implementation through DOT is significant because DOT was a pioneer in implementing technology programs on a districtwide scale, several years before other districts undertook such efforts. The magnitude of this accomplishment should not go unnoticed. Houston Independent School District's Department of Technology p. 68

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ALTERNAnvB APPROACHES TO DEVELOPING A CADRE OP "TEACHER TECHNOLOGISTS" FOR ADDmONAL INFORMATION The principle contacts for the program are: Ms. Kaye Killough, Deputy Superintendent Houston Independent School Disttict 3830 Richmond Avenue Houston, TX 77027 713-623-5011 Ms. Carol Kuykendall Assistant Superintendent, Curriculum Houston Independent School Disttict 3830 Richmond Avenue Houston, TX 77027 713-623-5261 Ms. Patricia Sturdivant, Director, Department of Technology 5300 San Felipe Houston, TX 77056-3504 713-960-8888 The principle written material relating to the program include: Bounds, M." Plan to Form Computer Consortium Studied by UH, TSU." Houston Chronicle. July 16, 1986. Chion-Kenney, L. "Computer, School, Family in Houston: A Total Commitment" 4 Education Week 10, Nov 7, 1984, pp. 1,10-11. Dede, C. et. al. "Report of the Technology Task Force to the General Superintendent." Unpublished, 1987. Hart, J. "City Learns Lesson on School Computers. Houston Business Journal April 12, 1986. Hensel, B. mso Computer Department May Become National Center. Houston fQll, April 19, 1986. Opuni, K. "First Progress Report for the School of the Future Program: 1986-87." Houston: HISD, January 29, 1987. Reinhold, F. "Houston's Schools Ride The Third Wave." Electronic Learnin~. May/June 1986, pp. 25-28. "School District is Among Leaders in PC Education." Computer & Software News, May 1987,p. 51. Sturdivant, P. "Technology Training: In Search of a Delivery System." Houston:HISD, pp. 1-17. Houston Independent School Disaict's Depanment of Technology p. 69

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A STATEWIDE MODEL OF TEACHER TECHNOLOGY TRAINING: MINNESOTA Teamwork and Sharing In a Supportive State INTRODUCTION The state of Minnesota was selected for inclusion in this study for the number of "firsts" it exhibited in educational technology and because, given such a history of consistent commianent, its state specific teacher training models could likely serve as models for other states. In 1973~ Minnesota became one of the first states to concentrate on technology as a statewide theme for economic development and education. As part of this emphasis on technology, the state created two of the earliest statewide consortia to facilitate the delivery of technology in education: TIES, to share sophisticated mainframe services with local districts; and MECC, the Minnesota Educational Computing Consortium, to provide schools with quality courseware at a time when commercial producers were not ready to risk development funds. The state legislature has also provided research monies to encourage districts to experiment with new methods of delivering instruction. Through the Council on Quality Education (CQE), the first installation of a low-power, two-way television school network and the first K-12 production and use of videodiscs in the U.S. were made possible. Minnesota also was the first state to develop a series of models for using educational technology in demonstration sites; was one of the first states to encourage, with state funds, large scale training of teachers to use technologies in education primarily through regional training centers; is the home of a large number of school districts and businesses that have achieved wide recognition as leading users of technology, including computers, distance learning video, and interactive laser video production; and is the home of the Blue Earth School District, one of the first programs funded by Apple's Classroom of Tomorrow (ACOT) Program. The Minnesota experience is a rich one. Like any review of this scope, our observations are in no sense complete. But we do feel that the energy, the excitement, the effective training and implementation of technology throughout the primary and secondary systems can be readily observed and understood. CONTEXT Our study included a review of: The state department of education and its department of technology; Local school districts and regional demonstration projects funded by special demonstration grants from the state; Higher education teacher training institutions. We focused on the University of Minnesota (UM) although key people at Mankato State University (MSU) were also interviewed. UM is a large cosmopolitan university with 5,000 students in the College

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ALTERNATIVB APPROACHBS To DEVELOPING A CADRB OF "'IMCHER TECHNOLOGISTS" of Education which has a clear focus on research. Mankato State training is geared for the practitioner. Mankato has about 1,500 students in the College of Education. reponal training programs and consortia: MECC and TIES; local education agencies. We paid special attention to four of the 435 school districts in the state. Minneapolis Public Schools, with 39,000 students, is the largest district in the state. Minneapolis has a large, and increasing, percentage of minority students which now approaches 45% of the total student enrollment Two rural districts were visited: Shakopee Independent School District, with 2500 students and Blue Earth, with 1050 students. Both Shakopee and Blue Earth have highly stable and predominantly homogeneous white populations. We also looked at suburban SL Louis Park with its 4200 students. SL Louis Park, previously predominately white, has had a recent significant increase in Hispanic and Asian students. KEY AcTORS AND EVENTS Technology has been extremely important to Minnesota's economic well being since the early 1970's. Forty percent of the state's economy is linked to high technology, most notably 3M, Control Data, Honeywell, Speny, IBM and Cray Research. Even the banking, medical research, insurance, agribusiness and education have been technologically intensive. An Active Legislature and State Department of E~ucatlon Legislators have publicly acknowledged the importance of educational technology in educational improvement effons and economic development and responded with the latest biennial budget with $6,300,000 for six statewide initiative: 1 1. Each district was given the opponunity to receive 75 cents per student or a minimum of $500, whichever was more, to develop a technology utilization plan. Ninety-seven percent of the districts applied for funds and submitted satisfactory plans to the state department of education; 2. Districts were provided with a $1 per student for in service in the area of technology training. District staff determine the specific topics of highest priority to them. To receive these funds, districts need a state-approved technology plan and a brief agenda of training activities. Additional suppon was also funded in the fonn of seven regional MECC coordinators to disseminate MECC materials and to help districts learn how to use them. Finally, the Minnesota Department of Education was allocated $220,000 to provide state and regional workshops that had appeal beyond one district. Specifically, this involved special interest workshops, advanced implementation training, and support for professional organizations to provide training to their constituents. Over the two year period, more than 20,000 people participated. 3. To cope with the frustration of deciding about courseware selection, Minnesota developed and publishes the "High Quality Courseware List" every six months. Indicative of the statewide preference for decentralization, this list is not a list of approved or disapproved courseware. Rather it is a list of reviewed and recommended software. Decentralization has its costs, however. Districts may purchase what they wish, but the State will reimburse school districts for 25% of the cost up to $1 per student for 1. Of these six initiatives, funds related to integration, courseware and dissemination will be cut in half by FY'89. A Statewide Model of Teacher Technology Training: Minnesota p. 71

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF "'D!ACHER TECHNOLOGISTS" materials purchased which are included on the recommended list. The state also pays a small stipend to non-department members of the designated evaluation teams for the reviews of software. 4. Article 8 legislation authorizes the Minnesota Department of Education to purchase rights to duplicate software and/or make volume purchases if the coursewarc packages "are available to the state at a lower cost than if purchased by school districts individually." The Legislature has appropriated nearly $500,000 over a four-year period for this purpose. 5. The Legislature also gave the Department $500,000 over four years to contract for the design and development of coursewarc packages which will meet the needs of school districts and which otherwise arc unavailable or too expensive for individual districts to develop. Database managers and videodisc coursewarc have been the primary focus of this program. 6. Funding for twenty technology demonstration sites has been provided and represents a $2.2 million appropriation during the biennium. 2 Each site was funded for one start-up year and three additional years of operation. The Minnesota Legislature insists that no demonstration program can be funded for more than four years, regardless of its quality. It is felt that in four years there should be widespread adoption of those demonstrations with merit. Because Minnesota is convinced that "a visit to a site has more initial meaning to teachers than extensive inservice offerings," the Legislature designated $300,000 each biennium for transportation costs incU1Ted by visitors from other Minnesota public schools attending workshops conducted by the demonstration sites. Private Sector There is a powerful technology culture which thrives in Minnesota. The first CEO of Control Data Corporation, Frank Norris, was credited by many of those interviewed as strongly influential in the creation of MECC. Numerous other elements of the private sector have strongly supported the state department of education's effons to be "marketers of technologies" and to provide key leadership and coordination services statewide. Many school districts and higher education institutions have obtained support from private vendors (especially Apple and Corvus) and the federal government. Higher Education The dean of UM's College of Education has offered computers to all faculty through a cost sharing between his office and the respective depanment chairs. He noted that over 90% of the faculty arc using computers, at least at the word processing level. The college also has three labs equipped for teachers, one being state of the an. UM staff do not view their role as the major deliverer of teacher training and appear to have little impact on the statewide model of teacher training in educational technology, except for some influence on research and evaluation. In the summer of 1987, the College of Education joined with MECC in establishing the MECC/University of Minnesota Center for the Study of Educational Technology. The purpose of the Center is to foster joint research on how technology can be most 2. Refer to Appendix H for descriptions of these projects. A Statewide Model of Teacher Technology Training: Minnesota p. 72

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF .. TEACHER TECHNOLOGISTS" effectively used in schools. The Center is expected to support from five to ten projects during its start-up phase. According to MECC administrators, MECC has been attempting to establish such a cooperative relationship with MU for 14 years. Only recently has a core of energetic UM faculty emerged supportive of the joint effort. Mankato State University was most frequently mentioned by practitioners as the higher education institution most interested in helping educators implement technology on a daily basis. MSU offers an interdisciplinary Master's of Science degree in Educational Technology. The program emphasizes interactive methods of communication and instruction with coursework in interactive video, low power and cable TV, satellites and microwaves, and computer-assisted instruction. Educational Consortia: MECC and TIES Both consortia have traditionally played a significant role in Minnesota. 1) TIES originated during the 1970's, as a statewide timeshare mechanism and has expanded into offering inservice training as well. TIES developed a "trainer of trainers" training model. It consisted of setting up workshops via district computer coordinators who became the support network for the next level of trainers the building level coordinators. This model was later adopted by MECC and is still used today. There are 53 member school districts in TIES, most of which are suburban. TIES members pay a small membership fee and have access to a strong network of resources, a yearly TIES conference, TIES equipment labs for training, and a comprehensive resource center for software preview. Two TIES staff are supported by state monies to offer training to one of the regions of the state ~nee served by MECC .. 2) MECC was started as a statewide consortium which consisted of four stakeholders: University of Minnesota, state colleges, community colleges and the state department of education. Within its first year of existence, MECC had a statewide timeshare system in place and was increasing the coordination of technological services for higher education. In 1978, MECC pioneered the first statewide purchasing agreement for educational micro-computers. This historic agreement represents the first large contract won by the then new Apple Computer Co. With the dearth of educational software available in the late l 970's, MECC evolved into a software developer and was charged by the state department with statewide technology training from 197 4-84. As a consortium during this period, MECC employed regional technology coordinators to conduct district level and regional training. During 1984-8S, MECC became a self-supporting corporation. This was partially the result of the profit generated by its software development activities. Upon becoming an independent corporation, political pressures forced an opening of the bid process for the regional coordinator service contracts. The following year MECC still received the lion's share of contracts (i.e., six regions), though TIES got one regional contract, and two other contracts went to two other groups. (It is interesting to note that even though some higher education institutions applied, none received state service contracts.) TIES and MECC staff anticipate that the state funding for regional coordinator contracts will terminate within the next year. Interviews with state staff confirm that the state expects local school districts to pick up the costs if they believe technology is important. A Statewide Model of Teacher Technology Training: Minnesota p. 73

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ALTERNATIVE APPROACHES To DEVELOPING A CADRE OF ''TACHER TECHNOLOGISTS" TRAINING State Efforts: TIES J' .. nd MECC Since 1973, formal training has been mandated by state legislation and managed by the state Department of Education. The predominant model of statewide training is through the regional coordinaton who are responsible for establishing a base of competency in the use of technology for education. In the state department's perception, district inservice works best where there is a strong regional coordinator. MECC and TIES are perceived by school district staff as offering the strongest models. Since the state has been supporting computer training for years, a high percentage of the state's teachers have been exposed to the basics. CUffent training is increasingly a response to special requests for training in specific applications like Appleworks or in emerging areas such as telecommunications. The timing of training has changed over the course of the years in Minnesota. Teachers and trainers interviewed indicated that intensive summer training and weekends arc now acceptable if the tmning is for credit, but there is considerable opposition to evening training sessions. Both TIES and MECC offer training and other service. ~o districts outside their regional service contracts on a membership basis. MECC serves over 5000 school districts throughout the United States and Canada. MECC also provides training, sponsored by Apple Computer, Inc. for educators around the U.S. on a. wide range of computer topics. Local Training Local school districts vary greatly in the nature of teacher training models. Many rural and small schools, which lack a concentrated resource base, tend to contract with consortia or avoid providing training beyond a literacy level. Blue Earth and Shakopee depart from this pattern and have supported extensive staff development through active grant writing and community partnerships. In Blue Earth's case, the principal wrote an Apple Classroom of Tomorrow grant and worked with the local businesses to raise funds for a computer director who would also provide technical assistance to the private sector. In Shakopee, the computer director forged relationships with Corvus, receiving equipment grants, and established Shakopee as a beta test site for several major technology companies. He also worked with the nearby penal institution to write some cooperative grants since specific funds were available for penal training. The largest school district in the state, Minneapolis, views training as one of its priorities and has developed an extensive inservice training program. Informal training models Informally, much training is provided at the building level. Additionally, TIES has found informal training strategies particularly productive in reaching a broad spectrum of participants. One strategy, for the past eight years, has been the convening of sharing meetings once a month at the TIES headquarters. Participants includes teachers, administrators, coordinators, and even an Apple representative. Another strategy used by both TIES and MECC includes extravaganza style annual meetings which draw statewide and beyond. Finally, opening resource centers for software reviews has become very popular. TIES facilitates this review process by focusing on one subject per month for a full day. TIES also will go to districts on request to share software. A Statewide Model of Teacher Technology Training: Minnesota p. 74

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ALTERNATIVE APPROACHES To DEVELOPING A CADRE OF ''TEACHER TECHNOLOGISTS" Purposes of Training Other than the large school districts with sufficient training staff, the most comprehensive responsibilities for training reside with the regional coordinators. This is especially true of TIES and MECC, given the large and well established resource base upon which they can draw. TIES and MECC arc similar in their state mandated aims. Their primary focus is on training for curricula integration using the computer as a tool and specifically addressing usage of state supported software. Software applications range from word processing to telecommunications to desktop publishing. The major thrust of training at the school district level varies with each district's resources. Those districts, be they rural, urban or suburban, tend to be addressing the same purposes. Once the district has a sufficient base of comfort with technology, as well as hardware and software, integration of technology into the curriculum becomes the primary challenge. UM offers an introductory course, a school and society course, as well as master's and doctoral level courses which appear to be more targeted for those intending to work in business and industry training fields. Although UM is involved in both inservice and limited preservice technology training, delivering teacher training in technologies is not a key focus of this institution. Rather rese-arch is its prime agenda. But it should be recognized that they train only 12% of the teachers even though 65% of the pool is in the Minneapolis/St. Paul metropolitan area. Key UM administrators indicated that training for the untapped pool of educators is the role of other training institutions such as MSU orMECC. Trainers TIES has two trainers paid by the state department regional coordinators contract. MECC has six. In addition, both organizations offer access to other technology specialists as the need demands. Recently, the state Department of Education has encouraged the regional coordinators to subcontract with exemplary teachers to provide inseivice that is beyond the coordinators curricular expertise. According to key state department administrators, the most requested inservice is now curricula r~lated and no one person could possibly be an expen in all content areas. Annual meetings held by TIES typically attract 500, participants and MECC annual conferences include students and draw an even larger, national audience. In addition, the state department reports that one of the most successful (at genuine integration) and least expensive training models which they will continue to encourage is the use of state professional associations to train teachers at their respective annual meetings. The following characteristics of an effective trainer were consistently cited by trainers and participants as desirable: strong in curriculum first, technically knowledgeable, skillful in reaching adults, comfortable with hands-on strategies, proponent of networking. A Statewide Model of Teacher Technology Training: Minnesota p. 75

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ALTERNATIVE APPROACHES To DEVELOPING A CADRE OF "'1'ACHER TECHNOLOGISTS" Participants In Training While teachers are the priority, administrators and classified staff are trained by the regional coordinators, as are building and district coordinators and higher education faculty. IMPACTS AND FUTURES On the Teaching Staff Consistent with several other sites in the study, most interviewees noted how much more quickly elementary teachers were able to grasp and apply technology across the curriculum. Both TIES and :MECC advocate making training models more "hands-on" and providing additional time for practice. Follow-up sharing sessions arc also encouraged and phone consultations are available at more advanced levels. On the Organizations The two TIES staff interviewed indicated their infonnal teacher sharing network was exceptionally well received. Both also noted that learnings gained from these sharing sessions, as well as fonnal training were being incorporated into an "exemplary practices" database. The state department staff note that the demonstration sites which were extensively funded have had tremendous dissemination benefits. Over 30,000 people visited the sites. Evaluators reported that actual adoptions by "in-depth" visitors to the technology demonstration sites were 62% in computer management and 74% in a variety of instructional use of computers. Another 15% to 26% of the visitors intend to adopt all or parts of a demonstration program in the near future. The sites developed nearly 200 products that arc being transferred to other locations, both in and out of state. Evaluation findings show that adoption of technology was most clearly linked to "the quality of the inservice ... spccifically designed to meet teachers needs." Apparently, the most significant inservice was perceived to be when individual teachers were allowed to work onsite with master teachers in classroom settings very similar to their own. One of the biggest disappointments to all major audiences interviewed involved the lack of participation by the universities. Incentives Higher education representatives reponed that the "whole notion of saving your job" was one of the incentives involved with technology training at lower levels of training. Teachers did not frequently report this. A Swewide Model of Teacher Technology Training: Minnesota p. 76

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF ''nACHER TECHNOLOGISTS" POLICY ISSUES Equity Minnesota is a very homogeneous state in terms of cultures and the issue of ethnic and racial equity only emerged in the larger and more urban districts around the Twin Cities area. Other equity issues were not mentioned. Training In Minnesota, the state department of education has a very strong impact on the method, as well as the products of instruction. For example, the new state contract with TIES and MECC requires that regional coordinators bring in exemplary teachers to do presentations. Additionally, the state department of education, with its control of funding and policies regarding teacher training, has been shifting from support of a "trainer of trainers" model to "teachers teaching teachers" model which has been emerging in other sites visited for this report. This model has worked particularly well in Minnesota when practicing public school educators team with university faculty to conduct workshops (e.g., UM faculty working with Minneapolis area teachers to conduct social studies workshops and Blue Earth school staff working with MSU faculty to deal with curricular integration issues). The state department of education staff said the new "teachers teaching teachers" strategy had proved to be unexpectedly cost-effective and well-received. Consequently, the state department of education is now providing seed monies to encourage state chapters of professional groups (subject matter primarily) to train their colleagues in how to integrate technologies into the curriculum. The Role Of MECC As MECC increasingly becomes a bona fide corporation, many educators expressed concern that MECC will become less responsive to district and building level educators. Centrallzatlon The centralization of services mandated by the legislature for over ten years, and managed by the state department of education, seems to have encouraged an installed base of equipment and software to be distributed across the state. It has also enabled the state to transcend literacy training. But decentralization is being increasingly mandated by the state legislature. Given the state's push for many centralized and state depanment managed activities in the past, the question emerges of how the dependency fostered under centralization is going to be overcome in the short-term, especially in rural and small school districts. Purposes of Technology Instruction and Training The early and consistent adoption of one vendor (Minnesota is 95% Apple) has had a powerful effect on training and instructional programs. Many feel this has been instrumental in facilitating the transition to curricula integration. Coupling the statewide purchasing phenomenon with technical literacy mandated by state policy in 1985, seemed to be a strong incentive for succeeding in getting all districts to comply within 2 years. A Statewide Model of Teacher Technology Training: Minnesoia p. 77

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AL11Dt.NA11VB APPROACHES TO DEVBLOPINO A CADRE OF '"TEACHER TECHNOLOOISlS" The state department of education, with its control of funding and policies regarding teacher traimn', has been shifting from support of a "trainer of trainers" model to "teachers teaching teachers." Certification The consistent position across all audiences interviewed was that additional requirements were opposed and would inhibit the flexible transfer of technologies to teachers and encourage specialization rather than integration. TIES is currently faced with problems of legitimizing its nontraditional, modular training with state guidelines for inservice credit-bearing courses. Other Plans for the near future include continued exploration of interactive videodisc and CD ROM technologies. CONCLUSION Minnesota has accomplished much in training teachers to use technologies and in encouraging the purchase of technologies. State financial assistance, a grant mechanism fostering local experimentation, and an ethic of sharing and cooperation are partial explanations for that success. A Statewide Model of Teacher Technology Training: Minnesota p. 78

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AL TERNA 1lVE APPROACHES To DEVELOPING A CADRE OF ''TEACHER TECHNOLOGISTS" FOR ADDmONAL INFORMATION The principle contacts in Minnesota include: Gilbert Valdez, Manager Curriculum and Technology Section Minnesota Dept of Education 684 Capitol Square Building St. Paul, MN Dr. William Gardner, Dean College of Education University of Minnesota Minneapolis,MN 55455 612-625-6806 Mr. Don Rawitsch, Administrator Minnesota Educational Computing Corp. 3490 Lexington A venue, Nonh St. Paul, MN 55126 612-481-3650 Marla Davenport Metro Region Technology Coordinator TIES 1925 West County Road B2 Roseville, MN Gladys Sheehan, Director Educational Media Services Minneapolis Public Schools 807 Nonheast Broadway Minneapolis, MN 55413 612-627-2165 Gary Honken, Principal Blue Eanh Elementary School Blue Eanh, MN 56013 (507) 526-3215 Mr. Ron Ward, Demonstration Site Director Shakopee Junior High School 1137 Marschall Road Shakopee,MN 55379 612-445-4884 Erik Adolphson Instructional Computing St. Louis Park Public Schools 6425 West 33rd Street St. Louis Park, MN 55426 612-925-4300 A Statewide Model of Teacher Technology Training: Minnesota p. 79

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IBM NATIONAL COMPUTER TRAINING INSTITUTE A Joint Venture: Too Little; Too Late INTRODUCTION In 1984, The National Computer Training Institute (NCTI) of Fremont, California, and IBM entered into an agreement designed to provide computer literacy training for a broadly based sampling of American teacher trainc.s. Approximately 97 pairs of trainers from 49 states and the District of Columbia were brought to the University of California at Berkeley for two weeks of intensive training. Sponsored by IBM, the training emphasized use of the IBM PC Jr., four components of the IBM Assistant Series of administrative programs (word processing, report writing, database development and management, graphing), Multiplan, Basic, LOGO, telecommunications, and software evaluation. In return for the commitment to the two weeks training, IBM p10vided each pair of trainers with 17 IBM PC Juniors, IBM RGB monitors, IBM graphic printers, complete sets of software, modems, carrying cases, and a variety of additional software and peripherals. In return, each site--ordinarily a public school-was to provide a secure, air-conditioned laboratory for 15 sets of equipment and make the laboratory available to teachers for evenings, weekends, and summer training sessions. In addition, each training facility would use the lab for computer-related instruction during the school day during the academic year. This program was selected for investigation because it is one of the earliest examples of the private sector supporting such a comprehensive and expensive effort at computer training for educators. Changes: How NCTI Got There The chronological history of the program is instructive. Consider the following evolution of events (and demise of a large-scale program) from May 1984 to September 1985. May -June 1984. Potential sites and teams are identified. NCTI representatives attempted to identify two "experienced computer users" who were teaching in the school where the lab would be placed. The original goal was to establish 100 teams. August 1984. Approximately 97 teams of two individuals each are transported to the University of California-Berkeley for two weeks of training by NCTI and IBM staff, and others. Teams return to their individual schools with their own assigned computers. Software and peripherals are shipp, j_ September 1984. IBM replaces chiclet-style keyboard with a more traditional keyboard. October 1984. Initial shipments of 15 systems per site are received in the 97 schools. First NCTI marketing brochures are mailed nationally, and national ads in education newsletters are purchased. January 1985. First classes are scheduled. March 1985. IBM acknowledges a Teledyne report that IBM will not renew Teledyne's

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF ''n:ACHER TECHNOLOGISTS" contract to produce Juniors after current stock is depleted. August 2, 1985. Delta airline crash in Dallas claims life of Phil Estridge, high ranking IBM administrator most responsible for the NCTIIIBM initiative. September 1, 1985. IBM withdraws from the joint venture and NCTI is out of business. August 1986. IBM formally notifies sites that they may keep hardware and software. Resources IBM and NCTI viewed this effort as a major step toward eroding Apple's installed base of microcomputers in the school setting. The planners of the program were aware that a successful program would require both hardware and software applicable to the K-12 setting, and a cadre of teachers/trainers committed to the system and available to provide training. Major commitments in terms of time, hardware and software, and direct funding were made by IBM to the NCTI effort. TRAINING Purposes There were five primary purposes of training: 1. Introduction of PC-DOS. 2. Introduction to IBM PC Junior, RGB Monitor, and Graphic Printer and Modem. 3. Use of the following programs: IBM Writing Assistant; IBM Filing Assistant; IBM Reporting Assistant; IBM Graphing Assistant; Multiplan; IBM LOGO; Personal Communications Manager; and Wordproof. (Later, IBM Planning Assistant was used to replace MUL TIPLAN). Also, heavy emphasis was placed on using these programs in the context of the K-12 curriculum, e.g., using Filing Assistant to develop a database about the 13 original colonies and asking questions about the database, i.e. how many had a population greater than a given size. Some instruction was devoted to programming in BASIC, writing interactive programs with LOGO, and music simulation. 4. Evaluating classroom software. 5. Using specific peripherals, e.g., Koala Pads. Training Alternatives There was a two-stage initiative ,Ieveloped by NCTI and tentatively approved by IBM. Phase I was the training of 100 teams of computer-using teachers associated with K-12 education, and the development of 100 sites at which funher training of teachers and others could take place. For all intents and purposes, Phase I was successfully completed. Ninety-seven sites and 194 trainers representing the major population areas of the United States and the District of Columbia were selected and prepared in 1984, and the majority of programs were in place by January 1985. Phase II, according to one NCTI official, was crucial to the ultimate success of the project It never took place. Phase II called for IBM to market the IBM PC Junior to teachers and educators "at a ridiculously low price"-perhaps as little as ~500 per mM -National Computer Training Institute p. 81

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ALTERNATIVB APPROACHES TO DEVELOPING A CADRE OF "TEACHER TECHNOLOGISTS" system. With each system sold to a teacher, two coupons would be included. One would be worth seven free hours of personal use computing at one of the NCTI sites. The second would be worth a substantial rebate on the 40-hour NCTI course designed specifically for classroom teachers. The theory was that, in order to get teachers to use computers in the classroom, teachers first had to become familiar, competent, and comfortable with the hardware and software. To do that it was desirable that teachers have computers in their homes. Participants reported the program provided an extremely effective learning environment. Instruction took place in the Lawrence Hall of Science from about 8:30 to 5 pm daily, five days a week for two weeks. There was one large lecture hall equipped with 50 computers with sufficient space to handle two individuals per computer. There were at least four other labs of 25 machines each for individual use. Thus 100 students could be active in the large hall, two to a machine, while the other 100 had access to machines individually. The students lived in several dormitories on the UC campus. A room on each floor was equipped with four to ten machines for evening and weekend use. IMPACTS AND FUTURES Five Reasons for Failure NCTI was out of business within one year of the stan of the training program. So far as NCTI was concern~ the venture was a failure. The reasons suggested for the failure include: 1. NCTI' s inability to comprehend the market, the nature of the competition, or the marketing strategy necessary to make a training program of this type profitable. NCTI relied on two major marketing strategies: a national direct mailing and publicity campaign to public and private schools and selected professional newspapers; and the ability of the local NCTI instructional teams to market the program locally. In retrospect, it would appear that NCTI did not realize that: National direct mailing campaigns to schools seldom get beyond the principal or superintendent, and if they do, find themselves posted on already cluttered bulletin boards competing for visual space with a wide range of activities, conferences, and training opportunities. To make a national mailing campaign effective required a brochure so complex and "busy" as to be difficult for most to read, or so general that a second step--in this case a response to a Fremont, California, address or a call to a toll free number-necessary, which delayed response and perhaps confused or discouraged potential participants. In the large population centers, where most of the NCTI sites were located, NCTI was competing against existing colleges and universities which in many cases had computer courses of one kind or another in place. NCTI asked the local sire coordinators to find ways to obtain "local college or university credit" for the course. In many cases, the NCTI cost of the course, without credit, was higher than the local college or university charged for similar courses with credit. Participating NCTI site IBM National Computer Training Institute p. 82

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AL TERNA11VE APPROACHES TO DEVELOPING A CADRE OF "'rnACHER TECHNOLOGISTS" teams often had trouble getting local colleges and universities to agree to provide "cut-rate" credit for competing courses. NCTI Site Teams were selected on the basis of their experience with computers, their interest in the NCTI program and their ability to deliver a local, cooperating school site. They were not selected on the basis of their ability to market local programs, nor were the teams provided any formal training on local marketing at the Berkeley training session. Consequently, many local sites failed to host any self-supporting training classes. 2. IBM's slow response to hardware/software problems of the PC-DOS and the Junior, and the premature 'apparent' withdrawal of the Junior from the market. One of the earliest "concerns" about the PC Junior keyboard was its "chiclet" style keys. The "chiclet keyboard" was probably acceptable for children-perhaps an excellent choice for children-but for adults who had developed touch-typing skills it was a monumental disaster. The "chi clet keyboard" was standard at the Berkeley training session, although several replacement keyboards were shown. By October, the replacement keyboard was standard, but the public relations damage of the keyboard" was done. Similarly, IBM had commissioned a version of Microsoft DOS for the PC Junior. Called PC-DOS, there is some doubt whether there was even a byte or a bit of difference between it and MS-DOS. But the DOS was proprietary, which meant that it had to be loaded separately into the Junior's RAM, which was originally delivered with one drive and 128 K of memory. The IBM PC Junior with this configuration required a complex form of loading and disk swapping in order for an application to work with, for example, IBM's Writing Assistant. The Assistant series came with an original disk that had a complex system for making one backup copy which, in the process, modified tracks on both disks (the original and the copy) so that further copies could not be made. This process required a large number of "disk swaps" by the user. It should be remembered that the NCTI teams were selected on the basis of their experience with computers and their interest and willingness to participate in the NCTI program. By definition, in the spring of 1984, when they were selected, this almost guaranteed, certainly among school teachers, that the majority would be Apple users, and Apple users had already discovered the definite advantage of dual disk drives and limited protection schemes. The IBM protection scheme and single drive system alienated a large number of experienced users. In March, 1985, at a time when most sites had less than six months to market a course with an operational laboratory. USA Today and National Public Radio released a sto_ry that IBM was "withdrawing" the Junior from the market It was finally determined that IBM had only terminated its current production contract with Teledyne; but any marketing of the Junior to a school population, most of whom find ways to purchase equipment at the end of their fiscal year (June through September in most states) was severely hampered. IBM -National Computer Training Institute p. 83

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ALTERNATIVE APPROACHES To DEVELOPING A CADRE OF "TBACHER. TECHNOLOGISTS" 3. IBM and NCTl's joint failure to understand the attractiveness and the importance of the installed base in public schools held by Apple. The IBM PC Junior was going up against a major installed base of Apple II+, Ile, and Ile computers. In retrospect, its would seem obvious that, to replace Apple, would require a better computer, an easier computer to use, a wider variety of less expensive software, at reasonably comparable costs, and a committed user-base among educators. Arguably, the Junior with its superb ROB color and excellent three voice, 8-octave sound system was a better "box." It was harder to use, had less software, was only comparably price~ and had very little chance of converting experienced Apple users among school personnel. 4. A lack of inexpensive, quality software for the PC Junior, as opposed to the large amount of relatively inexpensive software for the Apple, via consortia such as MECC. When the Minnesota Educational Computing Consortium chose Apple as the computer they would support for Minnesota, and produced a vast amount of software for the II series, it made entrance into the educational marketplace by IBM a much more difficult task. It can be argued that, on the average, the IBM PC Junior software was of higher quality than the average of the MECC-supported and public domain software available for the Apple. Be that as it may, it was also true that the average cost of a PC Junior program was substantially higher than one of the MECC series, and often had copy-protection schemes which did not provide for archival or backup copies. (At the same time, MECC was making state, district, and institutional site licenses and copying agreements available at very affordable costs.) In an arena where novices predominated, and no specific standard of quality for software had been set, purchasing many different programs for the cost of a few appeared to be very attractive, panicularly when some of the inexpensive software was of excellent quality and some of the expensive software hard to use and/or of only fair quality. S. Was the Junior a poor machine, or was it a victim of poor PR and untimely withdrawal from the market? And if it was, is that a major reason why the NCTI training effort was not a success? Costs Some aspects of this question have been discussed above. The one drive system combined with the proprietary PC-DOS, plus the complicated anti-copying protocol on much of the IBM software provided a tedious exercise for a set of teachers (NCTI trainers) who were experienced on less complicated, dual drive systems. The chiclet keyboard was, to almost everyone who used it except children, an embarrassment. The Junior certainly was overpriced at the beginning, particularly when it is realized that a full system including ROB monitor could be purchased at some local dealers for under $600 by Christmas of 1985. It is very difficult to estimate the cost of the training. For one reason, it is impossible to know exactly what pre-program costs of NCTI were underwritten by IBM. From the beginning of the training program to the end of the program, some baseline estimates are possible. IBM -National Computer Training Institute p. 84

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AL TERNA nvE APPROACHES To DEVELOPING A CADRE OF "'IliACHER TECHNOLOGISTS" Providing 100 sites with 17 complete hardware systems approached $1,700,000. IBM also provided each site with 17 sets of software including MS-DOS, four programs in the Assistant Series, Multiplan, Wordproof, IBM LOGO, Basic and Personal Communications Manager. The total cost approached $ 2,000,000. This docs not include individual sets of software provided to each site on a demonstration or trial basis. IBM/NCTI transported approximately 200 participants to Berkeley for two weeks training. Some came from as far away as Alaska, Hawaii, and the east coast of the United States. Transportation costs are estimated to have been $ 75,000. IBM/NCTI provided two weeks of meals and rooms at Berkeley. This cost is estimated to have been at least $36,000. There were also entertainment costs, local transponation costs, rental of the Lawrence Hall of Science, shipping and handling costs, staffing expenses, and the like. Clearly NCTI had both preprogram and post-program expenses, and IBM had a great involvement in assisting the program by in-kind contributions. NCTI was clearly paying its officers, staff, and some of the instructors during the program, and had heavy advertising and administration costs after the training program was completed. Depending on how costs are assigned and estimated, probably the total operation cost exceeded $5 million. Why did Phase II not take place? There arc at least three possible explanations, none of which are mutually exclusive. First, the small computer division of mM was the newest, smallest, and least influential of any division within IBM. Creative and innovative marketing strategies from this group always appeared to meet resistance at the higher levels of IBM. Combined with the general slowness with which IBM responded to both the market place and internal suggestions, this delayed and eventually voided the implementation of Phase II. Second, it has been suggested that IBM legal counsel were very concerned about a possible unfair trade practices suit if IBM were to market the PC Junior at such low cost that it would substantially interfere with Apple, Tandy, and Commodore success. IBM had been a target of several monopolistic and unfair trade practices suits over the years and may have been substantially influenced by this possibility. Third, Phil Estridge, a senior official of the small computer division who was most responsible for IBM's commitment to the NCTI/IBM initiative was killed when the Delta airliner crashed in Dallas on August 2, 1985. The loss of this high level, respected, and committed supporter probably sealed the fate of Phase II. POLICY ISSUES A number of NCTI trainers, many of whom had extensive experience with Apple II and other systems prior to the 1984 training session, and who worked, with varying degrees of success, to make the NCTI initiative happen, were recently interviewed. Equity and funding issues were not deemed significant. They suggested the following conditions would have been necessary to make the effon a success: IBM -National Computer Training Institute p. 85

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF "~ACHER TECHNOLOGISTS" Coordination and Planning for Success: 3 Necessary Conditions 1. Either the IBM PC Junior needed to be a two-drive system from the beginning, or the complicated copying protocol should have been eliminated, or each team should have been given a two-drive PC to use for administrative and demonstration purposes. The least expensive avenue might have been the third, since the IBM PC Junior has proven to be an excellent machine for cenain applications, particularly those used by students in class in a CAI, drill and practice, programming or simulation mode. Many trainers felt they were spending (wasting) valuable time on tedious, routine applications which could be canied out much more rapidly on other systems. 2. The lack of software for the IBM PC Junior was important. Had IBM contracted with organizations such as the Minnesota Educational Computing Corporation to translate the Apple DOS educational software to MS or PC DOS format, school systems would have been provided with a source of a large number of inexpensive educational disks which might have made IBM Junior purchases more easily justified. A recent interview with one of the MECC staff indicated that there was still today an insufficient installed base of IBM's to make conversion of all existing software justifiable. 3. In retrospect, it seems apparent now that no effective marketing research took place prior to the formal implementation of the NCTI/IBM initiative. Marketing research should have, in advance, determined where potential students were, where college or university credit could have been obtained easily, what state teacher certification standards and salary incremental increases would have encouraged teachers to participate in the program, what competing price structures were, and where commitments to house the program and laboratory could be obtained. (At least one site never installed the laboratory because of the district's resistance to have a "business operating out of a school building." Information of this type could have been obtained prior to the invitation to the site team.) Training One of the comments made by selected NCTI trainers was that having the IBM PC Junior system available for home and personal use was a major factor in helping them master the software and finding ways in which the system could be integrated into the school's curriculum. While it is true that most of these individuals were computer users before the NCTI training program, it is relevant that even these experienced users-mostly Apple users-found it valuable to have personal systems available at home for their own development. This is probably the case with the majority of teachers regardless of their degree of experience or training. At least one school district has found this strategy to be useful. In Washington state, a district of 1200 teachers is training approximately 950 volunteer teachers on the Apple GS computer. Teachers who complete nine days of inservice own the computer! Teachers who complete an additional three days are given a printer! Purposes of Technologies Instruction and Training NCTI/IBM probably made a mistake by focusing on school-based (as opposed to University or College based) sites for training. The school-based site teams were asked to negotiate with local colleges and universities to give credit for the training experience, in most cases adding to the basic cost of instruction. What would have happened if NCTI had approached 100 colleges/schools/departments of education across the country; mM -National Computer Training Institute p. 86

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ALTERNATIVE APPROACHES To DEVELOPING A CADRE OF ''nACHER TECHNOLOGISTS" particularly those who had demonstrated a commitment to computer technology but had not been able to develop either the lab, the teaching e~pertise, or the course content? These organizations had built-in student bodies, marketing offices, and credit courses. Perhaps it was a marketing decision: NCTI might be able to "turn a profit" using local entrepreneurs on non-college sites. Perhaps it was philosophical. "Teachers training teachers" might have been viewed as a better marketing strategy than professors training teachers. Perhaps it was basically public relations. IBM, who has a historic and traditional relationship with higher education-particularly with the main-frame dominated University computer centers-possibly wanted a visible relationship with public schools, teachers, and students. Perhaps, IBM and NCTI saw the value of having the laboratories located where they were most accessible to K-12 students and teachers. Perhaps it was a combination of these factors. In any event, from the NCTI point of. view, a'ld from IBM's, the experience was a failure. CONCLUSION The IBM/NCTI initiative was a joint effon between a major hardware manufacturer and an organization, the expertise of which was in the delivery of training. NCTI had staff with extensive experience in the use of computers in the classroom and teacher training. By and large, the trainee-participants were experienced teachers at the K-12 level. NCTI training sites were located in 49 states and the District of Columbia, ordinarily in laboratories in K-12 schools. This initiarive recognized three important aspects of a successful training program. First, the approach was to select excellent and experienced teachers and train them to use the technology as a tool for teaching and learning. Second, the technology was made available to the participants so that they could use it and experiment at home with it at their convenience. Third, the training program and NCTI manual emphasized the integration of the computer technology into the existing K-12 curriculum as a learning tool. The major policy implications include the .need to provide affordable, compatible technology for teachers and to continually develop models to integrate computer learning into the curriculum as a learning tool. IBM -National Computer Training Institute p. 87

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF ''nACHER TECHNOLOGISTS" FOR ADDmONAL INFORMATION The principal contacts for this project are Bruce Frederickson, Founder and President, NCTI Vice President, Marketing MICRO-D 2801 South Yale Street Santa Ana, CA 92704 William J. "Sandy" Wagner, NCTI, fonncrly founder of California Computer Using Educators (CUE) Group. CWTCntly with IBM IBM 5600 Cottle Rd. San Jose, CA 95193 408-284-6410 IBM -National Computer Training Institute p. 88

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LESLEY COLLEGE COMPUTERS IN EDUCATION PROGRAM: A National Program From A Massachusetts Base INTRODUCTION Lesley College is a small college located in Cambridge, Massachusetts, offering graduate and undergraduate programs in education, human services, counseling, creative arts, and management studies. In its education pro~ Lesley offers a master's degree, as well as an undergraduate specialization in "Computers and Education The undergraduate program is entirely residential. The graduate program is offered on campus and through regional and national outreach external degree components. The program in Computers and Education was developed in 1980 as a residential program, one of the first in the country. Since 1981, the graduate program has been offered through the regional outreach office covering New England and via the national outreach program. National program operations have centered in the West and Midwest, especially Colorado. The regional and national programs are offered using an intensive weekend model in which students attend classes for 19 hours on two weekends separated by three or four weeks. The campus model involves a conventional 14 week semester and most courses meet in the late afternoon or evening. The graduate program in Computers and Education currently has an enrollment which exceeds 1000. Over 80% are enrolled in the national outreach courses, and the rest arc enrolled in the campus and regional program. Headquarters for the national outreach program is in Cambridge, Massachusetts, but the center of its operations is actually in Greeley, Colorado. Lesley also provides in-service programs on a "request" basis to school districts or consortia of school districts, primarily in the Boston area. In addition, Lesley sponsors an annual, campus-based spring conference on education and technology which is attended by educators at all levels from the entire country. Finally, each summer Lesley sponsors a conference, usually in Colorado, for graduates and current students enrolled in the Outreach Computers and Education Program. Lesley was one of the first colleges to offer practical, "hands-on" microcomputer courses in an education program. Since, 1981, the College has trained over 7000 educators now actively engaged in technology and education activities, particularly in the western part of the United States. KEV ACTORS AND EVENTS Development of the Outreach Program About 1979, Dick Wylie, then in Denver, accepted an offer to become Vice President and Dean of Education of the Graduate School at Lesley College. Upon his arrival at Lesley, Wylie (now President of Endicott College in Beverly, Massachusetts) initiated the national outreach program, partly prompted by Frank Cordell, then a professor in the American Studies Program at the University of Nonhern Colorado in Greeley. Both Cordell and Wylie had a long-standing interest in outreach education, and this proved to be a perfect opponunity for them to collaborate. Cordell resigned his position with

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF ''TEACHER TECHNOLOOISTS" Nonhcm Colorado and, with his wife, established Professional Outreach Associates (POA). Their first (and only) contract was with Lesley. In 1981 POA began to market the new graduate program in Computers and Education which had been developed the year before at the Cambridge campus by Nancy Roberts. Susan Friel was developing simultaneously the undergraduate program. Roberts and Friel both had been public school teachers in the Boston area, and they had met while Roberts was enrolled in a doctoral program at Boston University. Roberts and Friel both had contacts in the Boston "high tech" world and, drawing on these contacts, had designed programs that reflected the needs of the time: literacy; programming skills; LOGO (Seymour Papcrt was working at MIT on LOGO at that time); and simulation. Sensing that the time was ripe for an expansion of Lesley's outreach program into this arena, Cordell began to try and put together some teaching laboratories. Unable to secure funds, he mortgaged his house and bought 10 Apple Ils. Lesley, or more precisely POA, had its first computer lab. At about the same time, Cordell approached John Pepper, Superintendent of Schools in Jefferson County, Colorado (Denver suburbs) who had decided to actively involve his district in the use of computers and who was looking for a source of training. Lesley's new program seemed to meet his needs for training his teachers. Cordell placed the lab in the Jefferson County Schools, and Lesley began to recruit students in significant numbers. Cordell then wrote a proposal to Apple for 120 computers in order to equip 10 additional laboratories. After several months of not having a reply from Apple, Cordell visited the corporate offices in California. There was still no reply. More phone calls were made. Then, suddenly, Cordell got a call asking where the 60 computers that Apple was donating to the program were to be shipped. Overnight Lesley now had six labs. Meanwhile, in Cambridge, the campus program was also approaching Apple Computers, Inc. In 1987, Lesley received 20 GS computers to expand its campus laboratory. POA has been the major recruiter of students for Lesley (in all programs: education, management, and human services). POA also arranges field sites, supervises site coordinators, establishes contacts with local school authorities, prepares applications to state agencies for permission to offer courses in states in which Lesley cUITently does not operate, and markets the Lesley program. The Role of Universities and State Agencies Expansion did not take place without opposition from local officials and other educational programs. POA prepared applications seeking authorization for Lesley to offer courses in a number of states and submitted them on behalf of Lesley. Many of these applications met significant resistance from state authorities. Some states perceived Lesley as staffing masters level courses with master's degree staff rather than with staff holding doctoral degrees. When Lesley proved that state institutions were doing the same, opposition was withdrawn. In other states, Lesley students received notices such as: they would be ineligible for certification because the programs being offered by Lesley were not being offered by computer science faculty; graduate credit in a field outsidt: of the teachers "specialty" would not be approved by the state for advancement; residential faculty (living in that state) must teach the courses; Massachusetts (the official home of Lesley) had not established "computers and education" as an "approved" program; in order to offer courses in the state Lesley's proposed courses must first be approved by the Deans of Education at all state institutions. And in one case, Lesley's application was lost, then buried at the bottom of the applications pending, then sent back Lesley College Computers in Education Program p. 90

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ALTERNATIVE APPROACHES TO DEVELOPING A CADRE OF "TEACHER TECHNOLOGISTS" for correction of clerical errors, following which the process began again. But Lesley persevered and now offers, through the national outreach program, 127 sections (each with 20 degree candidates) at 20 sites in some 10 states. P0A's largest outreach efforts now extend throughout Colorado, Arizona, and Wyoming. Programs have also been established in Wisconsin, Missouri, and New Mexico. Plans exist to add 27 additional sites in the near future. REASONS FOR LESLEY'S SUCCESS Given the opposition of the local educational institutions to Lesley's activities, and given the less expensive tuition charged by state institutions, we were interested in why Lesley was more successful in recruiting students than other programs. There are several apparent reasons that emerged from conversations with Lesley faculty, alumni, students and the POA staff. 1. Lesley started first. Its program was one of the first in the country explicitly combining an interest in education and computers. 2. Lesley's approach is practical rather than theoretical. This was cited over and over again by students as a major deficiency of traditional programs. The argument takes two fonns: "the University professors have never taught in a school like mine;" "the University professors can only deal with theory, or 'meta-theory'. They do not know how my class and my school 'really work'." 3. Lesley staffs its computers and education program with teachers, practitioners, and others closely involved in precollege education. Ir. the first days of the program, Lesley hired Cambridge-based, early computer activists to teach their computer and education courses. These early activists were people bridging the gap between education and computing, especially those influenced by the work being done by Seymour Papen and others at MIT. Later, Lesley began to hire its own graduates to staff its courses. Lesley graduate students were recruited to teach on the main campus while working on their master's degrees. This also occurred in Colorado, and wherever the national program was growing. 4. Because Lesley has a tradition of having a very small permanent faculty and no tenure, and because Lesley relics heavily on adjunct faculty, appointments could be made quickly. Lesley could draw on professionals with other full-time jobs who wanted to earn a little extra money by working two weekends and who wanted a chance to interact with some new people with new ideas. 5. In part, Lesley's success can be attributed to the inertia of higher education. When Lesley began to offer these courses, traditional institutions had few trained staff on their faculties, and budgetary and tenure considerations made hiring qualified faculty in the area of computers and education extremely difficult. Where universities did respond quickly and innovatively, such as in Albuquerque where the University of New Mexico teamed to offer courses in conjunction with the local school authority (local teachers were used as instructors and practical approaches to computing were emphasized), Lesley had little success in recruiting students. 6. University courses which were offered by other institutions were too technical, reflected too much reliance on "computer science as a core" rather than emphasizing the Lesley College Computers in Education Program p. 91

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AL "IcR.'JA TIVE APPROACHES TO DEVELOPING A CADRE OF ''TEACHER TECHNOLOGISTS" use of computers as tools in discipline based instruction. Lesley emphasized the use of computers; other institutions emphasized technical knowlerlge of computers and programming. 7. Lesley was able to modify its program quickly. There have been at least three phases in Lesley's program. At first, it involved establishing comfon with computers, literacy and programming. In the second phase, Lesley decreased the emphasis on programming; completely reworked the literacy ponion; downplayed comfon; and broadened its program. The new program areas include: software evaluation; new technologies such as interactive videodiscs; simulation and robotics; and applications programs including word processing and databases. In the third phase, which has recently begun, Lesley is concenttating on the inte~tion of computers throughout the curriculum and turning its primary attention to the questions about teaching and learning that arc raised by a technology rich (or at least modestly so) teaching environment. Technology training is no longer the objective. Being able to use technologies to achieve educational objectives is. Few, if any, of the traditional programs with which Lesley competes arc able to modify their program so drastically, so often, and so quickly. 8. Lesley delivered courses at convenient times and in convenient places. The weekend format for working teachers was of great benefit to Lesley. Teachers could come (males more easily than females according to POA staff) on weekends, and liked that formaL They also liked being able to take courses in their own schools in their own communities, or in nearby communities, all places where graduate programs seldom or never had been offered before. 9. Lesley's faculty were teachers. Earlier we commented that this was cited in its negative form as an explanation of why University faculty were too theoretical. In its positive form it was cited as a real plus for Lesley by many of teacher trainees interviewed for this projecL 10. Lesley has a reputation for offering a "good program" among teachers and administrators in the regions where they are especially active. During the course of our interviews at other sites, we received numerous, unsolicited, positive comments that Lesley had provided a "a good program" for teachers. 11. The outreach nature of Lesley's operation, its organization as a separate division within Lesley, and Lesley's relationship with Professional Outreach Associates provided much of the ftexibility and quick response time that has characterized the Lesley program. STUDENTS Who were and are Lesley students? The overwhelming majority enter as teachers. Most, according to Lesley and POA officials, stay in the teaching profession. Many have become computer specialists at district or building levels. Several arc now superintendents or associate superintendents. Others have been recruited to join the permanent staff for the Cambridge campus program. But most arc still teachers. Lesley has attempted to recruit administrators into their program, with little success. They arc unsure as to the explanations for this. Lesley has been most successful in recruiting students from schools in districts where the Lesley Colleae Compuiers in Education Propam p. 92

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AL TERNA nvt APPROACHES TO DEVELOPING A CADRE OF "TEACHER TECHNOLOGISTS" superintendent or a principal encourages his or her teaching staff to .. get involved with computers.' For example, Lesley officials estimate they have trained over 500 Jefferson County, Colorado, teachers; 100 or so from Aurora, another Denver suburb. In the city of Denver where the teachers are older and at higher grade levels, and where there has been less of an emphasis on computers, fewer than 50 teachers have taken Lesley courses. Lesley repons that districts which encourage teachers to acquire masters degrees through pay incentives produce a large proportion of their students. In areas where masters degrees are not rewarded with additional pay. or where teachers arc generally at the top of the pay scale. recruitment is mucL more difficulL Another attribute of a district which seems to discourage broad participation from teachers is control, or heavy influence over, computer programs by management information system personnel rather than educ.don. Lesley also repons that students seem to come in teams, usually three to five teachers from one school, sometimes as many as eight or more. In fact. Lesley offers to set up programs wherever a group of 20 students congregate. Although the national and regional outreach enrollments arc expanding rapidly. the enrollment on campus has declined for the past three years. Lesley faculty attribute this decline to the higher costs of the on-campus program; increased competition in the Boston area; the absence of a concenttated weekend teaching model on campus; and the availability of programs (sometimes Lesley's own) at nearby locations. Of the 7000 students trained by Lesley. some 2000 have completed the masters degree program, over 4000 have completed one or more courses, and more than 1000 are ~urrendy enrolled and taking courses. FACULTY Lesley now has a Cambridge-based full time faculty of five, a majority of whom arc Lesley graduates, and a pool of 130 national outreach faculty supporting 15 distinct courses. Most of the outreach faculty are Lesley products. Lesley draws extcnsi lely on their own graduates as faculty, citing that their graduates are trained in using technology throughout the curriculum; pnctically-oriented (as opposed to theoretical); interested in educational questions, as well as technology; and experienced as classroom teachers in elementary and secondary schools. When questioned about quality control for instruction, Lesley officials interpreted this as being a question about quality control for outreach faculty. They responded that although this is a constant concern, it has not been a problem. One estimate we were given was that only about 3% of the instructional staff (and they have used many different people) had been identified as problem teachers by either students or staff. Lesley uses several approaches to maintain quality. They use midterm and end-of-course evaluations. They respond immediately to any telephoned complaints about teachers, trying to assess the nature of the complaint and its validity. They have their resident faculty regularly teach in the field in order to work with field faculty and to get feedback from students. The on-campus faculty keep rather tight control over the design of courses and make virtually all educational decisions regarding the composition of the curriculum. (Field faculty have, however, redesigned several courses and even Lesley College Compucers in Education Program p. 93

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AL'IDNA11Vli APPROACHES To OEVE.OPIN0 A CADRE OF "TEACHER TECHNOLOGISTS" introduced two courses into the curriculum.) In 1987, Lesley brought five field faculty to campus to join the 5 campus based faculty for a series of in-service workshops. They intend to continue that process next year. Lesley has identified several areas in which they wish to change their faculty. They want to expand it so that they can serve more external sites. They have a goal of including more women among their field faculty, especially since a large proportion of their students are women. Lesley is also cognizant of the need to add additional minority faculty to its pool of insttuctors. LOCAL SCHOOL BOARDS Lesley repons a variety of responses to their program from local school boards. Several boards have been reluctant to have their computer equipment used by Lesley to teach their teachers. In other cases, school boards have opened their facilities to Lesley and readily made their equipment and space available for insttuction. Some boards have raised objections about the added costs that they will incur as a result of opening their buildings at night and on the weekends. None, however, have raised questions about the additional costs (sometimes significant) that will ensue if a number of their teachers get master's degrees. One district, Colorado Springs, did have financial difficulty for exactly that reason. In still other cases, local boards have authorized partial tuition reimbursement payments for teachers participating in the Lesley program. TRAINING Approach Lesley emphasizes a practical approach in their training. They are now concentrating on questions of integration, and questions of education that flow from the uses of technology. Technology is definitely seen as a tool, not an end in itself. Format As noted Lesley uses a traditional semester format on campus and a concentrated weekend format in their outreach programs. Inservice workshops, especially in the Boston area, and conferences are also imponant to Lesley's mission. Incentives Lesley pays a relatively low $1,500 for teaching a weekend format course (38 hours of scheduled classroom contact, usually over two weekends). Although on-campus faculty salaries were not revealed, individual faculty commented repeatedly about their low pay and long hours. Lesley does not provide its permanent faculty with computers and several have brought their own computers to work. 1. Appendix A provides a detailed description of admission requirements, program of study (required and elective courses), field placements, and swnmer program option. Lesley College Computers in Education Program p. 94

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AL 'raR.'fA TIVE APPROACHES To DEVELOPING A CADRE OF ''TE ~C}{ER TECHNOLOGISTS" IMPACTS AND FUTURES The growth of Lesley's national outreach program, coupled with the decline in enrollment at the main campus, poses some unique problems for Lesley. The main campus has been, and intends to remain, the center of the academic program. With reduced resources resulting from decreases in enrollment, this may prove difficult. It is already acknowledged that it would be easy to stan a Colorado campus. But there is sttong resistance to that, and state regulatory considerations would also most likely interfere. The main campus faculty also report growing demand to complete their doctorates, and to publish. This has strained the f acuity in many ways. The practical approaches to the use of technologies, and the use of experienced primary and secondary teachers both keys to Lesley's success may suffer. And it is to be expected that the willingness of the faculty to do outreach teaching will diminish as faculty devote more time to additional education for themselves, and to research. This may interfere with one of the quality control mechanisms now in place. Large scale growth is planned, however, for the national outreach model. Although there is no doctoral program in place in Computers and Education at present, it is possible for students to design their own program and thus complete a doctorate in Computers and Education at the main campus. There is some although none official, that a graduate program in education and technologies might be an appropriate next step. There is even some informal exploration of the possibilities of an outreach doctorate, but the problems in obtaining approval in several states for such a program are seen to be enormous. Lesley is continuing to expand its efforts in robotics, interactive videodisc instruction and development, and artificial intelligence applications. FEES Lesley charges $135.00 per credit hour in the outreach program; the on campus program costs almost twice that amount Poucv ISSUES Equity This is not a significant policy issue for Lesley. But Lesley faculty and staff observe that it is an issue for the clients whom they serve. They believe the gap between the technologically literate and the non-literate is getting wider in the educational systems with which they come in contact. They also sec a third group emerging: the teachers and systems which still see the focus as technology and have not moved beyond that stage to look at the educational issues that need to be addressed when technolojies become widespread and are truly used as tools. What is surprising, they note, is that some of the districts which were the early leaders in purchasing technologies are among those having the greatest difficulty in adapting to the new thrust. Training Officials at Lesley cxpres:, concern that their program seems to be almost the sole source for practically-oriented college faculty in education and technology who are as, or more, interested in educational questions than in the technology. Seen positively, Lesley is Lesley College Computers in Educalion Program p. 95

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AL TR.~A 1lVE APPROACHES To C'EVELOPL'IO A CADRE OF ''TEACHER ncHNOLOOISTS" doing what it feels needs to be done. Seen negatively, Lesley officials raise questions about the current training programs in schools and colleges of education across the countty, and express some concern about the impact of constantly drawing on their own graduates for their teaching staff. A corollary policy issue concerns what is to be done to retrain existing university and college level f acuity. Retraining needs include training faculty to use the new technologies as tools in their instructional offerings; to teach that to others; and to understand that the integrative approach removes technology from center stage and makes educational issues the major focus. Some faculty at Lesley also believe that the stage has been reached when the name of the program should emphasize the use of.technologies in subject areas, for example "Using Computers in Social Studies." Better yet, they argue, call the course or workshop "Latest Advances in Social Studies." "Don't mention computers," they say. "Our focus really is on social studies. The computer is a powerful tool in helping us address issues involving social studies (or any content area). But it is social studies, the subject area, that is important -not technologies." Funding The Lesley experience highlights the necessity of having equipment in order to engage in effective training. Lesley understands the need for technol,:,gy resources for instructors; for new equipment and new technologies in their teaching laboratories. Lesley has no endowment and insignificant unallocated cash resou.-ces. It operates almost entirely from tuition and grant revenue. Acquiring investment capital, ar :i being able to depreciate capital equipment over a realistic time, have proven to be elusive goals. These same problems face many of the post-secondary institutions in this countty and should be considered a serious policy question. It is probably a partial explanation as to why the post-secondary institutions of education in the United States seem so uninvolved with new technologies. And yet Lesley has captured a leadership position. Many of the reasons for this were discussed above in the section entitled "Reasons For Lesley's Success."2 But an additional explanation may also be appropriate when considering financial issues. A contractor, not an employee of Lesley, mongaged his house because he saw an opponunity and was willing to take a risk. It was not that he wanted to take the risk personally. It' as just that the institution could not for a myriad of reasons, even though both Lesley an<1 the contractor would benefit financially from increased enrollments. And one company, Apple, donated over 60 computers that enabled the program to grow and flourish. In the absence of a policy collllritting the necessary funds to address the future (wheth~ it is at the state, local, or national level), institutions and programs become far too dependent on individual or corporate risk-taking, generosity, or chance. State and Local Regulations Lesley. feels unfairly stifled by rules and regulations which they see as designed to protect state based institutions from competition when state-based institutions are not addressing current needs. They would like to see these restrictions eased, or at least not be applied to them in a discriminatory fashion. They note that they are always challenged with the word "quality" when such issues are raised. They question the wisdom of basing quality judgments solely on inputs (e.g., the number of books in a pcnnanent library, the 2. See above, p. 91. Lesley College Compucen in Education Program p. 96

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AL TD.Ill A 11VE APPROACHES TO OEVELOPINO A CADRE OF 'TEACHER TECHNOLOOISTS" residence of a faculty member, the number of hours spent in a chair in a classroom). Instead. they su11cst looking at outputs. Do the Lesley graduates have the skills and knowledge, the attitudes and approaches that will make them successful? If so. that should be a sufficient determinant of quality, and acceptable ways should be sought to document this. Lesley staff also contend that "quality" is often used as a substitute for "theoretical" or "meta-theoretical." They contend that to exclude attention to the practical needs of society is a misuse of the vested powers of established educational institutions. In some situations, Lesley hu been prohibited from offering courses because it does not provide a resean:h library. Lesley officials raise questions about such policies. With the availability of electronic data retrieval systems of enormous size and complexity, a computer, a modem. a telephone line, and resources to pay for the search make fixed libraries rec:hmdaot. even inefficient Lesley is teaching how to use such resources. But current rules in many states do not allow the substitution of such resources for traditional libraries. Certification Lesley would like to sec ccnification requirements that mandate teacher training in "specialities" or "cwricula areas" be interpreted to include instruction in the use :)f technologies as an integrated approach across disciplines and specialities. It is that emphasis that they are now stressing in their program, not technologies, per sc. CONCLUSION Lesley College presents a fascinating example of what risk taking, good ideas, lots of energy, and timely decision making can accomplish, even in the face of indifference of or resistance from peers and state agencies and more traditional teacher training institutions. Teachers teaching teachers; an emphasis on integration of technology on the educational issues that grow out of using technology; the impediments to change masquerading as "reforms" or "quality assurance;" the necessity for resources to purchase equipment (or luck and good fortune in otherwise acquiring it) arc all key features of this case study. Lesley College Compuaen in Education Program p. 97

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AL n'.RNA TIVE APPROACHES TO DEVELOPL'iG A CADRE OF ''TEACHER TE.CJ~OLOGlSTS" FOR ADDITIONAL "4FORMATION The principle contacts for this project arc: Nancy Robcns, Director Computers in Education Lesley College Graduate School 29 Everett Street Cambridge, MA 02138-2790 603-444-6256 Susan Friel, Associate Professor Math/Computer Science Department Lesley College 29 Everett Street Cambridge, MA 02138-2790 617-868-9600 Frank Cordell Professional Outreach Associates 710 Eleventh Ave Greeley, CO 80631 303-353-6502 The principle written material concerning this project is the Lesley College Cataloa. The Computers in Education Program also issues periodic mailings and rcpons. Lesley College Compu&ers in Education Program p. 98

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ALTER.'fATIVE APPROACHES TO DEVELOPING A CADRE OF"TEACHER TECHNOLOGISTS" APPENDICES Appendices p. 99

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APPENDIX A Jefferson County, Alabama, School System, Selected Published Materials on the Multi-Media Approach "Multi-Media Classrooms: The Project; Its Goals." "Multi-Media Lab Inventory" D'lgnazio, Freel. "Stan A Multi-Media Cassroom in Your School." D'Ignazio, Fred. "It's the Mentality, It's Not the Money." Instructor, Fall, 1987. Jambor, Mara. "Cahaba Heights Model for Multimedia Classes." Trammell, Mary Jaq. "Multimedia Sandbox." Binnio&bam May 1987. Multi-Media Classroom Kit Order Fonn.

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Computers Littl Carts on Wheels Bring Multi-Media to Every Classroom The Proect Fred D1gnazio II the author of twenty bookl on ICilnce and technology, a popul columNII to, COMPUTE! magazine, and a TV comm.,..., far ABC-TV and PBS. Since 1185 he h been working an a novel approach to train tuchtrl in high technology and creme r.,ufti. media learning canters in elemenIary-1Chool clau rooms. In May 11H Fred began mnducting tudler worttshope in Birmingham, Alabama. Britllh Columbia and Saskatchewan, Canada. which mntinued through Dec:ember. The workshopl traiMd tNChera In creating multi-media praHntationa in critical 1ub;ec:11, induding math, ICience, language a1t1, and social atudin. Teadler1 In Alabama and canada became so exc:iled by the worbhopl thaa Frad created the Multi-Media Clulroom1 Projed which eventualy encofflpaaed 2l 1Chool1, 100 tuchera, and over 3000 aaudentl from kindergarten through the eighth grade. During the courN of the 1986-1987 IChool yNI the 21 pro;.ct schools put IDgether their own multi-media centera out of equipment teachera found around the achool. The teact,e,. appoinled a school coordinator who checked out the equipment, locked it up II night, and shopped for d .... on bderi-. videotapH, audio tapes, and camputer dllkectn. Teachera developed dozen, of leaons -on Indiana, ecology, grammar, counting, ntlmatlon, pronouna. ttc. Since the equipment wu scarce, student, spent moat of their time planning their p,oduction1, thinking about sound effedl and camera ang1-. and imagining how belt to pr91ent their aubject1. Other 11udent1 joined Media Clubl and learned how to UN the equipment. Media Ck.Iba ._,. a hit, and Media Club kidl were IOOft in demand by t~ entire school. On May 13, 1987, p,ojed IChooll held the first Annual Multi-Media Clu1room1 Feltival at the corporate headquart.,. of Alabama Power in Birmingham, AiabamL National sponaors and dillinguilhad educatora from around the U.S. and Canada flew into Birmingham, .-,tlcipated In fnttval worklhopl, and lltendad the numeroua exhibitl hosted by project schools. Its Goals In ltl flrlt y.., the Multi-Media Clulroomt Pro;ec:t benefited IIUdentl In numeroua wayt, but INChera fe the thrN ma,or gainl were: (1) A dramatic improvement in lludents' oral and wnaen communication llull1; (2) Art 1ncr .... in llu dents' lnternt in care curriculum tub;edl (math, science. reading, writing, etc.); and (3) A noliceable increue in 1tudent1' NHautHm. TNChM have witneued such 1uc:cet1 with their children because they themMtvH have 1UCCHded. They have embraced technology like never before (wilnen lheir al-night 'Media Maniac Pa1tie1' with ocher IHchers). and they have recovered their own ',:,y in learning and their joy in giving their 1tudent1 new opportunitiH ID learn. The two key metaphon fo, the proiect have bNn Iha undbox (tor the tucMr) and the studio (fo, the lludent). 8olh metaphorl .,. tOUrCN of power: they empower teach.,. and they empower lludents. When tNChers IN technology a undbox, th~ realize they can leap In, play, experiment, and learn from experience without fear ca failure. ANJ 11udent1 come to ... the c:tuaroom u a .audio, a studio in which they n the proc:hara. Their production n in the minutiae of the curriculum: fraction plays, word problem video,, science radio, -The Slory of M.LS. Prefix, and Pumpkin Math 10ap operas. Student producers write ~ and draw ttoryboard1 about eve,ything they learn. They try to imagine how ta commu nicate wt\111 they're learning ta their studio audience. And in the proceu of mmmunicatlng, they learn their subjects more thoroughly, more energelically than ever before. Where do IChooll gee the money to be able to afford all this multi-media? They don, have any money; they're in a crunch ju11 lika every other Alabama and Britilh Columbia school. One of the 1logan1 of the project ii -Se a high-tech pionHr on a low-lech budget. To raiM money for caHn11. tapes, and diakl, the IChooll hold lkaling parties, danc11, and thowa. They adopt local high-tech campanie1 10 get a discount on equipment repair, new computer paper, printer ribbons, and videotape,. Mott schools have a ca11ene player. a VCR, and a a:,mputer. That's ALL lhey needed to get 11artadl H you put thHe lhrH items on a little plutic cart, you have a -Multi-Media Center. You're an instant pionHr on the cutting edge of high technology. Now all you need is the Multi-Media Claurcom Kit, and v->u are on your way!

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HeoJp~ones Mo~l{tm IM++l'7 ..= we us a moo a\. : . ~JI"' -V,('~ .' (., t, S ff\all ffi r lr'Nr\tie~ corJ a..J .... ,k, pl115

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START A MUL Tl-MEDIA CLASSROOM IN YOUR SCHOOL By Frid O'lgnazio -0,, day at lunch our muJic teacher Pam Moor, casually mentioned workshop in comput,rs, ,o all d:idld that .w would Jign up for It. On, of th, teachers had ...,, Frid on the TV, and sh, aid ,,. was v,ry knowlldg1abl1 person. That was th /ginning of th most un,,.ll1vabl1 yar rve ver had In t1achlng. -Sandra Pilley, 3rd Grade Teacher, Hewitt Elementary The Multi-Media Sandbox I conducted my teacher workshops in Canada in April 1986 and in Alabama in the summer and fall of 1986. The theme of my workshops was -Toe Multi-Media Sandbox: I've described the sandbox workshops in my column in Cga:guta! (September 1986 and February 1987) and Cgmguta 1 Gazatta (November 1986 and Februa,y 19871. The spirit in my sandbox workshops wu one of playfulness and fun. According to Sandra PIiiey: -rhe moment we arrived we just dove right in. Computers everywhere1 I loved it. Each of us got to explore our own area of interest. We videotaped each other, printed signs, worked on a new program for word processing called Magic Slate, and began to learn Fantavision. We played and really got into the groove. It Hemed that the three days just vanished! We were delighted when we were called back for Round Two. It was here that we learned how to film, edit, and put music to a movie. The potential of using this new technology to feed a childs imagination and watch it grew was more than enough to make us all explore and team more. The Indian Boogle-Woogle When the Hewitt teachers retumed to their classrooms in the fall of 1986, they carried the sandbox spirit with them. Third-grade teacher Chiquita Marbury demonstrated video cameras to her children by taking them out to the school playground and having one of them film her sitting in a sandbox, tossing sand up in the air, and telling her viewers that sandboxes are fun places to team, so come on int Sandra Pilley and fellow third-grade teacher Susan Busenlehner found a grocery cart in the school cafeteria and created a video of Sandra pushing the can through the halls saying, eoyt I have pushed my way through a lot of stuff. It's been wild! But now rm ready to bring multi-media to yout

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ITAAT A MUL Tl-MEDIA CLAIIAOOM Page2 The thrH sandbOx graduat11 recruited four more teachers. Together they became known u the Multi-Media Seven or, limply. tht media maniacs. In ,arty November during a team-teaching unit on Indians, the uven teachers got up, Impromptu, and, while a third-grader caught them on video, they did -rhe Indian BoogiWoogie in front of 200 atattled third and fourth graders. According to Sandra: Here we were dancing In front of all theN children and Imitating them. We were wigging In places they dldn,t They w1r1 hyllertcal. The point is, with multi-media even your inhibitions ar1 1radlcatld and the real you MUST come out. Just uk those 200 kids. Not lltiaftld with taking the sandbox to school, tht teachers also took it home where they held all-night multi-media patties to prepare for upcoming multi-media lessons on Nnttnce pr1ftxe1, math word problems, creative writing, and China The teachers' houua overflowed with computers, printers, mod1m1, electronic keyboards, VCRs, and monitors. Cables were everywhere. On the walls the teachers taped directions to the equipment. They were constantly on the phone calling a local teenager for advice on a computer graphics program, the school music teacher for the musical notes in -ren Little Indians, even the local radio station 10 they would play a song the teachers could record on cassette for one of their lessons. Eighty-Seven Kldsl How did the students react to all thtH high-tech hiJnkl? The teachers found out when they announced that Hewitt Elementary School would be hosting a media club for third and fourth graders (the school stops at the fourth grade). The teachers showed up at the school auditorium 1arty one morning expecting five or ten children. They were shocked to find eighty-seven enthusiastic students filling the bleachers. After the teachers recovered, they divided the media club into four sections: the Desktop Publishing team. the Sound team, the Video team, and the Computer Art team. The media kids became a school-wide resource. It wu a common sight to 11e them rushing around Hewitt Oka a high-tech rescue team. When a media kid visited a new room, a teacher got to aee firsthand what the media maniac teachers were up to. Before long, teachers all over the school were asking Sandra and the other teachers if they could join their group. From Sandbox to Studio The sandbox appealed powerfully to the teachers' imaginations. But to kindle the students' imaginations the teachers created a new metaphor, the studio. Student producers In a classroom studio took over a lot of responsibility for their own learning. Now they had to Usttn carefully when the executive producer (the teacher)

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ITAAT A t.lJL Tl-MEDIA CLASSROOM Page3 taught them new subjects. They had to organize the new material in their mind and plan how they would communicate it to other students, to their parents, and back to the teacher. To communicate what they'd learned, the students had lots of options -both in terms of equipment and production format. They could create a science Radio program Uling a boom box, a keyboard synthesizer, and a microphone. They could print up a student newspaper, u Hewitt students did, caned "The Greek Gazette, filled with stories drawn from Greek mythology, each ending with a student's own byline. They could make a do-it-yourselr video which walked other students through a math word problem, a science experiment, or a lat of state capitaJs. Or they might create a computer animation of a black hole, as one student did. An Apple lie computer was the hub of the multi-media center which Hewitt teachers set up on three little AV carts from The Highsmith Company. The two-foot-high wheeled carts were pushed around the school, from classroom to classroom, even by kindergartners. Students used the Apple in desktop publishing activities, to make computer art to illustrate their homemade books, to create title and credit screens in their videos, and to create computer music to accompany their video and audio productions. In adcfrtion, teachers at Hewitt plugged their Apple into an Apple Personal Modem and a telephone line and connlded their multi-media classroom to other multi-media cluarooma scattered acrou Jefferson County, Alabama. Dr. Ron Jones, Director of Staff Development for the county, had set up a teacher's bulletin board so teachers could share their successes, troubleshoot their problems, and keep up with new training workshops, multi-media ev,nts, and news about discount prices for videotapes, diskettes, printer ribbons, etc. Hewitt teachers also joined the Imagination Network, a computer link between Alabama multi-media schools and 13 multi-media schools in the Saanich School Diatrict in British Columbia. Canada. n was an opportunity for students in both countries to exchange computer penpar letters online, submit stories for classroom newspapers, and report on local culture, geography. and events for lessons being taught on the opposite side of the continent. Also, according to Hewitt special-ad teacher Lynn Murl)hy, it was exciting to be so closely in touch with other teachers: "Teachers feel so isolated, she said. "They work alone in their classroom and rarely get the chance to work with other teachers. Now we've got a 'classroom without walls. Any time I want I can sit down at the computer and be in touch with dozens of other teachers. I can learn about what they're doing, and they're welcome to borrow my idea and try them out in their classrooms. Best of all, I've learned that there are a lot of other teachers out there who are just u crazy as I am.

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Fred D'lgnazto START A MUL Tl-MEDIA CLASSROOM Page4 Hello, Mr. HI Teachers and their student producers organized skits built around daily lessons -pronouns, multiplication and division, prefixes, fall foliage, Pilgrims and Indians, community helpers, etc. Than they either videotaped the skits or turned them into radio programs or newspapers. Sometimes they used only one or two pieces of equipment; other times they used the entire multi-media center. Allowing students to become producers of their own lessons gave them great power but also a great sense of responsibility. For example, Nancy Rentschler, Hewitt's teacher for children with speech Impediments, organized a video lesson around letter sounds. According to Naricy: Making the movie was fun but hectic. We had two days to put it all together. We used kindergarten children to act out one of their letter people and also used them to film the movie. Our star -Mr. H -was very good, but our cameraman and director really took his job seriously. He would tell the others to do things over and over again. I thought I was the director but this child took over. Watching Imaginations Grow Hewitt teacher Sandra Pilley said the multi-media center enabled her to concentrate on a vital skill she saw her children losing: The ability to imagine. According to Sandra: watched my class's imaginations grow from just repeating something they had seen on television into something new and genuine that they created themselves. We wrote and produced Video Book Reports using synthesizers, keyboards, stick puppets, and Dazzle Draw for the puppets' background. We published our own books from stories that we wrote on our own. My class would NOT handwrite their stories. Instead they slowly and dili~ently typed each word with 20-column Magic Slate. They came up with the idea of using the greeting card option in the Print Shop to produce book jacket designs to cut and paste on the front of the cover and on the title page. Some even used Dazzle Draw to illustrate their books with. A professor from Oakland University in Rochester, Michigan, came to Alabama and conducted a study on the educational results of the multi-media approach. The report listed two benefits reported by all multi-media teachers: (1) A significant improvement in their students' oral and written communication skills; and (2) Noticeable improvement in students' self-image. According to Sandra Pilley: our oral communication skills grew immeasurably. We viewed ourselves doing skits for the whole school, giving lessons to other classes on various subjects that we had researched, and for fun we wrote and designed a fictitious product that we filmed a TV commercial on. It was hilarious! The same children that were so very insecure at the beginning of the year became the biggest :,ams under the sun.

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'Fred D'lgnulo START A Y JL Tl-MEDIA CI.ASSROOM Paga 5 Hewitt teacher Susan Busenlehner agreed: rm always on the iookout for methods that let children find and express their special talents. Composing music, using their voice, creating original artwork, dramatizing, expressing their feelings, writing, directing, care of equipment for mechanically inclined students it's all there in the multi-media center. Success Is so Important to children. It encourages other successes and I didn, see a single child or teacher who didn't feel a certain pride of success In some aspect of multi-media. Six Glggllng Moms The teachers' and students' enthusiasm for multi-media overflowed into other classes and even found its way Into students' homes. Parents who showed up at open houses and parent-teacher conferences remarked that they had never seen their children so eager to leave for school each morning. "Whatever it is you're doing, said one parent, keep it up1 Parents' involvement also took more substantial forms. When teachers appealed to the PTA for new equipment and supplies, carloads of material arrived from home. Parents loaned and donated old video cameras, cassette players, VCRs, electronic keyboards, TV sets, printers, modems, and computer paper. Parents also began showing up in the classroom as multi-media helpers. According to one teacher: "We even had a dad make us a 'clacker' that I painted black and white. We used it to announce to the camera crew that a ,ake' was ready. You could hear them clack the boards together and say, 'Science News on the Air, take 21 Teachers who used to scramble to get one or two parents to help were suddenly overwhelmed by parent volunteers. Sandra Pilley's experience was typical: asked my head room mother if she would call and see if there would be any of this year's Moms that could come to school and do various things. She said that on Thursday there would be a Mom to come and work on the computer. On Thursday, I heard a real buzz coming from the back of the Teacher's station. When I looked back there, there were six giggling Moms all trying to use the Print Shop. Three Keys to Success Hewitt teachers learned that there were three keys to success with multi-media. First, keep it simple. Second, do it your way. And third, be a maniac. First, keep it simple. Hewitt teachers learned not to strive for perfection in their productions. They weren't professional TV producers, so they didn't try to act like them. The whole purpose of multi-media was for a teacher to have fun and to help her kids learn. The emphasis was on not .

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Frad D'lgnazio START A MUL Tl-tJEOIA CLASSROOM Page& Second, do it your way. Each Hewitt teacher found that she had to find her own doorway into multi-media. If a teacher had already used a cassette player, then that became the starting point for her first multi-media activity. Or if she was interested in video or computer word processing, then she started there. Teachers learned they couldn9t do everything at once. They tried one thing at a time and built on their successes. Third, be a maniac. Hewitt teachers learned early that if they didn't concentrate on their own enjoyment and satisfaction, then they lost the sandbox spirit. In Multi-Media, teachers had to come first. It was important for teachers to relax and have fun playing with the equipment, or, like teaching itself, it was not worth the hassles and extra work. Roller Skating and M&M's Hewitt teachers got their equipment from parents, local businesses, and fund-raising. When Hewitt parents saw the value of multi-media they became big providers. Local businesses, too, became a big resource. Hewitt classes adopted several local Birmingham-area businesses. They publicized the businesses' products, and students designed cards, flyers, banners, and videos describing all the tt.ings their classes could do with multi-media. The businesses responded with surprising generosity. Video Showcase donated blank videotapes and loaned video cameras. Village Computers donated computer paper, printer ribbons, and diskettes. Radio Shack loaned TV monitors, Walkman, and boom boxes. M&S Electronics repaired the school's equipm~nt at cost. When a school can't beg or borrow something, it turns to fund raising. Teachers know all about fund raising. At Hewitt, teachers built a giant cardboard box of M&M's, and a student walked around the school inside the box calling out, M&M's for Multi-Media!" The mufti-media teachers and their students wound up selling hundreds of dollars of M&M's. Of course, if the truth be known, many of the boxes were purchased by the multi-media teachers themselves. As one teacher said, "When I looked in the mirror after that campaign I knew what a sacrifice I had made for multi-media. And, according to a student newsletter made with the Newsroom: every Friday my mom and I went and sold M&M's around the school. They were $1.00 a box. Our best customers were the teachers. Teachers get hungry during the day, and they usually eat a lot (as the picture shows), but now they ate all the time. They owed the school money and they gained weight. Sacrifices for multi-media didn't stop with a few extra pounds. Sometimes teachers put life and limb in peril as well. According to Nancy Rentscher: "There were many nights at the skating rink to eam money for repairs and new equipment. I skated one night for the first time since sixth grade. By the end of the night I could go forward pretty well but I never did learn how to stop. Only for multi-media would I nearly break my neck.

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~-D'lgnazlo ST ART A MULTI-MEDIA CLASSROOM Page 7 Insects on Parade Hewitt teachers converted an old book storage closet into their mufti-media room. Each night the carts were wheeled into the closet and the door locked. According to Sandra Pilley: -We had to go through a kindergarten class to get to the closet which we nicknamed the 'Olin ~-~ills Studio.' One day Dr. Solomon, our principal, was leading a group of dignitaries on tour of our school, and all these strange kics kept coming out of the book closet. They were dressed up like insects. Ms. Marbury's third grade was filming insects on Parada, and they paraded right into the visitors. We nearly died, but we shouldn't have worried, because Dr. Solomon thought it was a wonderful place and a really neat idea. Talk aboJt teaching kids about metamorphosis. They changed from kids to ins .-.s to camera crew all in one day!" Multi-Media on a Shoestring Recently a group of eminent professors visited Hewitt Elementary and the other twelve Alabama multi-media schools as part of a congressional study on the use of technology in education. The professors had visited some of the top projects in the country, but they concluded: "The multi-media effort in Jefferson County had the lowest per capita expenditure in the case study ... It operated on a shoestring. And yet in terms of excitement, and in our judgment, impact, it was among the top two or three projects reviewed for this study. The study went on to state: it is impossible to convey on paper the excitement generated among the public, the administrators of the schools involved, the teachers, and the students ... All agreed, and our observations would strongly support their assessment, that the project was a success beyond their wildest dreams, that it had produced significant learning outcomes among the students and teachers, and that it truly led to an integrated use of technologies throughout the curriculum. A Final Word Hewitt teachers used multi-media in five ways: (1) As a means to enliven the teaching of dry or difficult subjects, like parts of speech, letter writing, and math word problems; (2) As _a way to reach special children who were hard to teach; (3) As an enrichment activity for students to do on their own; (4) As an enrichment activity for the entire class: and (5) As an incentive to get students to complete their regular assignments. Teachers who reported using multi-media as an incentive talked about amazing results. According to one teacher. Getting the kids through some units used to be like pulling teeth. But this year, all I had to say was, 'As soon as you're done, we'll do multi

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Fred D'lgnazlo START A t.lJL TI-MEDIA CLASSROOM PaoB media' Units that used to take two or three weeks were completed in a matter of days. I've never seen anything like It. At the end of the year all the Hewitt teachers agreed that multi-media had been a challenge, but it contained many rewards for a teacher who was looking for something new for herself and her students. According to Sandra Pilley: would strongly recommend that any teacher who Is looking for a way to plug her children into tomorrow's high-tech world today pursue multi-media, because the assets far outweigh the disadvantages. I have always believ~d that good teachers were people who str1tched themselves. What better way than to stretch all the way into tomorrow and have a real effect on tomorrow's people. For More Information If you are interested in starting a multi-media classroom in your school, write: Fred O'lgnazio Multi-Media Classrooms 1302 Beech Street East Lansing, Ml 48823 I am putting together a multi-media classrooms Starter Kit which will help you take your first steps into multi-media. The material in the kit comes from the teachers at Hewitt Elementary and their colleagues at 25 other U.S. and Canadian multi-media schools. The kit has a teacher-training video; a video of teachers and students doing multi-media lessons in the classroom; and an audio cassette with lessons using music and sound. There are also dozens of student activity sheets, lesson plans, and student producer notebooks.

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and a box of audio tapes. The third can, the Desktop Publishing and Telecommunications C.enter, holds the computer, modem, printer, and paper sup ply. With these low~ost devices-only the computer costs over 1100-students and teachen can create their own wire Nrvice, and exchange pictures and news stories Just like the biC kids at Associated Press, United Presa lntema Uonal, and CSA TODAY. 1\elpark I began my workshop series with no idea of what lfant strides technolOI)' would take at Cahaba Heights. I didn't realize then how lucky I was to work with a principal like Rick Lazenby. He's an enthusiastic advocate for his school and a vital suppon for his teachers. Ac cording to Lazenb), Teachen at Cahaba Heights are high men. They aren't afraid to try new things." Lazenby credits this positive climate to the focus on students-not just the top pns, but all kids. We're I student centered school", he says. "That's differ ent from being principal-centered, teacher-centered, or conveniencecentered." The effects of this attitude are in evi dence in the halls and classrooms of Cahaba Heights. In Janie Beale's sci ence clus, teams of children design a special science textbook f eaturtng the c:lusroom pet-a 14-foot python. DeMis Goldsmith's fifth graders work with ldnderprtners, typing the younger kids' stories into the computer. And in the school office, a dozen kindergarten boys and girls interview Lazenby for a clusroom video. Says Lazenby, Uke a fam Uy, school is a place where you can say what's on your mind, and others listen. It's imponant to off er children a place for them to communicate." 1't lw1S1utJ01 Netwon A place to communicate. That's one mark of an effective school, and It's the .. nee of a multimedia clmroom. To in cnue kids' desire to communicate, we c:reated the lmi,ination Network. Here's how the project came about. Through a fonunate coincidence in schedulin&, I was invited to Victoria. Brit ish Columbia, to present a workshop series similar to the program at Cahaba Heights. As a result, 13 Canadian schools became multimedia twins to 13 schools in AlabamL Now they can send each other videotapes, computer-1enerated newsletters, and audiot&pes through a network sponsored by Simon Fraser University in Vancouver. Once on-line, schools may choose from any of the Setwork's services: o Tile laterutloaal Netwon This pro gram enables kids in Alabama and in Canada to become computer pen pals and send each other electronic mailbags ftlled with letters, newspapers, pictures, and reports. o Dr. J'1 Balleda loud This electronic bulletin board, set up by Dr. Ron Jones, staff development director for JmTenon C'iounty, Alabama, Schools, makes it poslible for local teachen to post meuaces and to read technical and admin istrative memos. o Sdlool-~ool In this program all kids have to do is simply press a button and their computer dials another school's computer. Students and teachers can hold a live teleconference and type messages to each other. The lmqination Network's programs are wy to learn; and all we need are a modem, a telephone, and a computer! We call the Network the classroom with out walls." When computers hook up, it's u if the classroom walls come tum bling down, and thousands of miles shrink to nothing. Canadian students send stories of what It's like to live on Vancouver Island. Kids at Cahaba Heights send tales about life in the heart of Dixie, about 'Barna football, storJtellinl on the Selma riverfront, and MardJ Gras celebrations in Mobile. The lmqination Network is a two-way, mul timedia highway, where distance is only a state of mind.

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ldool clbute Technoloey spread through Cahaba ei&hts naturally. But that's not to say t wu inevitable. It wu helped alon1 by eachen who believe that technology is effective way to motivate children d to help them learn more, futer. d students aren't the only ones who neftL Said one leleher, still have e same workload, but since I see suc happenin& all around me, I'm re-harged. I put in extra time, but It oesn't feel like work. It feels like treatDI myself to desserL By the end of the 1986-87 school year, aba's teachers had desi11ted dozens f multimedia lessons in math, science, suage arts, and social studies. For xample, fourth graden in Barbara Durtt's clw created a movie about dino. un, using computer graphics for their title and credits and a keyboard for sound effects. Other students completed a unit on advertlstna In which they cre ated video and print ads. Then when Janie Beale's sixth-grade students created the school's ftrst electronic yearbook, It became an instant video hit! Children from other classes broupt in blank cusettes, eqer to get their own copies. lledlafUI What convinced teachers at Cahaba Rei&hts to get Involved with a multimedia proaram? Kids, of course. Teachers may have hesitated, but students wouldn't allow them to remain on the technolOlical sidelines. Under the guid ance of teacher Dennis Goldsmith, gung ho kids formed a school-wide media club. Individual classes chose interested ,;,,..i.: -~-: t~' students to be on media committees, to learn how to use the technolOI)'. Once experienced with the equipment, these stu dents returned to their classes and trained other kids. The process soon had a life of Its own. Sixth ~aders were loaned to kinderprten classes, fourth graders collaborated with second graders, and their teachen were invited alon1 for the ride. TechnolOI)' ii ev~rywhere at Cahaba Reipts, and yet It isn't obtrusive. It took off, but it never took over. It fit rllht In and never distracted attention from each day's main event-educat1n1 children. ,._ D'.,... 11 a mautbu111111111cor ror C.pv,.! IIIIIM Dwtnc 1111 IIIW7 ldlODI yar, lit pr .. ,11a11 worbllopa OIi Ult la ol lacllnololJ 1ft IClloob 1ft Jtffmon Cowley, AlUllla. 111d in t!lt Sunictl ICllool dlllrict ol Vlc1oria, lrt&illl <:ol1111111iL "Teachers at Cahaba Heights are high-fliers. They aren't afraid to try new things. We're a studentoriented school."

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In Nation Cahaba Heights Model For Multimedia Classes By Man Jambor* Editor's Nole: The students at Cahaba Hetpcs Elementary School In Jefferson Coamy are at the center or chan1e in the way leaom ue tau1ht and children learn. since their ,dloo& is the model for die sy .... 's 13-tcbool pilot project for maid-media dalrooml. CbaDp wu maodaced by the Carnqie Report on Education ia the United States. which said tbaa the educational system "mllll be rebuilt to malCb the drucic cbanp needed in our economy if we are to prepare our children for productive lives in the 21st century." At Cabba Heigbu Communiry School, piJo& propam of "multimedia das.vooms" bas been created. la tbese daarooms stu dents are involved with bands-on experiences with a varie1y of multimedia equipment In one corner of the clmroom. Shi dents are videoaapiq each other's presearatioa of .4H .4bout M~ cinquaim. Elsewhere, another student is working with a tape recorder, trying to choose appropriate-background music: to dub over bis video: Yet 1DOCbcr cln1d is ac tbe synthesizer, aaaaa her own souad effedS to dramatil.c Im brief smm about bcnelf. Tbe screen of the Apple computer cbanps u a sketch of a schoolhouse breaks aput and reassembles to spell a young aatbor's 111111e. 1be room is literally alive with interest. m:itemeat and commitment &om 31 founbpadcn who are "turned on to learning." In the cafeteria, amid the jumble of child ren carrying trays full of food. a kindcrprtener armed with a Sony miniature video camera films five-year-old's view of bis place in the lunch line. What next? High tech bas even invaded kinderpnen-and bu been welcomed with open arms. M\Jlbnedia Cart The concept of the multimedia clwroom focuses oa tbe shared use of limited resour ces, in this case a multimedia cart supplied with a computer. monitor. printer, video camera. video cimene recorder, synthesizer, speaker and a multitude of cables. cords and adapcen. One teacher is assigned as a multimedia coordinator. It is the coordinator's job to arnn1e a schedule tlw will allow the tachen to have access to the multimedia can when they Deed iL T eacbers are able to enrich tbeir nomw lesson plam because they know that the equipment will be available to 1hem an will add an exua dimemion to their te:ich ing. The use of the video camera enables 1eac. er to reach beyond the four walls of th classroom and capture a special momen like one would take a net to capture a elusive butterfly. Initally. the multimedia teachers offered suppon sys1em for each ocher. Some more expertise with compuacr skills, othe with the video cameras, and so on. Ho ever. once tbe equipment wu put into th band of tbe students. tbe suppon syste spread to include them aad before there were student .. expens" who w beiag sought out by the teachers. In aenera though. the skill levels went &om the to down. That is. the teachers trained a rew th(; most able. older mu:lenu, who the trained others. who then trained young ones. Tadlel Critical TbiakiDt Multimedia equipment in the clamoo offers some unique experienc:cs for childr in analysis and problem-solviq. The ve nature of the equipment promotes acti trouble shooting. For example. when a cbi turns on all of the equipment. aod ir does work. then be/she must stop to analy what be/she did and compare that 10 wh should have been done. The mental exercise involved would something like this: "I pushed the ON b ton. but did I COIIDect the cable to the pow supply? OK. Then. if I want the picture come: from this VCR to tlw monitor, the must plug video OUT &om the VCR video IN on the monitor." It is pure logic. is simple deduction. It is analysis. It is thin ing in action! The child thinks, acu. rethin and reaas. and ia the proces takes ano step closer to becoming a critical thinker Multimedia equipment ia the cias.,r changes the student from a passive obsen to an active learner. The student is notjt.l! passive recipient of knowledge that~ pour out from tile instructor, but an active pan ipant in the learning process. If we are to prepare our cbildren for 21st century. then we must prepare them be able to reason and analyze. Today's bit tech equipment is the abacus of tomorrc but a child who bas learned that be/ sbe find the problem and solve it will be inventor of the hip technology of the 2 century. (Kindlrganen teacMr, Cahaba Heig Com1J1Mnity SchoaL BirmingluJm. Jeffer. Cou,uy Sc/tools)

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I I j:. , I I , i'lllj!'. : I: : i 111; I' I i': I I I I I I' i I ''' I' I. I I I ; I I Multimedia Sandbox A new multlmedla classroom project Is showing children how to build their own Imagination network. BYMARYJACQ TRAMMELL S ometimes classrooms-much like sandboxes-can be the best places for kids to play There they can excavate ideas and build mental sand castles. That's the philosophy of Fred D'lgnazio. a high-tech magician who is turning 13 Jefferson Count~ classrooms into multimedia sandboxes. a term he coined to refer to state-of-the-art media centers for kids and teachers. /1 ? ') Fred D 'lgnozlo (above) designed a program that turned f3 area classrooms Into stote-ot-the-art media centers torltlds ond teachers. I I I I 8111MINGHAM 39 i I, 1 I. ''

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,The Idea II to put electronics on whffll-carts supplied wtth computers, monitors, printers, video cameras, video-cassette recorders. synthesizers, speakers and cables, cords and adapters. Students are then turned loose with the equipment to translate their ideas Into video recordings, desk-top newspapers, audio productions or a combination of all three. Kids are not afraid In the le;1st to press 40 buttons at a time. It's a sandbox to them. They're thinking it through, Sfflng what works. They don't read manuals, and they're not afraid of breaking the equipment." says D'lgnazlo. rve written about technology for 10 or 15 years. I've become very interested In how frightened people become about using machines. What I was trying to do with the sandbox Is create an environment in which we can become childlike in our approach to technology." D'lgnazlo Is the author of more than 20 children's books on science and technology and is a regular columnist in Compute! magazine and Compute!'s Gazette. He appears from time to time on Good Moming, America, WBRC TV's Momlng Show and PBS's Education Computing and The New Tech Times. He also works as a consultant to the Children's Television Workshop, Consumer Guide and numerous other companies, school systems and publishers. When Ron Jones, director of staff development for Jefferson County Schools. was looking for someone to conduct some computer workshops for his teachers last year, he was referred to D'lgnazio. The computer expert, in tum, had a contract with a textbook publisher to write a teacher's guide for the multimedia classroom. He needed a group of teachers for a pilot project. Jones and D'lgnazio decided to collaborate on some workshops last summer and fall. using a small amount of federal money Jones had set aside for computer training. "We had small hopes compared to what developed. says D'lgnazio. He had hoped to recruit one or two schools for the pilot project. But 75 teachers attended the workshops and wanted to become part of the project. "Without embarrassment. teachers climbed onto tables and aimed their video cameras at their classmates.~ says D'lgnazio, describing the workshop sessions. .. They shot irreverent clo.,eups of my ears, knees and beard. They wrote haunted house stories on the computer and set them to music. A recent workshop ended with one teacher videotaping the rest of us holding up a computer banner that read 'All It Takes Is All You've Got.' Some of the teachers blew and popped bubbles. All of us AO MAY danced together to Beethoven's Third Symphony. The teachers who wanted to be part of the pilot project were asked to write proposals. including 10 lesson plans each. Proposals flooded in and filled a thick notebook with ideas for otgnazio's book. In turn. he selected 12 county schools and one Vestavia school for the pilot multimedia project. 5omr nf th, o;chnol5 ,,lri;idy h,,d a few of lhl.' comporuml5 lll.'l.'dl'd for multimedia centers. but most needed video cameras and assortl!d other pieces. The teachers. Jones and D'lgnazio set out to get more components through school money, Ingenuity and the generosity of local and national electronic suppliers. D'lgnazio's plentiful contacts resulted in sponsorships by 18 national and seven local companies. Today, In the 13 multimedia classroom project schools-nine of them with complete centers-children can be seen and heard using video cameras, producing strange electronic sounds. developing professional-looking printed materials. manipulating images on video screens. building their own imagination network-in short. enacting a 21st century baz;,ar of exotic. high-tech images and sounds. "The rooms are literally alive with interest. excitement and commitment from (children) who are turned on to learning: says Mara Jambor. project coordinator at Cahaba Heights Community School. flagship school in the project. "This, hopefully, opens up a new area for kids. It's teaching these kids thinking skills." "I've been around a long time. and I have not seen such excitement generated among teachers before.~ says Jones "I just sing the praises of the teachers here. You have to have a big imagination to visualize how to use this technology when voure nol familiar \I.1th :t Then you h~ve to Jump m and '.\.restle with cables and hardware and software." D'lgnazio says. Janie Beale of Cahaba Heights teaches mathematics and science to sixl~ graders. subjects that could be considered "dry without the use of media. Her "Rotten to the Core science lesson was an example of a learning / / t;../ experience that was anything but dry. She played symphony music mixed with Insect sounds while students lay on the carpet in a darkened classroom. Tubs of foliage and rotten and decayed leaves gave an earthy odor to the room. Beale talked to the students, asking them to Imagine how the earth would look if all fallen trees. leaves and dead animals stayed on the ground forever without dl'rnyinf! Aftlr thio; 1111,1!.Jillillion 11,;,;011, the students went outside. where they observed tiny organisms. then videotaped fungi. dead plants and animals and learned about the ecosystem firsthand. Beale hopes to add new projects to the lesson. like making a moldarlum from various food substances such as bread. cheese and f rult and maintaining a classroom compost pile. Beale did not start out being so at ease with high technology. "I'm terrified of equipment and machines." she says. "I just decided to get gutsy and come in on weekends and nights and learn by trial and error. I gained some independence. and I gained some guts. Barbara Durrett. also at Cahaba Heights. began by videotaping her students narrating autobiographies. with their choice of background music. Soon they were writing poems about themselves and illustrating them with computer graphics. sending the finished products to pen pals in New York. "I'm thrilled to see the child who In September didn't pay much attention to grammar now being almost nitpicky because his composition is going to be in print. My students are beginning to think in a more organized manner." says Chiquita Marbury of Hewitt Elementary. Her project. en I it led "The Last Warrior." mushroomed from a simple study of American Indians into a major production in which four classes adopted tribes They dressed in costumes and staged a powwow with dances. songs and storytelling-all on videotape. Bethnee Durham of Cahaba Heights found that her kmdergarteners were intimidated by a trip to the lunchroom. She turned over the camera to three students and let them videotape the whole procedure. from lining up and getting silverware to paying. eating and putting up the trays The unexpected result 1.1:as that the teachers were treated to a kids-eye view of the lunchroom. They were able to see that. from a five. year-old's perspective. ii wo .. intim1dilling "Kids are raised to be good at passively receiving media." says D'lgnazio. "They don't create it. With these video carts. they see how it's really created. This. hopefully, opens up a new area for kids. Now they've been behind the camera. they've produced a sound track. they've designed a storyboard and

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laid out I newsletter. It's teaching these tdds thinking skills. Working 11 1 team. the Cahaba Heights teachers have completed 1 number of projects with their students. Including taping a series of 60-second television spots on Christmas around the world, with costumes and props. They are working on a video yearbook for the school. and Beale has formed a sixth"We have operated on a shoestring, but we have tried to create an environment where Imaginations are not limited." grade production company entitled "Serpentine Dreams of Children Machine. The production company began by videotaping Cupcake. the school's pet python. and expanded to taping and interpreting nightmares and fears of children. focusing on spiders. snakes and other subjects of horror. Beale describes the subject matter as "something they just wanted to get out of their systems. Selesta MeuH teaches orthopedlcally and heahh-impaired children at Mount Ohve Elementary. She also has coordinated her school's multimedia center as part of her resource room. "Most of the time. my kids don't get to participate. Now they are getting to do things. and they're seeing theyre nc.,t all that different. Meuse has found that she can go out and vldeoti'lpe objects and happenings that her students might not otherwise be able to experience. bringing them back on tape to share In the classroom. "A big goal of this project Is to bring the real world into the classroom ... says D'lgnazto. "Trying to filter that world that Is so rich and so exciting through a textbook or an occasional speaker is just diluting it too much. "It's amazing what you can find just in the schoolyard to videotape Then you can come back, rewind it and show it right away. And It can be saved and reused." Vasha Rosenblum. a teacher at Leeds Elementary. had been teaching for seven years when she joined 1he project. "It was time to learn something new. she says "Teachers are often caught behind what's going on in the real world She sees the program as ;ust the chance for these kids to r'?ally be involved through the senses and the local thinking process. have five senses. my feelings and my imagination." says D'lgnazio. "If I'm just reading a dry textbook. how much am I using my God-given abilities to ltudentt ullng tt,e new equipment can tum fellow students' television Images (below} Into computer-generoted art at tt,e touch of a key. "' I "l learn about the world'" The students have become so interested In the projec~ that they have formed media clubs and have toured television stations to learn more They have become historians. chronicling the daily life and special events of the schools Using computers. the 13 Alabama schools have formed an electronic link with 13 schools in Saanich. Victorii'I. British Columbia They exch,mye video letters." lessons and media experiences. In the process. they are developing positive self-images. says D'lgnazio. "You 're used to seeing Stevie Wonder or Ronald Reagan on the television screen. and all of a sudden. you're there-and youre only four years old!" "The media are often seen as magnets that draw children away from language skills. says Gloria Soloman. principal of Hewitt Elementary. "We want to use the media to strengthen and stimulate language skill:. And it's working I'm astounded by this project It's incredible. It's beyond belief what these teachers have done. I have tremendous respect for them. Theyre very special teachers. Although D'lgnazios role as facilitator of the project for the schools is temporary. he hnpes the Multimedia Classroom Pro1ect will be self-sustaining we have operated on a shoestring. but we have tried to create an environment where imaginations are not limited. The resources are there. Once people see how these things fit together. they Ci'ln do it themselves and get other schools interested and involved These schools will become trainer schools and will move be~;ond themselves weve broken down some barriers and shown these are tools that can be used to make teaching a lot more exciting. says Jones. -u we don't do that ::: in the public schools. we're going to be less attractive to kids The challenge in public education is to compete for kids' attention. Weve reached a point where we can't teach children the way weve been teaching them-by dispensing facts One do~ Joe~. Jeff and I went hunting rn Dead Mans Forest. We found a house and Joev sa,d. L~t's all go ,n I said. "Let's all go rn or neuer go out of the forest So we IL'ent in ,t and it had spider webs Bur IL'e knocked them off We went ,n th,s room It IL'as strange I sa,d. "Wo1L1 There was so much to see There IL"ere ke~boards. t:omputer. printers. u,deo cameras and VCRs. and tape recorders Somethmg scared us and we wonted ro leaue But we took the media center wrth us' Bloke Boland Student Hewitt Elementary /Composed and illustrated on computer. J

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Teacher Workshops Classroom Kits '-~---.. CLASSROOMS Multi-Media Classrooms, Inc. 1302 Beech Street East Lansing, Ml 48823 517/337-1549

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Author -~-~--, -...:~\ --, \ ,,..,---,., Workshop Leader Fred D'Jgnazio is 1he author of over twentv books on science and technology, including Katie and the Computer (Crea tive Computing Press~ 1981 ), The New Astronomy (Franklin \Vans, 1983), and The Parents and Teachers Guide 10 Using Computers with Young Children (Compu1e! Books, 1984). Fred has been a columnist and As~iate Edi1or of Compute! Maga1.ine since 19R2. He hH :,ppc:uccl a~ :1 cnrmnc111:11or on ~,1eh ~how~ a~ A UC-TV's Good Morning America, Di~ovcry Cable's New Tech Times, and PBS's Educational Computing. Fred is working with Apple Computer, Inc. to develop a multimedia cuniculum for Apple's Classrooms of Tomorrow. In addi tion, school districts in seven slates and two Canadian provinces have adopted multi-media programs in which student "producers" use computers, video cameras, and musical keyboards to create classroom presentations in science, language ans, and other subjects. II New growth opportunities for teachers who are looking for something new for themselves and their students. Fight Teacher Burn Out! 11 Techniques for Integrating technology Into the curriculum and tor using elec tronic media to develop students' crltlcal thinking skills. If you are interested in learning more about our teacher workshops and classroom kits, please fill out this form and mail it to: Multi-Media Classrooms, Inc., 1302 Beech Street, East Lansing, Ml 48823. I am Interested In learning more about D Teacher Workshops D Classroom Kits My name ___________________ My school or district ____________ My malling address _____________ Building Street D State Zip PleaH Hnd me your a-page catalog and your 15-mlnute "Curriculum lde11 videotape. I have encloaed 125 for both.

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APPENDIX B Albuquerque Public Schools, Computer Education Pilot Project Summary, 1983-86

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Computer Education Pilot Project Summary 1983-86 The computer' education pilot project waa initiated ln the Albuquerque Public Schoc,~ (APS) durin1 the 1983-84 achool year after the approval of a bond iaaue ln a city-wide election. The purpoae of the pilot waa to implement computer education ln APS over a period of three 7eara, experimentin1 with instructional approach in the pilot altea before expandin the proram to the remainder of achoola ln APS. Twenty-ab pilot altea were aelected on the bails of proposals made by the principal and ataff at individual achoola. The achoola represented three componenta of the computer education pr01ram: 1eneral education, special education, and occupational education. Thia report will aumma1ize the activitiea of each of theae components durin1 the three years of the pilot. General Education The 1eneral education component of the computer pilot initially focused on teachln1 student the skills of computer literacy, and later explored the application of computers in a variety of curriculum areas. Computer Literacy Due to the late arrival of computers and subsequent delays in installation, computer literacy activities were not be1un until the aprin1 of 1984. Durin1 the remainder of that school year and durin1 the 1984-85 school year, students in the pilot sites were instructed in computer awareness, includin1 uses of computers, ethica of computer use, and proper use of computer hardware. In addition, atudenta were expoaed to three applicatlona of comr ~era. These included a 1raphica pro1rammin1 lanua1e, a data mana1ement system, and a word proce1ain1 pro1ram. Students were teated before and after instruction in computer awareness. Teat results indicated that the material was learned fairly quickly by students at all levels. Two areas of concern were that boys had more prior knowledse about computer than 1irls, and children from more affluent neighborhoods with more home computers had more prior knowledge about computers than students from lower income nei1hborhooda. Initial results su1gested that differences related to 1ender and socioeconomic back1round were increased by instruction, probably because atudenta who had prior computer experience were more readily able to learn new material. However, later evidence suggested that opportunities lo use computers in school eliminated the advantage of prior experience. Thia optimiatic interpretation is tentative, however, since the appeal'Bnce of students' "catchin1 up" may have been due to the relative simplicity of the computer literacy teat. Iaauea of equity in computer education continue to be of conce1n acroaa the country (Lockheed & Mandinach, 1986; Sanders, 1985; Strausberg, 1984; Winkle l Mathews, 1982). In addition to an assessment of students' computer literacy skills, student and teacher attitudes toward computers and computer use were assessed before the pilot be1an and after it had been in place for one year. Experience with computer in school had a positive effect on the attitudes of both teachers and atudenta. Students and teachers became more interested in compute1s and mo1e l

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confident of their ability to work with computers. Teachers also perceived a much broader ran1e of classroom applications for computers after the first year and felt problem aolvtn1 activities were the moat important potential application of computer in the claaaroom. Computer Appllcationa After the initial emphaaia on computer literacy at the 1eneral education aitea, the focua of the computer pilot shifted in the 1984-85 school year to the lnte1ration of computer technoto1y in the classroom curriculum. Thia emphasis continued throuahout the remainder of the pilot. Software Pilot. Durin1 the 1984-85 achool year, software in all curriculum areu wu pilot t11sted. The purpose of the software pilot waa to aaaeaa the appropriatenesa of software in a variety of content areas for students of different 1rade levels and abilities. Software which previously had been approved by the Couraeware Review for Curriculum Integration (CRCI) team was evaluated by teachers and students durin1 the pilot. Fifty-seven of 81 pieces of software that were pilot teated were recommended by the curriculum coordinators for inclusion in the APS curriculum. The coordinators felt that involving both teachers and students in the software evaluation was a valuable, though cumbersome, procedure. Coordinators also remarked that excellent software was still largely unavailable in many of the content areas and research has substantiated thia scarcity (Walker, 1983). One aspect of the software pilot was to evaluate the instructional impact of the use of software in a specific content area. The area selected was chemistry. Two teachers at dUferent hi1h achoola used computer software with one of their chemistry classes and resular materials with a second class. In both the experimental and control classrooms, the same amount of instructional time waa devoted to the course, but in the experimental classes students worked in pairs for four or five class periods using chemistry software. Posttest scores of students using the chemistry software were significantly higher than posttest scores of students in the control claaerooma. The teachers found the software to be a promisins supplement to conventional instruction. LOGO and Spatial Visualization Skills. Durin1 the second year of the computer pilot, the 1984-85 school year, the relationship between the use of LOGO and children's spatial visualization and problem solving skills was explored. Followins the development of a test to measure spatial visualization, children in 1rades two throu1h five were pretested, given the opportunity to use LOGO, and then poatteated. Control groups were tested during the same time period. Results indicated that a ai1nificant gain in spatial visualization resulted from the pilot; however, additional exploration is needed to cla,ity the relationships between the test, the instruction, and the improvement in spatial visualization skills. Researchers are not in agreement about the effects of LOGO on children's thinking skills ( Euchner, 1983 ). 2

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Chapter 1 Reading and Math. During the second and third years of the computer education pilot, and a1ain durinl' the 1986-87 school year, three intesrated learnin1 systems (CCC, WICAT, and Dolphin) were utilized in nine achoola to aupplement the readin1 and/or mathematic instruction of Chapter 1 atudenta. lnitia1l7, some of the systems were not utilized to capacity due to the lack of full-time lab operatora. Subsequently, the addition of Chapter 1 aides to mana1e the labs increased the amount of instruction received by the students, althouah in 1985-86, two of the lhree systems were still not sufficiently utilized baaed on the amount of instructional time recommended by the systems' deaisnera. However, examination of the reports of 1986-87 lab time indicates that. students are receivin1 considerably more instruction than they have in the put. At. alt.ea where aufficient service and supervision were provided, standardized teat acorea indicated improved readin1 and math akills for students in 1rades two throu1h four. The most notable improvement in reading skills was at 1rades six throu1h ei1ht. Classroom teachers have been very positive in their assessment of the computer labs, citin1 as advantages of the systems the reinforcement of skills tau1ht in the classroom, and the provision of instruction to larare numbers of students. Reading, Wl'iting, and Problem Solving. In the final year of the pilot project, the 1985-86 school year, cu1riculum integration focused on the potential of the computer to enhance the development of reading, writing, and problemsolvin1 skills of students. Special state-funding provided hardware and software tor this pilot, which included three compute1s and one printe1 for each participatin1 classroom, as well as a variety of simulation, problem-eolvin1, and word processin1 software. Four elementary, two middle, and two hi1h school teachers from the pilot schools were selected to participate. Teachel's received inservice in coordinating computers with a process app1oach to the leaching of writin1, and in the classroom use of simulation and problem solving software. In addition, the teachers met as a gl'oup with two Computer Education Resource Team (CERT) members and an evaluator throu1hout the pilot to brainstorm ideas and to share successful strate1iea. The pilot was evaluated using a va1iety of methods such as inte1views, sul'veys, teat data, and activity lo1s. The data indicated that the literacy pilot had an impact in three major areas: classroom mana1ement and 01ani2ational strategies, classroom climate, and student learning. As a result of an increased emphasis in the pilot on peer activity and coope1ative work, teache1s developed new instructional strategies and classroom management techniques. Secondary teachers, especially, indicated a need to develop new strategies because prior to the pilot, they utilized small group instruction less frequently than did elementary teache1s. Teachers were ?mpressed with the motivational influence of computers and noted that because they were an especially attractive resource to students, they could be used for maintenance of classl'oom order and fo1 motivation of classroom pel"formance. Both teachers and students had ve1y positive reactions to the pilot and stud~nts sought additional oppol'tunities lo use the computers outside of class time. For some students, using computers resulted in 11101e positive attitudes toward the subject matter they were studying, a greater interest in school, improved confidence, and better relationHhips with classmates. 3

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Student at all rade level sained many akills in the uae of computer hardware and aoftware, and elementary students, especially, became quite adept at ll'oublttahootin1. Standardized measures of readin1 and problem-aolvin indicated lhal both experiment.al and control 1roupa of atudenla made 1aina durin1 the pilot. Therefore, the apecUic effect of computers on readint and problem 1olvin1 were not aacertained ln thia pilot. However, analysts of wrilin1 samples and teacher report about student writins indicated that computer-renerated writins was tonier, more complex, and contained more accurate spellins and punctuation than handwriU.en text. In addition, at the upper 1rades, computer-1enerated wrttin1 demonatrated revision that improved the meanins and increased the complexity of paaaasea. Teachers also noted that uae of word proceasins aoftwa1e had a positive effect on students' attitudes toward writin1 and revisin1. Despite some problem and fruatrationa, the overall effect of the literacy pilot was positive and 1enerated a sreat deal of enthuaiaam amon1 student and teachers. Special Education The apecial education component of the pilot project focused on the use of computer-assisted instruction (CAI) and the prosU-.etic use of computers. The pot'.)ulation of studenla served by the special education pilot in computer education was varied and complex. Computer Assisted Instruction Durins the 1983-84 school year, 321 students from 26 prosrams in three elementary schools were chosen to participate in the special education computer pilot. The purpose of the pilot was to examine the impact of CAI on specific learnin1 taaka. The pilot site personnel used microcomputers to support special education curriculum objectives identified in the tar1et dudenta' Individual Educational Plana (IEPa). Students received a minimum of four weeks of computer assisted instruction in math, language arts, spelling or a combination of these areas. The brief time period of the pilot, coupled with the small numbers of students in the pilot and contl'ol groups, placed limitations on the conclusions that could be drawn. However, sp~cial education students who received CAI demonstrated instructional gains on standardized achievement tests. The followin1 year, students in at least seven areas of exceptionality were served. These areas included: physical impairment, learnin1 disabilities, communication disabilities, behavio1 disorders, hearing impaired and deaf, multiple disabilities, and gifted. At the end of that year, follow-up testing was completed for special education students from the three pilot sites. Twenty-six students were tested in one or more of the following instructional areas: math, spelling, reading comprehension, language arts, and reading readiness. Statistically significant gains were made by students in the areas of vocabulary 1ecognition, wo1d comprehension, passage comprehension, and reading readiness. Small gains, which were not statistically significant, were apparent in math, spelling, and letter identification. Again, because of the small sample sizes the 1esults were interpreted cautiously. However, they were considered sufficient evidence of the potential of CAI tor children with special needs to warrant continued exploration.

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Proathetic u,,, of computers The orisinal apecial educaUon pilot provided 20 apecial needs students with ace to microcomputers. Thia waa the impetus for the development of an adaptive equipment lab which provided, aa one component, the loan of equipment to children with aevere neuromotor disabilitiea. The intellectual tunctionina of many of theae atudenta waa inhibited by severe phyaical impairments which limited apeech and/or wrilin1 skilla. Taaka which were once quite difficult or impoaaible for these atudenta were accompliahed easily with the adaptive equipment. For example, portable computer were provided to five student fo1 claaaroom note takin1. Theae atudenta, who otherwise would have been unable to function outside of a sheltered environment, learned note taking skills as practice for hiah school placement. Home computer and word proceaaina aoftware aaaiated aome atudenta with homework. Students with quadriple1ia used microcomputers as communication devices. Active aUmulalion, a method which utilizes microcomputers to evoke rudimentary communication skills, was used to prepare these children to use more 10phiaticated computer equipment. Echo speech synthesizers and "lalkin1 aoftware" were made available lo speech and language pathologists. These computer applications enhanced diaanostic efforts and improved therapy for children with limited or non-existent verbal skills. Expansion of Computer Use in Special Education Currently, there are approximately 40 sites with classroom microcomputers. The ataff at these aitea have received trainin1 in computer-managed and computer assisted instruction. Training in other administrative and management uses of computers also baa been made available to teachers. Instructional support functions of computers, such as computer mana1ed instruction, have expanded from an initial focus on the generation of IEPs to assistance in diagnostics and diasnoatic report writing. CAI also has been expanded to include drill and practice, tutorials, simulations and aamin1, inquiry and dialogue, and p1oblem solvin.-. Trainin1 in the use of LOGO and other programming languages has been provided to some special education students. Occupational Education The occupational education computer pilot project incorporated microcomputers into the occupational education curriculum at nine middle schools during the 1983-84 school year. In a required eighth grade course, the "World of Business," computers were utilized to teach keyboarding and word processing skills as a supplement to conventional typing instruction on electric typewriters. The pilot sites were equipped with computers, printe1s, electric typewriters, and a variety of software. Students utilized a word processing program; a career information system; and software which developed keyboarding, spellin1, and punctuation skills. Based on the results of the evaluation of the first year of the pilot, a number of chan1es were made in the World of Business program. First, two additional printers, for a total of four at each site, were provided by .the occupational education department. Second, a number of site modifications were made to 5

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facilitate the apecial equipment of the pro1ram. Third, the curriculum guide waa reiaed by a core sroup of occupational education teachers during the 1985-86 school year. Between 1984 and 1986, the occupational education computer education pr-orram was expanded from tt.e ori1inal nine middle school ailes to include all AI>S middle achoola, The prosram haa now served over 5,000 atudenta. Sile viaita and teacher Interview conducted in the sprin1 and fall of 1986 indicated that a few area of the pro1ram atill need lo be add1esaed. At the inception of the project, the pilot teachers requested chan1es in the curriculum suide that would provide them with examples of how lo incorpo1ate computer hardware, software, and textbooks into the World of Business coul'se. Althou1h the curriculum suide hbeen revised and the objective of the course chansed, the suide atill does not mention hardware, aoftware, or textbooks. In addition, at two of the schools the classrooms a1e too small for lhe amount of equipment required by the p1ram and at three schools electrical wiring is inadequate and potentially hazardous. Future Direction of APS Computer Education Program Other Computer Education Projects In addition to pilot activities, a variety of other computer education projects have been implemented in the district since 1983. Computers are now being used in En1lish, science, art, home economics, rnath, and draftinr classes. A Laser Art Project waa initiated throu1h the joint effort of APS and the Space Center, with fundin1 from the National Endowment for the Arts. The p1ram provided a computer and low power laser for use in 11 elementary, middle, and hi1h achoola in the district. Student and teacher response to thts project was very positive. Also, a Math and Sr.ience Pilot Project was implemented in ten high schools. Sixty computers, provided by IBM through a matching program, and appropriate software were placed at these schools as a resource for atren1thenin1 the math and science skills of students having difficulties in these couraea. The effectiveness of this approach for improvin1 math and science skill will be assessed. The Computer Education Resource Team has directed much of its effort toward the development of computer disks that can be used by teachers to integrate word processing, data base management, and LOGO with specific content areas. Materials for math, science, social studies, and physical education have been developed tor grades K through five. Similar matel'iols will be developed for middle and high school use. Issues that continue to be important in the district's computer education program are the placement of computers in schools and the focus of computer education. Computer Placement Computer placement is of prime importance in computer education. Although moat schools in APS originally placed computers in lab settings, many are now placin1 computers in the classroom. This affects a number of areas. First, it appears from research and from the experiences of teachers in APS, that one 6

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ideal computer arransement does not exist. Instead, lab setlln tend to be best for certain kinda of activities, while placement of individual computers or several computer in one claaaroom are advanta1eous t Jr other kinda of activities. Laba lend themaelv~ eapecially well to providin instruction t~) students in the use of the computer or new aoftware, or to time conaumin co~put.er applications, such aa word proceaain The uae of mini-labs or individual computers in classrooms appeara to be moat succeasful when teachers want to intesrate computers across the curriculum and have either self-contained claaarooms, aa in elementary achoola, or small claaaea. Second, placement of computers in the classroom creates a new set of problems related to site modifications (Lockheed & Mandinach, 1986). Moat schools were not built with computers in mind and, consequently, have had to be modified to accommodate computers. Placins several computers in one classroom is especially problematic because of the need for multiple power outlets and because of classroom size. Addin computers and printers exacerbates the problems of ove1crowdin1 in many classrooms and sometimes creates additional distractions for students. Third, the equitable placement of co,nputers in schools may not be an equal dist1ibution across rade levels or schools. In APS, the experience has been that it is much more practical and successful to integrate one computer into an elementary classroom, than it ia to intesrate one computer into a secondary classroom. The sheer numbers of students and length of class periods at the secondary level makes this stratesy relatively difficult. In neighborhoods where children do not have access to home computers, perhaps t.he most equitablt! arransement miht be to provide more computers than in schools where children have access to home computers, or at least to make available a home loan prosram. Even with physical access to computers, Papert, a well-known computer educator, believea that children may not have cultural access. In other words, without positive attitudes and recognition of the importance of computers to future educational and career plans, students may not take advantage of opportunities to become proficient with computers. Thia is an area where schools can make stniflcant contributions. Focus of Computer Education Alter an initial focus on computer literacy and applications of computers, the computer education prosram in APS concentrated on integrating computers across the curriculum. This approach has been recommended as an effective alternative to computer prosramming courses by Lockheed and Mandanich ( 1986), although nationally, elementary and secondary schools continue to devote a large proportion of their resources to teaching programming (Hassett, 1984 ). A thorough integration of computers across the curriculum, while an ideal longterm goal, is not yet practical according to Lockheed and Mandanir.h ( 1986 ). Current obstacles to cu1riculum integration are insufficient software, limited resources to support continuous teacher training, and insufficient numbers of computers ( Lockheed & Mandinach, 1986; Walker, 1983 ), A recent study by Johns Hopkins University ( 1986) found that students in 1985 spent t'w'ice as much time usin1 computers in school as they did in 1983, but the authors speculated that even the increased use does not take advantage of the computer's most basic benefits and falls short of the possibilities that computers hold for instruction. 7

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APS alao ia e.xplortn1 the uae of the computer aa a tool for learning aa well a for teachin1. Chanse in inatructional strate1iea and teaching style have been an important by-product of claaaroom computer use and are now the focus of lnaervice effort with teachers. For example, teachers are beins encou1a1ed to UM computer for independent, cooperative, and collaborative activities with atudenta. Walker (1983) identified aeveral ways that computer contribute to education. 1. They make poaaible more active learnin1 and are interactive. 2. They accept input from a variety of sources and display information in a variety of waya, makins them especially valuable for atudenta with apecial learnir.1 needa. 3. They make learnins more fun, with leas mental drud1ery. 4. They make it possible to learn at a pace that is nearer the speed of thou1ht. 5. They provide individually tailored learnln1. 6. They make poaaible more independent learnin1. 7. They make it eaaier to understand abstract ideas. In addition, teacher feel computers make a substantial impact on the social or1anization of learnin1. In the Johna Hopkins study, teachers said students who used computers became more enthusiastic, helped each ot.he1 more, and worked lon1er witi.tout direct supervision ( 1986). Similar results were evident in the computer literacy pilot conducted in APS durin1 the 1985-86 school year and have been noted in other school districts as ...-ell (Merton, 1983). Researchers who are actively studying the p ,tential of computers in education caution that everythin1 we know about computer education is based on just a few years of experience with only a few computers in each school (Hassett., 1984; Merton, 1983). The potential of computers in the classroom is just be1innin1 to be tapped and there are at.ill many unanswered questions. The three year pikit in APS baa provided valuable information to facilitate the evolution of the district's computer education program. Next year, an evaluation of the computer education curriculum will answer quest.ions about the impact of computer education across 1rade levels and content areas in APS. 8

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References Buchner, c. (1983, November 23). Debate lroMI on LCXX>' effect on thinkina akilla. Fmqtion Week, 10; 15, Haaett, J, (1984, September). Computers in the classroom. PsychololY Todar, 22; 24-28. Johna Hopkina University. ( 1986, July 16). Doubled use of computers not enouah, says Johns Hopkins Study. Report on Education Research, 18(15), 1-2. Lockheed, M. E. & Handinach, E, 8. ( 1986, May). Trends in educational computinl: Decreasina interest and the chansina focus of instruction. Information Technology and Education, 15(5), 21-26. Merton, A. ( 1983, September). Computers in the classroom: Non-circulatina. Technology Illustrated, 38-42; 44; 46. Sanders, J. S. ( 1985, April) Reflections from the computer equity trainiQI project. Paper presented at the Annual Meetina of the American Educational Research Association, Chicaao, IL. Strausbers, R. ( 1984, February). Leavina the 1irls behind. TeachiQ.11 Leaminc, Canputins. 54-56; 58-59. Walker, D. F. ( 1983, October). Reflecticns on the educational potential and limitations of microcomputers. Phi Delta Kappen, 65( 2), 103-107. Winkle, L. W. &. Mathews, W. M. ( 1982). Computer equity comes of ase. 9

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APPENDIX C Selected Materials From Houston Independent School District HISD Strategics To Improve Productivity and Contain Costs From: HISD Department of Technology, TechTeam. "The Changing Role For The Teacher" "Lead Teacher Network" "Curricular Emphasis" "Staff Training Assumptions" Department of Technology Historical Matrix

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Thia list of issuttc provides an overview of some of the strategies that the Houston Independent School District is using to improve productivity and contain costs. ISSUES "'TRATEGIES lo(ormati 0o Exp19s;an Higher Levei Thinking Skills Software 6,000-7,000 scientific articles published Computer Programming Emphasis (LOGO, BASIC, daily Pascal) Extensive Use of CAI Data will double each year after 1990 Telecommunications curriculum eamput,c m;I,c1cx Use of computers on the job has become widespread Computer Literacy Curriculum Computer knowledge will become a basi, survival skill Utility Software IDSi[IIHQ !SiSilll IA ~0m,u.1I1c1 Microcomputer Implementation Plan Growing gap betwHn haves and have-nots Computer Magnet SchoolSiComputer Resource Centers Significant portion of instruction delivereG at home Computers Can (Operation Fail-Safe/Parent Involve-. ment Program) CompuBuy School of the Future at F. M. Black Language Pivergenc1 ESL Software SO different languages in HISO Projections indicate a Hispanic majority -Aithin the decade au1io111Scbggl ~rnmucic1Iiao Technology Fair Rapidly changing workplace School/8usine11 Partnership Program Busineu leaders need curriculum input to ensure that students are adeQuately prepared IDIYffis.ilOJ SAb:ta:iCt fgr Q1.ialitx IDIICYSiliAO TEAMS practice test and tutorial software Publiahers developing games for home market Volume Purchasing Agreements No large-scale software HISO-Oeveloped Software e.g .. ESL. FunReader/ Fun Writer C 0 rnPt.dl[ Cbangjng IHSiblc'I BAIi Reorganization of the School Curriculum: Teacher must become a manager of instruction Educational Scenario for the 1990's High degree of computer literacy required r:ilmi IA Uggrag1 Slaff EJPtOiH Technical Training for Various Groups (e.g., Only 3% of potential teachers take even one Teachers, Administrators, Curriculum Specialists) computer course Teacher Technologist Training Program Administrators are less prepared for new technology than teachers e1tmAds,Beduc;tiao Develop software for administrators where no commercial Free principals so they can serve as instructior,al product exists leaders DOT-developed templates to speed standardized General revenue decreases make administrative rePOrting efficiency even more important Integrated school management software avoids duplicatior t;iigb ~rgp-Qyt 8iU1tllliteriJc:r: Lrteracy L1le1t,,": multi-media senior high literacy progra,'T'I Some estimates place HISO's dropout rate at 44 One-filth of all Texans do not have essential skills

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THE CHANGING ROLE FOR THE TEACHER Tb career Ladder concept shoUld provide opportunities to train Ule most talented teadlers to use t.echnology. oorerentiated statfln& must evolve In order to reduce the labor costs involved Wbile taking advantage ot tlle plnrorneting costs or computer tecnno1ogy. lb r!.cher ~b invironment) Teacher Plus Aide 30:l Teacher Only 25:1 Teacher or Aide 45:1 EiliJ' Ern1'I W'~~----7,. I ..., a\pplioatioa / Hlptr i..w1nitecruu. llodcdera.of camput.ra iat._ntM lato carrtomum CClrricmam lat~etioa JI ..._ ____ Coawatioee! lmtructioa Dril1 end Prectict/ 1 compa1tr ptr tudtnt 16AS16

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LEAD-TEAOER NETWORK Eventually a team of Teacher Technologtsts wlll provide leadership at the campus level, and a canpus computing coordinator wlll S\C>PIY amntnlstrattve ltadershlp. The ltbrarlan wlll asswne a new role as tnformatlon spectallsl This differentiated staffing plan Is based on the followtng 1SS11npttons: Relatlvely few teachers wtll be htghly trained In using computers. More nexlble scheduling Is desirable so that students are not ltmtted to rigid one-ho\r sessions; multt-age groupings will allow students to move at their own pace. The expense of telecommoolcattons access wtll llmlt students use of data bases and Information software to special classes; the most proficient and creative teachers should be assigned to these classes, since they wtll teach the portion or the C\ITlculum that enstres tlmellness and relevance. The avatlabtllty of computer technology wtll make It possible for teachers to wort with larger groups of students. Students wtll have to move to various classrooms for access to spec la II zed equipment and teachers who are trained for the needed appltcattons as depicted on the precedlnq paqe. /

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CURRICULAR EMPHASIS FROM TO ------------------------------------------------------TODAY: ca-1PUTER LITERACY*--------> INTEGRATION INfO CURRICULUM (isolated class-operat1ons-ortented-programming emphasis) Example: social studies will use graphics software to prepare charts/graphs illus trating demographic trends. TOMORROW: rECHNOLOGv LITERACY----> USE OF COMMERCIALLY AVAILABLE DATA BASES IN EDUCATION (app 1 lcat ions-oriented-emphas is on emerging technologies) Convergence of microcomputers and telecommunlcat tons w i II blur traditional lines of demarcation. TOOL KIT SPRE ADSJ-iEET Universal skill will be word processing, not programming. Wide-scale education utility applications Grade I eve I and scope and sequence considerations will be less important. 2. DATA BASE MAl~AC'-El"1ENT 3. 'wORD PROCSSING 4. TEUCOI ff 1UNICATIONS ~.GRAPHICS Oef1n1t1ons or computer 11teracy w111 change because or the rapid development of technology. Literacy reQu1rements w111 vary from person to person, from Job to Job, and from time to t 1me. I t -\ 0 '_/ .--

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STAFF TRAINING ASSUMPTIONS Training for administrators is essential to educational reform. The majority or teachers do not resist computers anymore; most S\l'Vtys show that teachers want computer training. A computer-based delivery system cannot be highly dependent uoon teacher competency and ability to tndlvtdua11ze Instruction If It ts to be used on a wide scale. The training system developed must utilize technology (computer/Interactive video) tn order to reduce labor Intensity and staff training costs. Teachers need practical experiences in teaching with technology, so they can learn to be managers rather than lecturers. The use of computers at a school depends heavily on the strengths of the staff; highly trained teachers must be nurtured. Universities will not be prepared to respond to the teacher training needs. Most university training programs are too heavily influenced by departments of computer science; few universities have faculty members with classroom experience tn the use of technology . Untll computers become widely available, only those teachers interested tn learning how to use them should be encouraged; there Is no need to force uninterested teachers to use computers when equipment avatlablllty ts so limited. Training for teachers, administrators, parents, and the community will Involve not only learning to use technology tools as partners but also u~gradtng human Instruct tonal sktlls to accomplish what the Information devices cannot. A higher professlonal level for at least some teachers, wtth concommltant Increases In salary and training reQutrements, Is needed In order to realize substantial educational improvement. 10

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~IIC'pDI 1111e111 UI ecnno,ogy nlstoncal Matrix A1.A? 11I? ur\ A?.A'I A1.A4 AA.Air;. n'i.A6 sel up classroom lacililie1 designed Teacher designed 1 eacher T echnologisl !rained all pnncapals on AA T courses app,oved by TEA Technologisl !raining updale courses Macinlosh (9 hall days) !raining calendar on E-Nel !rained pnndpals, board members, prog,am key leacher1 sel_up IBM lab and !raining set up Mac lab Educalion and Technology Today Training 1larted Cycle I Teacher oonllngency lralnlng TV aeries developed ...,iemenlalion T echnologisl !raining lransportable !raining mod.lies process lmplemenled Techmoble lor Teacher T echnologisls campus visilalion r,og, obsolele CCC 8CM>ffl8fll purchased delive,y equipmenl sel up eleclronic cable TV nelWork inslaled !fained cenlral ollioe stall and Hardware auctioned on and vehicles communicalions bulldilg prinq>als Maintenance DOT assumed equipmenl lagging nelwolt(--E-Nel responsibilllles lrom Prop. Mgml. none began ESL sollware develop developed 0.O.T.Wrila, Reading courseware lundad compleled Reading courseware Software menl ~ord processor sollware by Apple Compuler, Inc. (FunReader and FunWriler) Development compleled ESL and AcMly began lileracy and les~ng software Fund Accounlanl software developmenl $300,000 royally Income d1slrlcl lechnology policies and goals lirsl T ethnology Fair Chaplef 1 Compuler Resource l,pple lunded School ol Fulure TechFul4 adopled by board Cenlers eslablished proposal (SS00,000 awarded) Cof11>u8uy program and developed K-12 oompuler cunt-Tech Fair 13 CompuBuy exlended Coq>ulefs Can program developed Sollware Library eslablished culum and policy lmplemen-lor low-income lamllie1 CornpuBuy exlended CornpuBuy lendad crealed Technology tatlon dislr1cl newsleller, midde school lnlormallon Schools Co-op lmplemenlalion plan hand>ook Technogram, began Resource Cenlers inslalled compleled Tech Fair 12 Lockhart T ethnology compuler lileracy course cuniaJlum dev.when TEA ok'd Academy lormed requiremenls mandaled lor H.S. comp. course oplion1 grades 7-8 developed T echmobile lo enhance compuler lileracy cable TV sludy developed and 1ubmilled eslablished Sollware Library and lirsl sollware licenses negolialed addilional software expanded sollware lor Procurement lo cily council sollware review procedure negolialed licenHI Cornpul8f Resource Cenlers and compuler flffll spedficallons developed eslabllshed dislriclwide Hardware Plannlng Selection Commlnee; purchasing procedures adopled -piloted E-Nel as eleclronlc mall p,ovided Maclnloshe1 ID developed Macinlosh lemplales Administrative syslem lor admlnlslralor1 admlriatralors lor lchool reporting Support expanded E-Nel lo 850 users provided on-slle user s~I lor E-Nel BEST COPY AVAILABLE 6905 /'

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APPENDIX D The National Center for Learning Technologies, "Planning Document" (HISD)

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The National Center for Learning Technologies The American educational system Is besieged from within and f rem without. Massive adult illiteracy, falling test scores, unprecedented numbers of non-English-speaking immigrants, teacher shortages, budget shortfalls, and-faltering public support spell serious trouble for our country's future. Numerous national commissions have documented these problems and warned that ff the United States' educational quality does not Improve, the country will not be able to compete in the tough international marketplace being shaped by the Information Age. America pioneered the use of computer technology for science and industry. Now the lime has c-,me to apply that technological genius to education. Abstracted below is a plan to create a National Center for Leaming Technologies (NCL T) In Houston, Texas, to help transform the way Americans learn. What Is the National Center for Leaming Technologles? The NCLT Is a spin-off of the Houston Independent School District's Department of Technology. The Department of Technology has earned an international reputation for excellence in this field. According to Electronic Leaming magazine, Houston has emerged as a leader in the educational computing milieu. In program planning, development, and management: In hardware and software evaluation and developr11ent, Houston has set an undisputed standard. The NCL T will build on the Department of Technology's expertise to become the focal point for technology-based education In America. Because the field Is so new, relatively little research on the instructional effectiveness of technology-based education has been conducted. Neither have quality standards been developed. The NCL Twill perform this necessary research. A national advisory council comprised of technology experts, educators, and government leaders will advise the organization on needed products and services. The NCLT Is a non-profit corporation as specified under section 501 (c)(3) of the Internal Revenue Code. It has no affiliations with computer hardware manufacturers. What Need WIii the NCL T FIii? Commercial software developers have failed to produce research-based software for the nation's educators. They do not field test their programs in classrooms or make enhancements based on student achievement data. Rather, they have created piecemeal, stand-alone products for quick profits. This approach has yielded disappointing results for students and teachers. Such software has some value as a curriculum supplement, but it cannot compensate for the shortage of skilled teachers, especially in critical subject areas like math, science, English as a Second Language, adult literacy, and education of the gifted and talented. The NCLT will produce what commercial software developers have not--large-scale, integrated educational software. Development will be based on empirical research, not market fads. Turn-Key Solutions The NCL Twill offer American education "turn-key solutions. This might mean the setting up of entire technology programs, or just certain aspects of programs. The center's "turn-key" mateiials will combine software and all ancillary items needed to solve educational problems. For example, if the NCL T produced an instructional software package for gifted and talented students, it would also produce the teacher guides, student workbooks, and textbook correlations needed to put the software to work. Moreover, the NCL Twill deliver video material to teach use of the software in "real-life" classrooms. In other words, the NCL Twill offer.e.vsrything the educator needs. The material may be purchased either together or separately. This will allow maximum flexibility on the part of purchasers with a limited budget or those more technically sophisticated who do not require some of the ancillary material intended to ease implementation. 1

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NCL rs software will enhance Instruction and improve productivity for students, teachers, school administrators, and adult learners. Services to be offered include staff training, hardware and software evaluation, support for computer literacy/science Instruction, and hardware acquisition. No other organization is now offering this mix of large-scale "turn-key" products and services. The NCLTwill concentrate on classroom-driven products developed~ educators !a! educators. Language Arts The basic sklD that underlies subsequent learning is language arts. The NCL T staff already has developed a computer-based package to teach English as a Second Language. The English as a Second Language program uses recent breakthroughs In digital technology to Incorporate actual human speech Into Instructional software. In other words, an Apple computer is able to "talk" interactively to non-English speakers. High-resolution animated graphics illustrate on-disk and workbook stories designed to teach English usage. The software has been extensively field tested. Not only do childrsn love ft, their teachers swear that It reaffy works. It was hailed in Education Computer News as a "boon tc school systems that offer multillngual education programs: Another. language arts program the NCL T has already completed teaches reading to students at the kindergarten throu"h second grade levels. The K-2 Reading software also uses an Apple computer to reproduce human speech. High resolution graphics complement a series of leaming games which teach vocabulary and phoneme recognition. A simple word processor Includes a "talking" dictionary to build writing skills. Teachers are able to keep track of each Individual student's progress with a built-in management system. Adult Uteracy The number of adult illiterates in the United States is staggering. There are 23 million adults whose reading, writing, and comprehension skills are below the fourth grade level. Existing literacy programs, which use labor-Intensive tutoring methods, are reaching less than 10% of the population in need. Those adults who read~ the fourth grade level are almost completely bypassed by existing literacy groups because they are so difficult to recruit, teach, and retain. Technology holds great promise for extending the reach of education to adults. The NCL T has developed a high technology delivery plan for various levels of adult literacy. It calls for using computer assisted Instruction to teach phonics, vocabulary development, reading comprehension, and computation skills. Building on ihe NCL T's existing English as a Second Language and K-2 Reading software programs, the adult software will offer color graphics, digitized human speech, and a talking word processor. It Is most Important that all these instructional materials be oriented t,J adult interests. Older students, their self-esteem already damaged, are offended by illustrations and examples designed for children. An on-line testing and management system will assist teachers and tutors to keep records for adult students, who have an extremely high dropouVreenrollment rate. Ideally, all of a student's records could be stored on a computer database for Instant access via telecommunication links. No matter where he or she studied, the teacher or tutor would know where the student left off. The American Family In Crisis The problem of school dropouts of course contributes directly to adult illiteracy. According to the National Education Association, one-third of all Texas students drop out before high school graduation, leaving only 10 states with a higher dropout rate. The NEA found that low levels of parental education and lack of home support for education are highly correlated with dropping out. There is no doubt that pover:t)I, authority conflicts, pregnancy, and learning disabilities also are contributing factors to students' problems at school. Technology cannot begin to solve these intractable problems. but it can help in ways that bring families closer together. Houston, for example, has an enormously successful program, HComputers Can, H which is designed for low-income elementary school students and their families. First, parents and students are trained at their neighborhood school in how to use a portable computer and appropriate basic skills software. Then they are allowed to check the items 2

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out for use at home for several weeks. Skeptics precllcted that the computers would be stolen. They were wrong. Instead, the project found that children who previously hated studying with pencil and paper would study for hours If they could sit on their parents' lap In the f amity kitchen or living room. "Computers Can" brought parents and children together and made parents more supportive of their children's education. An unexpected finding was that parents Improved their own basic skills, as well. "Computers Can" suggests that If high-quality, attractive instruction can be delivered to homes, low-income parents and children enjoy learning together. Studies on the diffusion of Innovations have found that it Is always "the best and the brightest" who adopt new technologies first. This Is exactly what has happened with microcomputers in America. The wealthier schools and parents quickly recognized the significance of computers for education and made sure their children had access. The poor, as usual, have been left behind. The NCL Twill place this "equity of access Issue high on Its 11st of priorities. If the United States Is not to be split into hostile camps of "haves and "have nots, ways must be found to ensure disadvantaged children's and adults' access to the power of technology-based learning. Choice of Product Technologies The NCL T uses those technologies most appropriate for a particular level and subject matter. Depending on the students' age and background and the subject matter being taught, curriculum material may be developed using a combination of computer and video technology along with traditional materials. These Include personal computers, videotapes, videodiscs, and the new compact discs which Include CD-ROM (Compact Disc-Read Only Memory), and CO-I (Compact Disc-Interactive). Videodiscs, compact discs, and broadcast television are all cost-effective means of reaching adults as individuals and groups. All types of technology-based instruction have a number of advantages: they ensure that only the highest quality of instruction is consistently presented; they are infinitely patient and non-judgmental; and they reduce labor costs. The advantage to videodiscs in particular is their ability to offer non-readers motion, color, high quality sound, and full interactivity (when linked to a computer). Adults who cannot read at all are the ones who need the richest instructional environment. The disadvantage to videodiscs Is the cost of production and the required player/computer hardware, which virtually no community adult literacy center has. Ordinarily, illiterate adults do not like to study in traditional schools since they associate schools with their previous academic failure. Research has shown that in every community there are certain individuals who help others with their reading requirements on an informal basis. The NCL T's high technology adult literacy plan calls for assisting these "literacy helpers" with televised and printed resources. The potential Is great for reaching many more adults In this way than could be reached in academic settings. Even this approach would be difficult to implement in rural areas. In these cases, the adult population would be served better by combining videotext and teletex with television. Videotext is the two-way (interactive) transmission of information using coaxial cable or telephone lines. Teletex is a one-way transmission of data using the vertical blanking interval of a broadcast television signal. Using videotext, interactive computer assisted instruction could be delivered directly to individual homes or other locations like rural schools or community centers. Teletex would alluw the reception of print and graphic Information. Teletex also can transmit computer software programs directly to home computers. These transmissions could be supplemented by printed materials, audiocassettes, and telephone access to instructors. Service Strategy It is not sufficient to provide turn-key products without the ancillary services for putting those products to use. The NCLT offers educators those services, including training for computer teachers. Forecasters have pointed to an Impending te~her shortage. The demand for teachers does not equal the supply, which itself provides a powerful impetus for technology-based solutions. The NCL T staff has an exemplary record of training teachers and administrators to integrate technology into the classroom and school office. The continuing need for technology training becomes obvious in light of school hardware purchases. The number of classroom computers has doubled every year in recent years. and the Center is poised to train school personnel to use the new technologies to full effect. 3

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Other NCL T services Include technical support, hardware and software evaluation, negotiation of software licenses, computer literacy and computer science curriculum support, and consulting services in: -program planning -proposal development curriaJlum Integration -research and evaluation of computer-based curriculum 4

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APPENDIX E Blue Earth, Minnesota, Public School, Learning With Technology: Scope and Sequence Plan From: Blue Earth Public School. Th,. DevelQpment Qf A Cmnputer Intensive Pro~am. 1_986.

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. __ ., .:_.:: -.-.:;~--.-----. --.--:... ... :.,!' ------. -:u...,----~-. -. -.. -. . . --~ ... -r. -..... : BLUE EARTH PUBLIC SCHOOL BLUE EARTH, HN ... THE DEVELOPMENT OF A CO~/lPUTERI?JTENSl'VE ,PRO CT RP~!vi

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LEARNING WITH TECHNOLOGY Scope and Sequence Th~ following k-12 scope and sequence for learning wlth technology was developed for the Blue Earth Public School. This scope and sequence ls part of a technology utlllzatlon plan that was prepared by the Blue Ribbon Committee on Computer Literacy ln 1981. Dur-Ing the 1984-85 school year, the Minnesota State Legislature encouraged all publlc schools ln the state to develop a plan for the Integration of technology Into the curriculum. Nlnety-flve percent of the schools completed an approved plan during the year. It ls Interesting to look at the scope and sequence now, five years later, and make some observations. The plan has a heavy emphasis on drill and practice actlvl~les. Drlll and practice continues to be a popular use of computers, especially In the early grades. Spelling and math facts drills are the most popular. Programming ls mentioned as a part of the math curriculum beginning at grade three. Very little programming ls actually taught In the elementary school. The emphasis In now on using the computer as a tool In the learning process, rather than teaching programming skills. Although drill and practice activities are stlll considered an appropriate and beneficial use of the computer, the creative uses show more promise for actually Improving education. The creative uses Include LOGO, word processing, database management, and many others. When progranvnlng ls mentioned, BASIC ls the :anguage Intended by the authors. LOGO ls never mention,~. LOGO ls now taught as part cc the math curriculum to enhance problem-solvlng skills.

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The Blue Earth School beglne keyboarding during the second half of the year for all third grade students. ----Keyboarding skills are reinforced through drills ~nd through use of the skill for word processing act1,,1t1es after the lnltl~I Instruction ls completed. Computer technology ls now used extensively throughout the school. Some video production Is being done at the present time. Very little ls done with the other technologies. Although there have been some changes, the plan has served as an Important guide for developing a strong canputer program In the school. In 1985, the Blue Earth Public School began work on the next five year plan for Integrating computer technology Into the curriculum. The plan will be canpleted during the 1986-87 school year.

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I C c0111puter lV/VCR/f ila ,~ interactive video N aicr0111ave ovens S satellite COIIMJllication R -educational radio Kindergarten U:ARNltC WITH TCCtwOt.OGY (K-l Scope and Sequence) Gradel Art Ccolors end color words I TutrtP.n trin H~alth Language Arta Hath Tvid~o_trin~ hnsoital-. clinic. 111ntP.r hP.Rt-nt nlRnt: dr!ntiatC-spatial COIIIJ)arison T-tape sounds and number for se 1 f-correct ina C-number recognitions, shapes and aizea, counting CSpelling drill and practice Cdrill and pra~tice1 baaic fact,, aeta, ti, 1110ney, relationship BES, .. l l-.' I Grode 2 '-JLl.dco trip,R CSpelling drill, gr-ar, punctuation C-drill and practices basic racta, atory proble, money, and ti -----------+--------------------------------------------'-------Music C-notes and pitch drill. Re~ucation radio T-tape plays hv,,,._,,IJL.L. Grode J Tuiden trinca C-Spelling, parts or apeech, correct usage C-facts drill, simple progroing ---------' Physical Education ,leading C-fitness scores1 outline 1110vemcnta for visual evaluation, showing specific area ta be improved T-tape movementa for aelf-evaluation1 large screen TV for. demonstration C-letter and llllOrd recognition, ABC oequence, color words C-drill and practical consonant and vowel aounds, phonics, CDlllf>Uter vocabulary Cyocabulary, coaiprehenaion,. and speed reading : C vocabuhry ,. ; 1 T-oral reading 1:1 ---------L-------_:------------+--~=-~~~:~~.::::::... ______ t-:~====:~===:=~~:~~--r-c:=-:~;~:;;-:~-~-I 1 : icience --------------------~f----:------------------1----------------T-demonstration IVinterview authors T-experiments IVintervin authors Ccomputer vocabulary (LOGO) C--VOC:abulury computer parts 1----------~-~ I I : ;ocial 11itudies T-video trips C-directions T-video tripa1 Poat Office grocery store, auseua N-baking in ciaaa 5foreign holiday cuat0119 Ccommunity COlllpUter uaea T-vidoo tripa Nbaking in claaa 5foreign holiday_cuatGIIB pecial rtucation Cdrill and practica, vocabulary, Voice Input ftodula (VI"), Voice Print Speech, data baaa T-video trifl_s /yf/.' I . Caiaulationa T-video trips1 Waahingt, S-Nigeria, Brazil, tloac01111, London

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.. _, ......... ~-----r TV/VCR/'11 J -interactive vido 1 -aicr1111ave avena ; aatellita caaunicatian r educational radio ------------------------------LEARNING WITH TCCtNJLOGY (4-6 Scope and Sequrnce) ... ---... -....... Grade Grade 5 \rt Cgraphics T-video tripes artists, Art Show, show on cBbla TV S__ .. Art~whibit!1 11rn11nrf __,,.,,. leelth C-vocabulary T-video trips, Public Health Cgraphics T-video trips1 cable TV I artists, Art Show, C-nutrition, diet, and exercise T-video trips ht_~.; C0P) IWAiL/\t;LE Grade 6 C-graphics T-video trips 5exhibi to around ~,or ld T-video trips IV-interview experts I IVinterview experts I I -angullCJ8 Arts lath '-:usic hvsical Educ. C-drill and practices Spelling, grunwnar, ,,unctuation, keyboarding T-tape speeches C-facts drill, logic, allllP.le programming C-Spelling, vocabulary, keyboarding Ttape speeches CHicro-ttath Hagie, logic, trica Ckey signatures, follow the note, rhyttws, ti aignaturea Trehraroala and perfaruncea 5world perfol'lllancea C-game rules and fitnesR eading C-drill: prefixes Cprefixes 1 1 T-tape plays Ttape playa C-Spelling, word analysis, pa~ta or spoer guide words, ~eybpording T-tape speeches CHicro-ttath Hagie, Base 2 and CCJIIIPUter CCCllllprehension, speed,reading : IV-interview authors IVinterview authors IV-inte view authors I 1cience C-simulations, review ~OfflPUter parta Tvideo trips, tape experinta -cable TV IV-interview acientiata 1JCiel Ceimulations, career, caaputer I ducation vocabulary Csi11Ulations, circulation T-video trips, tape experi11NK1ta, Science Fair for cable IVinterview scientists tape C-aiaulations, history of CClllpUtera, CCllllpUter vocabulary C-aimulationa, computer functions T-video trips, tape experiments IVintervi81111 scientists Ceimulationa, Hinnesota computer careers : T-video tripe : Hbaking in claH ;. ____________________ ---.&...--------------------1 T-video trips T-video tripe I 1,ecial I C-drill and practice, vocabulary, data base, Voice Print Speech I '-/S-~.

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I I I -r.;-caaputer T TV/VCR/Ula IV interactive video N aicrowave ovena S satellite COIIIIIIUflication R -educational radio ---. LEARNING WITH TECtNJLOGY 0-9 Scope.and Sequence) ...... Art C-graphica, art hiatory, testing, art deaign projects T-tape classes for Art ~how, educational TV, fll animation, produce filma IV-interview artists. view other classroom art oroarams throuohout the world Health (Grade 9 only) C-body systems, si111Ulations, vocabulary drill Language Arla C-drill and practices speed reading, Spelling, vocabulary, grammar, word processing T-tape speeches, plays, lessons for absentees, video trips, educational TV IV-interview writers and other guests 5view other classrooms in U.S. and foreign countries Hath C-computer chess, basic programaing C-binary number ayateta and relstionahip to computer ~) -. ( ~. ; 1. L. ~-----. ; C-algebra on computer, basic progrD11W11ing 1 careers Tvideo tri~s C-ear training, rhythmic dictation, theory, cross-referenced list of all 111Usic in district achools, ., Husic . uniform and robe asoignments Trehearsals,.tape performances of visiting groups Phyaical Cgame rules and strategies, software library Education T-tape student skills, cable TV demonstaationa to C011111Unity, video tripe IV-intr.rilct with-CWll!IIYDUY Reading C-comprehension work Scieoce C-population and ecology atudies Cguan~ative analyaie, I c .. quantative analysis, 11imulaUon1 quantative analysis drills rock identification j heat 10811 T-video trips I I Social Ceimuloliona Cdrills longitude and latitude C-history of computers, career profile, Studiea computers in society,. simulotiona ; T-tape behaviors, ooble to community Special C-drill -~d practices Math, Language, Vocabulary, Spelling, Geography, simulation, T-video tripe vocational opportunitiea, tape lessiona for homebound IV-phone conference calla to parents who can't attend conferences Guidance C-ACT Discover, HCIS end GIS, employment opportunities T-video trip~ HU111an Servtcea --' ,, __ ,. ,,. .. ~ 0 .. \ r ....... _,;,,_, ____ __ ...,,.,_i~ ho _. __ ., --_. __ .. ., n 1 n .... i ,..., .,_,. t ---f' t 1. / c.;,__

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C coaputer T JV/VCR/ru. V -interactive video icrowave ovens S satellite c01W11Unicatian R -educational radio LEARNING WITH TECHNOLOGY l1 (10-12 Scape and Sequence) Grade 10 Grade 11 Art C-graphics, art hiotory, testing, art design projects T-tape clasaea far Art Show, fil animation, produce Olllrl films S-art progra111111ing throughout world I ~--Ith (Grode 10 onlv) C-lifestvle Profile. simulations T& IV-taoe interviews with consultants Language Arts C-drill and practice, Spelling, grammar, vocabulary, word processing Ttap1: student productions, cable TV -student ,interviews/panel discussions Hath C-alaebra. aeometrv Droqrommina C-advanced alaebra, trigonometry I Cprogranming Music C-theory, uniform and robe assigrvnents, list of music in district schools TtnnP. rPh .. "'ru11 .. fnr nlh"l1'!nt .... <1. tan .. nerformonces of visitinn nrouns Physical ( Grade 10 only) C-game rules and stratP.gies Education T-tape student skills, cable TV demonstration to community, video trips Science C-guontative onalysia, simulations Tvideo trips -testina and lab demonstrations IV-interview experts Social Studies C-history of comput~rs, C-drill and practice, impact on society, careers simuhlions T-tape oral presentations, make Ollllf'I ahows, video trips IVintervie111 government officials Special Csimulations, drill and practices Math, Language, Vocabulary, Spelling, Geography Education T-video trips -vocational opportunities, tape lessons for homebound IVphone conference calla to parents who can't attend conferences Business C-word processing, speed and accuracy drills, accounting loon and interest analysis T-video trips to court IVir.tcrview lawvers Driver's Educ. (Gri>de H onl~2 C-testing1 drill and ~racticg I!lirle2 tri~~ Bl-1atctli!1cna Guidance C-ACT Discover, HCIS and'GIS, employment opportunities I T -vi cleo tr ins Ht-lJO 5~[!! i f;:P.11 lfome -:conomics p:, 1.0 :JfflilJJ 1.,Jil.lfflal 1...uu,-1., U.liOliOIU.IU .. .IUII \,UU& ._ / / / ': > ..... 1.., .... Grade 12 I i I I I : I I I

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APPENDIX F Shakopee, Minnesota, Public Schools, "Technology Assessment: Current Status of Computer Technology" From: Shakopee Public Schools, Five Year Plan, 1987.

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TI;CHNOLOOY ASSESSMENT CURRRENT STATUS Of COMPUTER TECHNOLOGY INSTRUCTIONAL COMPUTERS Instructional use at the elementary level includes Computer Assisted Instruction (CAI), Computer Managed Instruction (CMI), keyboarding, and wordprocessing. Instructional computer use at the junior high is primarily limited to mathematics, computer science electives and special education. The senior high instructional program offers a full elective series of programming in Basic and Pascal in addition to simulation units and drill and practice as appropriate. Business courses offer computer applications in wordprocessing, databases, spreadsheets ancd accounting practices. The Industrial Technology Department has incorporated Computer Assisted Design (CAD) into its curriculum. Home Economics is making use of instructional computing witt, a variety of simulation software. ADMINISTRATIVE COMPUTERS Administrative computer utilization is accomplished through a combination of micro computer and T.I.E.S. main frame computer applications. Presently the following administrative tasks are computerized: Personnel/payroll, financial accounting, student records, student scheduling, student attendance, mark reporting (secondary), trans po rta t ion, district census, instructional management, and energy management. COMMUNITY EPUCA TION COMPUTERS Use of district technology is limited to course offrings in computer literacy, computer programming, and computer selection. P.dministratively, Community Education is implementing a micro-computer based facility scheduler and financial reporter. 8 /' 'c./

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CURRENT STAJUS OF VIDEO TECHNQLOOY YIQEOTAPE Shakopee Senior High, Shakopee Junior High, Sweeney Elementary and Pearson Elementary buildings have 1 /2" VHS cassette tape playback capabilities. Utilization is primarily for playback of prerecorded materials. Throughout the district, video systems are also used to record selected student activities for playback. CABLE TELEVISION Construction is currently in progress which will bring cable television to all five district buildings. The system will be inter-connected with the Chaska Cable Television system allowing for future development of shared production. It is anticipated that both Chaska and Shakopee School Districts will benefit by sharing instructional staff through interactive cable connections thus reducing the need to transport students between districts. Pearson Elementary, Sweeney Elementary, Shakopee Junior High, and Shakopee Senior High are all totally wired with video distribution systems to all teaching stations. Central Elementary has no video distribution system at this time. It is anticipated that Central Elementary will need to have a distribution system installed as cable television for instruction is expanded. 9 I I I '-

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CURRENT STATUS Of TECHNOLOGY -INSERVICE COMPUTER INSERVICE The school district has actively encouraged inservice training on computers and their uses for more than ten years. This training has consisted of on-campus college courses, off-campus college courses developed to address district needs, locally developed inservice courses, conference attendance, and a variety of T.I.E.S. workshops. As a result ~f this effort, the vast majority of the staff is at a moderate to high skill level relative to hardware and software. Future inservice needs to be in the area of software evaluation, instructional integration. VIDEO INSERVICE Staff currently has only a moderate knowledge of video and communications technology. As current pilot projects mature, it will be necessary to expand inservice in this area. 10 I

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INSEBYICE AND TRAINING SUPPORT PLAN TECHNC10GYRESQJRCETEACHER A review of the progress made in both hardware and software implementation as a result of the Four Year Technology Demonstration Grant indicates a strong need to continue thJ current level of support. The Board of Education voted at the March 9, 1987 meeting to continue a full time Technology Resource Teacher. BUILDING TECHNOLOGY TEAMS Hardware and software support will be further enhanced with the implementation of Building Technology Teams. Teams will consist of staff members from each school whose primary purpose is to facilitate the implementation of computer education in the school. MEMBERSHIP Elementacy; 1. Media Specialist 2. Primary teacher 3. Intermediate teacher 4. Building Key Instructional Contact 5. Other personnel identified by the principal Junior and Senior High: 1. Media specialist 2. Teacher from each department 3. Building Key Instructional Contact Criteria for Selection of Members 1. Interest in computer education 2. Willingness to share tips and techniques with other staff members 3. Basic computer knowledge 4. Credibility with staff 18

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BUILDING KEY INSTRUCTIONAL CONTACT (KIC) One staff member should be identified by the Technology Coordinator and Building Principal as the Building Key Instructional Contact. This person would be responsible for the following: Icaioiog 1. Chairing the Building Team 2. Scheduling the computer labs 3. Assist with software installations on the LAN 4. Arranging training for staff through the Technology Office. 5. Communicating with other Building KIC'S and with the District Technology Office. 6. Performing minor maintenance and repair on hardware and software. 7. Arranging for the more complex maintenance of hardware and software through the Technology Office. The team from each school will be trained by the district Technology Office. Additional in-service needs will be provided throughout the school year. It is anticipated that the administration will reserve some workshop days for continued training. 19

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APPENDIX B 1985-86 PER COMMIJJEE RECOMMENDATIONS In order to address the continual development and implementation of ways to provide the highest quality educational services possible for all students in the Shakopee School District, there is a need to systematically review one or more curricular areas on an annual basis. The 1985-86 PEA Committee was charged by the Board of Education to make recommendations for program improvement in the areas of reading, health, and physical education. Curricular change is inevitable. If curricular change is to be productive, it must be carefully planned to improve existing conditions through the consideration and adoption of new technologies, new ideas, or old ideas for which the time is now right. After careful study and consideration, the District 720 PER Curriculum Advisory Committee has mad the recommendations included in this report. It is important to recognize that these recommendations are means to an end not an end in themseleves. They represent a starting poir.t, not a place to be. Our recommendations constitute the beginning of what should be done in District 720. Our expectation is that a broad base of participants, including teachers, parents, students, board members, and administrators, will work together in accomplishing these recommendations. Jechnologu 1. Additional support personnel for computer labs could enhance the utilization of those labs. 2. Increased opportunities for computer and computer-related inservice training should be provided to all district staff. 3. A schedule for replacing/maintaining computer hardware and equipment should be developed. B -1 '/

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APPENDIX B 4. Expanding the use of computers outside the computer lab salting should be explored, and a hardware acquisition plan should be developed, if warranted. 5. Attention should b" given to providing the necessary hardware appropriate for integration into the business education curriculum. 6. Exploration of the use of interactive cable capabilities to expand program opportunities for students should continue. 7. The Board should set K-12 goals to provide enough computers to accommodate full classes of students in the lab setting. The goal should also address providing a m'nimum of at least one computer per classroom K-12. 8. The district's current emphasis on keyboarding at the elementary level should continue. 9. Immediate plans should be made to upgrade the business education curriculum so that it is more technologically viable. 8-2

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APPENDIX G State of Minnesota, Selected Materials "Introduction," From State of Minnesota, Minnesota Technolo&.Y Demonstration Sites. January 1986. State of Minnesota Legislation, "Omnibus Education Act, 1977 (Draft)" Article 5 -"State Agency Services" Article 7 Article 8 Technology and Educational Improvement Minnesota Department of Education, "Information Technology Philosophy", from Information Technolo~ Learner Outcomes: An Overview, undated.

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INTRODUCTION The sections of Article 8 in the Educational Omnibus Bill dealing with educational technology have received a great deal of state and national attention. The comprehensiveness of this effort and its sizable $6,300,000 biennial budget are factors in its national identity. The degree of participation by districts in a voluntary program and the quantity and quality of assistance given at the Minnesota Technology Demonstration Sites are reasons for its visibility in the state. Technology is extremely important to Minnesota's economic well-being. Given our cold winters, lack of energy resources and the existence of a highly educated population, technology is extremely appropriate for reducing our disadvantage:-; and exploiting our advantages. Forty percent of our economy is linked to high technology. Minnesota's national and world business identity revolves around such names as 3M, Control Data, Honeywell, Sperry, IBM and Cray Research. All have major operations employing thousands of people. Equally significant, the other business identities that Minnesota has, such as those of a banking, medical research, insurance and agribusiness center are also technology intensive. Beyond economics, there are several major reasons it is important to use technology in education. The most obvious one today is use of technology to help provide better instruction. Examples include providing low-incidence courses, individualizing education, providing drill and practice, managing learner objectives and monitoring student progress. Technology in schools also helps students access information and enhances their ability to think, make decisions and solve problems. Technology tools such as databases, electronic spreadsheets, word processors and simulators allow students in all geographic locations to manage data in a very sophisticated manner. Telecommunications allow motivation and interest to be the major determinant of lifelong learning by reducing present limiters of participation--age and location of residents. Given economic and educational reasons, it will probably not surprise readers that Minnesota's people expect their students to be knowledgeable about technology and its uses. In fact, Minnesota has been perceived as a leader in educational technology for many years. State-owned Minnesota Educational Computing Cororat i0i1 (MECC) and Counci! on Quality Education (CQE) projects provided schools with quality courseware at a time when commerical producers were not ready or willing to risk development funds. Minnesota's research money also encouraged districts to experiment with new methods of delivering instruction. For instance, CQE funding made possible the first installation of a low-power two-way television school network and t!,e first K-12 production and use of videodisks in the United States. However, like other states and provinces, Minnesota was having difficulty maximizing the potential which modern technology offers schools. Most people agreed that Minnesota's technology educational efforts were random, and often showed little direct link to the existing missions of schools. Instead of using technology to enhance learning, educational technology efforts were focused around teaching students to program computers; even ti.it effort was made rather poorly. Where technology was used for instructional purposes, it was often done in a drill-and-practice format, accomplishing nothing more than using technology as electronic workbooks. Even more foreboding, technology was being perceived as the domain of only a few subject areas.

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Courseware was another major problem. Thousands of soft ware items were being produced, but only about twenty percent warranted use. Teachers were frustr3:ted that there was not initial select ion and f eh unable to devote large amounts of t 1me to preview materials. Even when good soft ware was found, teachers were unable to obtain content-related inservice. Many teachers recognized the importance of technology, but were unaware of or unable to visit schools where successful uses of technology were taking place. Education lenders cnutioned Mi1111csota legislators th,1t the state's p,:-rcC'ivcd leader ship was based on the work of a few exemplary districts and the existence of a lot of hardware and that, unless mnjor steps were tnken, there was little chance for fulfilling the potential of tech11ology across the state. Legislators, acknowledging the importance of educational technology in educational improvement efforts and the economy, responded with a biennial budget of .)6,300,000 for the foil owing educational technology initiatives: TECHNOLOGY UTILIZATION PLANS A problem that was quite obvious to many people revolved around purchases of equipment without a ,clear understanding of where in the curriculum the technology, especially computers, would be used. Many school districts, concerned that they not be viewed as backward, purchased equipment first and worried about integrating it into the curriculum only when faced with using the equipment. Many districts perceived computer literacy as a.n end in itself and viewed programming as the concluding activity of a student's interaction with technology. Even more discouraging, many of the equipment purchases were found to be inappropriate or lacking sufficient courseware. To encourage technological planning, the Minnesota Legislature provided technology planning incentives. Every school district in the state was given the opportunity to receive 75 cents per student or a minimum of $500, whichever was more, to develop a technology utilization plan. The t-.1 innesot a Depa rt mC'nt or F ducat ion was given responsibility and funds t'o develop support documents and model plans that districts could use for their own districts. The Minnesota State Ho:irrl of F.ducation and the Minnesota Department of Education were given responsibility for determining the criteria and approving the plans. The Minnesota Department of Education, with the assi~t ance of school district personnel acknowledged for their technology planning skills, rleveloped a 94-page document tit led "Planning for Educational Technology." The LJepartment then inserviced the document in 15 workshops throughout the state. School districts responded extreme!} positively to these technolo~y planning incentives. Ninety-seven percent of the district~ applied for funds and submitted satisfactory plans. Evaluations indicated that the districts round the document and the workshops very helpful and many havp indicated that thPy plan to use the same procedure to develop plans for various other curriculum areas. -', 2 )

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INSERVICE TRAINING FOR USE OF TECHNOLOGY Needs assessment and testimony before the Legislature indicated that inservice training for staff should be a priority. It was clear that a variety of opportunities should be made available in a variety of formats. Sufficient funds were allocated to provide districts with $1 per student for inservice, which district staff determined to be of highest priority to them. To receive .these funds, districts needed an approved technology utilizntion plan and a hrief ~genda of activities that would be orfered to srnU!I; with tlw moni<'s from this ~r.ct ion of th~ law. Funding of seven regional MECC coordinators was a second kind of inservice assistance to districts. These coordinators had special responsibility for making district people aware of new MECC materials and helping them learn how to use them. MECC coordinators were also able to provide ongoing regional assistance in other areas of high priority to districts. The Minnesota Depa.tment of Education was allocated $220,000 to provide _state and regional workshops that had appeal beyond one district. These funds are being allocated in the following manner: Approximately one-third of the money is being used to fund special interest workshops, one-third to provide advanced implementation assistance workshops and one-third to professional content or interest organizations to provide programs to their clientele groups. The grants to professional organizations have been especially well received by educators and it has given those organizations additional viability. Approximately 5,500 people participated in inservice activities during the first year and another 15,000 people participated the second year in workshops funded through the Department's appropriation. COURSEWARE PACKAGE EVALUATION A major frustration for educators attempting to use technology has heen the unknown quantity and quality of software on the market. Fo! some content areas, there are limited amounts of soft ware produced by small product ion houses whose expertise is unknown. For other areas, such as elementary mathematics, the quantity is so immense that teachers are unable to review all software materials. Minnesota has attempted to deal with this problem by developing the "High Quality Courseware List," which it publishes every six months. The "High <..c!uality Courseware List" is an evaluation rather than an approved or disapproved courseware I ist; districts may purchase what they wish. The state \viii, however, reimburse school districts for 25 percent of the cost up to $1 per student for materials purchaser! which are included on this list. Evaluation of courseware materials 1s done by specially designated teams that use standardized Minnesota State Board of Education--approved checklists. Each team consists of three practicing teachers from the appropriate grade level or content area who field-test the packages in their classrooms; one technology expert knowledgeable in software and documentation techniques; and one curriculum expert from the Minnesota Department of Educ at ion or a designee. Non-department evaluators are paid a small stipend per disk depending on the number of disks included in each package. 3

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COURSE WARE PURCHASE Article 8 Legislation authorizes the Minnesota Department of Education to purchase rights to duplication of courseware and/or make volume purchases if the courseware packages "are available to the state at a lower cost than if purchased by school districts individually." The Minnesota Legislature has appropriated nearly $500,000 over a four-year period for this purpose. During the first years, about half of the expenditurrs were focused on purchases of video materials and computer utility materials which could be use
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4. Educators need opportunities to v1s1t locations that have people available who can help visitors see the significance of their efforts and help them envision appropriate applications in the visitor's school district. Additionally, funds need to be available for transport at ion costs of visitors so that travel money does not become the excuse for not visiting sites. The Minnesota Legislature designated $300,000 each biennium for t ransporat ion incurred by visitors from other Minnesota public schools and for workshops conducted at or by Minnesota Technology Demonstration Sites. The original 15 demonstration sites and !he five new sites offer learning opportunities to all districts regardless of their size or technological sophistication. The sites will show visitors a variety of technologies in very different settings. Visitors can choose to see five different delivery systems of two-way television ranging from microwave to fiber optic. They can observe the advantages and disadvantages of using computers in four different classroom organizational formats. They are able to visit sites which have one dominant technology or visit sites with six or seven major technologies. Size of host districts ranges from a few hundred students to thirty-four thousand. There are sites that serve only one district and others that serve more than 15. They are located in areas ranging from the lightly populated lake country of the far north to the most innercity. Some sites are known nationally for their technology curriculum management programs and others are themselves just recognizing the potential of their equipment. The most significant component of all the sites, however, are the people who have a responsibility to help visitors make sense of what they are observing and recognize appropriate applications of educational technology in their own schools. s

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SF JC006 OJ STATE OF MINNESOTA DEPARTMENT Education Of /ice Memorandum ro Staff Development and Instructional Implementation Unit Staff FROM Richard J. Mesenburg, Supervisor Staff Development and Instructional Implementation SUBJECT Legislative Overview DATE ~ay 27, 1987 PHOtJE 6-4064 Attached is a draft dated May 26, 1987, which summarizes some of the legislation passed during the last legislative session. I think you will find this helpful to you to use in conjunction ~ith the more complete document that Harold brought to you yesterday. If you have any questions about it, please contact me. RJM:mhWk Attachment

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Omnibus Education Aids Act Laws 1987, Chapter ---DRAFT OVERVIEW The omnibus education aids law of 1987 provides increases in revenue for school districts for school years 1987-88 and 1988-89. There are modificac ions in various funding formulas, including adjustments aimed at promoting equity in funding and consolidating funding for selected categorical programs. The law also provides for the continuation of innovations which promote access to excellence in education. Included are voluntary programs for cooperation through education districts, area learning cel"rers and enrollment options. Other provisions relate to teacher education curriculum, teacher cent:!rs. professional development, educational outcomes, student assessment, graduation incentives and drop-out prevention.

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"ST ATE AGENCY SER VICES" ARTICLE 5 This article provides state appropriations for the follo~ing programs conducted by the Board of Teaching and Department of Educ at ion: Board of Teaching (Section I.) I. Assessment of Teacher Performance To design an assessment procedure relateti to the plan for evaluati11g teaching skills of beginning teachers. 2. Exemplary Teacher Education Programs To develop alternative educational practices within teacher education inst it ut ions and disseminate and repiicate program models. Department of Education (Sect ion 2. J I. Office on Transition Services To fund the interagency office, which provides services for transition of secondary age handicapped pupils from school to work or post-secondary training programs. 2. Early Childhood Family Education To provide technical assistance to school districts implementing early childhood family education programs. 3. Community Education Advisory Task Force To fund development of a statewide plan for addressing the needs of and opportunities for youth from birth to age 21 and model plans for an interagency approach by local advisory councils. 4. Management Information Centers To provide support for operating regional computer centers and maintaining current software programs. FY 1988 $166,000 $135,000 $ 77,000 $ 31,500 .$ 25,000 .$3,-UO, 700 FY 1989 $166,000 $135,000 S 77,000 $ 31,500 $3,410,700

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S. Academic Excellence Foundation To provide support for programs which advance the concept of educational excellence and to develop and implement a plan for an academic league. 6. Health and Wellness Curriculum To develop and disseminate planning mate rials and guidelines to assist districts in developing comprehensive health curriculum. 7. Adminsuators' Academy To provide support for an education adm inistrators' academy and the school management assessment center at the University of Miunesota. 8. Educational Eff ective:iess To fund efforts in planning and implementing programs to maintain and improve educational effectiveness in schools, including funds for regional coordinators. 9. State PER Assistance To provide technical assistance with assurance of mastery programs, develop model learner expectations, and fund the curriculum advisory committee, assessment item bank, and local assessment program. 10. Curriculum and Technology Integration To provide support for efforts in technology services, courseware integration centers, technology innovation dissemination, and purchase of technology courseware. II. Comprehensive Arts Planning To provide technical assisstance to arts education committees in the districts. 12. ECSU Administration To provide support for the administrative costs of the 9 regional educational cooperative service units (ECSU s). Before releasing funds to the ECSUs, the SDE must assure that the annual plan of each EC..~U addresses services that can be better provided by an 'ECSU than by a member district. The annual plan must include methods to increase direct services to school districts and, beginning with the 1988-89 school vear. the plans are to be coordinated :SI00,000 Sl25 ,000 S 30,000 $167,300 $167,300 $690,300 $690,300 $428,000 $661.000 :SI, 405,000 $722,000 $ 37,500 $ 37,500 $748,000 $748,000

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Department of Employee Relations (Section 3.) To develop a plan to allo..,. teachers and school boards the option of participating in a state health benefits program. ARTICLE 7 School District Deesits and Investments S S0,000 Technical changes are made in laws relating M the depository and the investment authority for school districts. (Sections I, 2, and 3). Enrollment Choice for Eleventh and Twelfth Grade Students Eleventh or twelfth grade students who have been enrolled in a district for at least three years and whose parent or guardian moves to another district, may remain in the nonresident district with the approval of the school board of that district. The approval of the School board of the new resident district is not required. For purposes of funding, the stdent shall be considered a resident of the district in which the student is enrolled. (Section ~) Summer School Electives Allows school districts co offer any elective secondary course during the summer and sitll comply with State Board rules. (Section 5) Foundation Programs The foundation shaJI plan for programs which advance the concept of educational excellence. (Section 6) Academic League Plans This legislation directs the academic e.~cellence foundation to plan for an academic league. The plan shall be developed in consultation with administrators of existing programs of academic competition and cooperation, the \linnesota State High School League, and the Minnesota Association of Secondar} School Principals. Plans shall be submitted to the education committees of the legislature by January IS, '989. (Section 7) Report Directs the foundation to submit to the legislature an annual report containing financial inform at ion for the preceding }ear including foundation receipts and expenditures. (Section 8) Foundation Publication The foundation may produce publications related to its purposes and collect reasonable fees for such public at ion. (Sect ion 9)

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Appropriation There is annually appropriated to the foundation any and all amounts recei,ed for its public at ions. (Sect ion 10) Re1ional Management Information Centers Any distric, that is using a state approved alternative finance system may transfer their affiliation from one region to another. These districts are liable for their contracted proportionate share of the outstanding regional debt and must give at least a one~year written notice of their intent to transfer in advance unless the two regions involved mutually agree to waiver the ad,.ance notice timelines. This language also clarifies that all districts must report their financial data to the State via their region of affiliation except for the three districts that are currently reporting their financial data directly to the state (Ortonville, Plainview, and Randolph). (Sect ions II and 12.) Account Transfer for Cena.in Severance Pay A school district is allowed to designate a portion of their unreserved fund balance for certain future severance pay obligations. The obligations are defined as compensation for accumulated sick lea,e to be used for payment of premiums for group insurance provided for former employees by the district. The amount transferred shall not exceed SO percent of the total calculated obligations as defined by the UFA RS Advisory Council. (Section 13.) Integrated Data Base Section 121.932 is amended to require the Department to define the information (data elements) which districts need to submit to the Department regarding student, staff, and educational programs. Districts must send these data to their ESV regional computer center who will transmit the data to the Department. The definition of data elements is exempted from the rule-making process. (Section 14 and IS) ESV Computer Council Section 121.934 is amended by eliminating the pos1t1on of ESV Computer Council Executive Director. It also adds a person from the Department to the ESV Compute Council and states that payment of expenses to Council members is not required. (Sections 16, 17 and 18) School Nurse School districts with more than 1,000 pupils must emplcr .it l~ast one full-time licensed school nurse. The board may cont r3ct with .1 public health agency for nursing services. Districts which have not declined in enrollment must retain the number of licensed nurses that i.t emplored during the 1986-87 school year. (Sect ion 20)

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Levy Adjustment Proceeds Clarifies that, when a school district sells school buildings or real propertf, there is no adjustment to tax levies unlE"::-S the district uses the proceeris for remo\al or encapsulation of asbestos or for clean-up of pol}chlorinated biphenyls ( PCBs ~-. If _a district uses the proceeds for these purposes, the hazardous substance levy l1m1tatton is reduced accordingly. (Sect ion 21) School Site Management Agreements School boards may enter into an agreement with a school site management team concerning the governance, management, or control of a school. The initial school site management team appointed by the school board shall include representatives of the principal, the teachers, other school emplorees, parents, pupils. and other members of the community. Any powers or duties not specifically delegated to the school site management team shall remain with the school board. (Section 22) Appropriation Transfers The existing provision in \1innesota Statute 124.14, Subd. 7, related to the funding of aid deficiencies is amended such ~hat any e:1C.cess aid appropriations must be allocated proportionately among the deficient appropriations. Previously, the method of allocating the excess funds was determined by the Commissioner of Education. (Section 24) Appropriation Transft._ Aid Payments Teacher E.xams Removes the requirement, previously set to take effect in 1988, that all new public school teachers and those applying for additional fields of I icensure must pass "an examination of academic knowledge in each field of I icensu re." The requirement that prospective teachers seeking initial licenses in 1988 and after must pass "an examination of skills in reading, writing, and mathematics'' remains in law. (Sect ions 28-29.) Early Retirement Teacher Education Programs Removes the requirement that all teacher education programs in colleges and universities must offer, and students must take, physical education. C curses in health, however, will still have to be offered and students will have to take these courses. (Sect ion 3 3.) Administration of Medication in School Prescriptions may be administered in the absence of a licensed school nurse under the following conditions: 1. Medication must be done according to the written order of a licensed physician and written authorization of a parent.

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2. ~edication must be brought to school in a container appropriately labeled by the pharmacy or physician. 3. Medications, not taken orallv, or which have the potential of dang~rous side effects, may be administueu only by a licensed school nurse. (Section 34) Summer Scholarships Procedures followed by HECB in reviewing financial need are modified and the provision that set a scholarship minimum at $100 is removed. The maximum scholarship,. however, still is not to exceed $1,000. (Section 35) Purchase of Courseware Packages This legislation changes the e.~isting State's Rights Courseware program to a revolving cost program that requires the Department to recover purchase and duplication costs by charging local school districts for courseware they wish to obtain from the State. Legislation allows the State of \1innesota to obtain the aavantages of volume purchase without the need for yearly appropriations to the Department. A one-time approc:-ri.1tion ot $550,000 was made to provide start-up funding. (Section 37.) Administration of Traffic Safety Jucation The Commissioner of Education is permitted to use $100,000 each ~ear from funds in the alcohol impaired driver education account to administer grant programs relating to alcohol impaired driver education and other traffic safety education programs. (Sect ion 38.) Fund Balance Terminology The fund balance terminology is changed in statute to agree with generally accepted accounting principles for go..-ernmental units. Fund balances will either be reser ,j or unreserved and unreserved fund balances will be designated or undesignate1.. (Sect ion 42.) Regional Services "ACCESS TO EXCELLENCE" ARTICLE 8 Every two years, SOE is to evaluate the performance 0f ECSL,'s and other providers of regional services related to implementing educational effectiveness. tSect ion I) Education Districts Perm its school boards, through written agreement, to establish education districts for the purpose of increasing educational opportunities for students. At the time of its formation, an education district must be composed of any one of the following: I. At I east five districts.

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2. At least four districts with a total of at least 5,000 pupils in average daily membership; or 3. At least four districts with a total of at least 2,000 square miles. Education districts are to be governed by boards composes of at least one representati\e appointed by the school board of each member district. The general powers and duties of each Education District Board include the following: 1. Coordinate programs and services according to the terms of the agreement. 2. Employ .staff and enter into contracts. 3. Appoint an advisory council. 4. Submit annual reports to member districts and the State Board of Education. 5. Adopt a comprehensive agreement for continuous learning, which is to be reviewed by all ECSUs in the region and updated annually. Several mandatory and optional features of a comprehensive agreement are specified. These agreements may provide for instruction throughout the entire year and may permit students to enroll in courses offered by any member district or transfer to nonresident, member districts. 6. Pe rm ission to issue bonds. The law specifies procedures which must be followed in hiring and terminating teachers, including a requirement that positions not filled by currently emploved teachers must be offered to available teachers f ram a combined seniority list. No direct funding is available to Education Districts, but they are eligible for "Program Improvement Grants" (described below). (Sections 2-7.) Superintendents Clarifies law on the employment of superintendents. Specifies that when two or more school districts enter into an agreement for the purchase or sharing of a superintendent, contracting districts have the absolute right to select a superintendent without regard to seniority. (Section 8) K-12 Enrollment Options Program (Section 9) Establishment: A voluntary enrollment options piOgram covering K-12 students may be adopted by formal schoo! board resolution. Participating districts agree to: I. Allow its resident pupils to enroll in other participa1.ing districts: 2. Accept nonresident pupils f ram other part icipa t ir.g districts; and

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3. Follow the procedures of this section. Districts shall notify the Commissioner each ;ear by September 15 whether or not they will participate in the program during the following year. For the 1987-88 school year, districts must notify the Commissioner by July I, l98i. ~icatio~: Students residing in participating districts may enroll on a form provided by the Department of Educ at ion. The application to nonresident districts shall be submitted by December I for enrollment during the following year. For the 1987-88 school year, applications must be submitted by August I, 1987. The superintendent of the nonresident school district shall forward a copy of the application to the resident school district within ten days. The superintendent of the nonresident district shall notify the parents or guardians and the superintendent of the resident district by February I of the decision on the application except for 1987-88, when parents or guardians shall be notified by August 10, 1987. The parents or guardians must then notifr the nonresident district within ten days whether or not they intend to accept and enroll their child in the nonresident school. Basis for Approval: Districts participating in the program may not deny application for enrollment unless: I. There 1s lack of space in the district or within a program or 2. Acceptance of the application would put the district out of compliance with a desegregation plan that complies with State Board Rules. Once accepted to a school or program, the nonresident pupil must be atforded equal access to all curricular offerings. Procedure: Parents or guardians shall apply to the nonresident district by December I of each year for the following year except in 1987-88, when parents and guardians shall apply by August I, 1987. The superintendent of the nonresident school district shall forward a copy of the application to the resident school district within ten days. The superintendent of the nonresident district shall notify the parents or guardians and the superintendent of the resident district by February I of the decision on the application except for 1987-88, when parents or guardians shall be notified by August 10, 1987. The parents or guardians must then notify tlie nonresident district within ten days whether they intend to accept and enroll their child in the nonresident school. If a student is dismissed from the school of choice, the student may not enroll in the district of residence until the matter is resolved. Racial Balance: If requested transrers in and out of a district having a desegregation plan will cause the district to be out of compliance with State Board Rules on Desegregation, the district shall set the number of majority and minority group students who may transfer in or out under this Subdivision so that the district or any school within the district will not be out of c-:,m pliance. The ~elect ion of individual studens to

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transfer in or out must be made br the district based on equitable criteria developed by the school or may be b~ lot. fhe notice of selec~ion or denial must be sent out to the applicants by ~overnber 20 on the form provided by the Department of Education except for 1987-88. when notice shall be sent b~ August 10, 1987. Credits; Graduation: Students qualifying to graduate who have attended school in a nonresident district shall be granted a diploma by that district. Districts shall count credit by other school districts towards a student's graduation requirement. Information: Participating districts make inform at ion about the district's schools programs and procedures available to parents, guardians, and children. Transportation: The district of enrollment shall provide transportation within that district for students enrolled under this Article. The state shall pay transportation aid to the providing district. Districts are not required to provide or pay transportation between a pupil's residence and the border of the district of enrollment. Parents or guardians may apply to the district of enrollment for reimbursement for transport;ng the child between the pupil's residence and the border of the district of enrollment. Parents or guardians may apply to the district of enrollment for reimbursement for transporting the child between the pupil's residence and the border of the district of enrollment. The State Board of Education shall make Rules to pay districts for reimbursing transportation based on financial need. A id to Students: The foundation aid for districts must be adjusted for pupils attending nonresident districts under this Article. The adjustments are as follows: a. The foundation .J.id paid to the district of residence must be reduced by an amount equal to the formula allowance (plus in 1987-88, the total tir revenue] er pupil unit times the number of pupil units attending other districts under this p reg ram. b. The foundation aid paid to the district of enrollment shall be increased by an amount equal to the formula allowance [plus in 198i-88, the total tier revenue] per pupil unit times the number of pupils attending school in the district of choice. c. If the amount of the reduction to be made from the foundation aid of the district of residence is greater than the amount of foundation aid otherwise due the district, the excess reduction must be made from other state aids due to the district. Teacher Education The Board of Teaching is to adopt rules by October I, 1988, for the redesign of teacher education programs. The aim is "to implement a research based, results-oriented curriculum that focuses on the skills teachers need in order to be effective.': The board is directed to implement new systems for evaluating teacher education programs, with an emphasis on the attainment by graduates of demonstrat-~d ") l ......

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program out~omes. _.l,lso, th~ board is ~o. desigt1 an_d imple~ent ,l ~edcher .155essment system, "which requires candidates for I nit1.d and f I r5t cont inu1~g I 1c en-:;u re to demonstrate abilities necessary to perform ;dected, representat1-.e r.1sks dt appropriate levels." The law supports research on the cornp,1r.tti,':' effec.rivene5s of alt~rn.itiH: l.:';tcher education programs. By July I, 1989, the 81J~wJ of Teaching is to be~in e.,afu .. uing "the effectiveness of pre-baccalaureate. post-baccalaureate, and other alte mat ive program structures for preparing candidates for entrJnce into the teaching profession." This is to be a longitudinal evaluation conducted by independent researchers who are not associated with Minnesota teacher e'1ucation. The bo.ud is retuired to m3ke a prelirn inary report on the effectiveness of alternative program structures to the legislature by July I, 1990. (Sections 11-12.) Teacher Assistance Through Mentorship This program authorizes the Commissioner of Education to fund competiti\e grants that explore teacher mentorships. \lany superior practioners with an interest in broad educ'1t ional policy could be reco~n1zed and em plo~ed both inside and outside the usual classroom environment to support and enhance the effecti-.eness of beginning teachers. Creating mentorship roles for such teachers could help prevent costly attrition of beginning teachers and improve teacher competence. Several new roles for coope rating school t eac.he rs ,a.,ould be defined .1nd described. Roles could include mentoring and superv1s1n~ teacher candidates, participating as adjunct teacher education faculty and serving .1s career teachers. The legislature appropriated $250,000 for each year of the biennium .ind requires the Commissioner of Education to appoint a Committee to ad-.ise on this program. (Section 13.) Administrators Academy The section of the professional development needs of 1dminstrators especially those of principals and superintendents. Because of matching federal funds, a committee consisting of representatives from the federal funds, a committee consisting of representatives from the major administrative organizaticns, higher education, private colleges and the Department of Education have designed an administrative professional development center that has three components. The proposed center would provide the following services: (I) "An Administrator Assessment" that would result in an individual professional plan. (2) "Research and Development Assistance" which would provide current ~esearch and data of interest of adminstrators. (3) "Broker Services L'nit'' which would provide services and resources that would allow administrators to assist other .1dministrators working on their "Individual professional plan." The fiscal resources identified to operate this center are annual appropriations of $143,000 0f federal funds and a yearly state appropriation of $143,000. A ~-early state appropriation for an additional $24,000 was made to fund the Assessment Center 1t the L"niversity of Minnesota. (Section 14.) High School Graduation Incentives Program The following students are eligible to participate in the high school graduation incentives program: (Section IS.)

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a) Students of the ages of 12--15 who: I) Are at least two grade le\els below the performanc ele\el for students of the same age; or 2) Are at least one year t.,ehind in credits for graduation; or 3) Are pregnant or a.re parents; or .i) have been assessed as chemical!~ dependent; or S) have been absent from attendance at school with lawful e:~cuse for one or more class periods on rnore than IS da~s in the proceeding or current school. b) Students of the ages of 15-18 who are attending school and who: I) Are at least two grade levels below their performance level; or 2) at least one year behind in obtaining credits for graduation or 3) are pregnant or 4) is a parent or S) have been assessed as r:hem ica11 y dependent; or c) Any person of the ages of 17-21 who has not attended a high school program for at least IS days and who: I) is at least two grade levels below their performance level for students of the same age or 2) is at least one year behind in obtaining credits for graduation or 3) has been assessed as chemically dependent. Eligible Programs Eligible students may enroll in the following programs: a) Alternative programs appro\~d by the State Board of Education and school district work study programs; b) The post secondary enrollment options program; and c) any public secondary educ.1.tion program. Enrollment Approval of the resident district is not required for eligible students to enroll. A student enrolling in a program in a nonresident district shall be considered a resident of that district.

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Desegregation Studenu may not enroll in a ncnresident district if their e-nr-:>llment would result in violation of a district's state board appro"ed riesegreg-1ri,,n plan. Aid for Private Alternative Programs If a student enrolls in a nonsectarian alternative program operated bv a private organization that is contracted with a school district, the resident Jistrict must reimburse the provider an amount equal to at l~ast SO\ or the Ccrrnula allowance [plus, in 1987-88, the total tier revenue] attributed to that stu
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Nonresident Students Students who do not reside in the district mar attend the center without c0nsent of the school board of the district of residence. The center sh.ill pr0\irie pr()~r.1m5 for secondary students who are chemic1lly ,fependcnt, not likel, to graduate from high school, need assistance in vocational and basic skills, can benefit from employment experiences, and need assistance in transit ion from school to employment. Adults to be served by the center are: dislocated homemakers and workers who need basic educational and social services. The center's programs must be available throughout the entire rear. Foundation ReYenue Payment of foundation and general edu~aticn aid for nonresident pupils enrolled in the center shall be made in the same manner as under the K-12 enrollment options program. (Section 3 7.) Planning G rants Up to 20 planning grants of $5,000 each ma'.' he awarded for fiscal year 1988 to existing alternati-.e programs. These ~rants are designed to assist existing programs in becoming an area learning center by e."
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During the 1988-89 biennium, 1 teacher center m.iv be '!Stablished by one or more school boards and the e.,clusi\e representati\es of the teachers. The center sh.111 serve at least ten districts or 3,000 teachers. Center Functions The center shall assist teachers diagnosed learning ski I Is e.,pe rim em with the use of multiple use of instructional approaches, assess pupil outcome5, Jssess staff development needs and teacher school personnel about effective pedagogical approaches. The center shall maong other funcrons facilitate the sharing of resources, ideas, methods, and approaches and provide inservice programs. The sum of $200,000 ;s appropriated for teacher centers over the biennium. Program Improvement G rl.nts The State Board of Education with the .1Jv1ce of the State c~rriculum Advisory Committee and the Advisory Committee 0n Technology shall make grants to groups of school districs to implement plans to improve education. To be eligible for a grant, a group of districts must: 1) create a consolidated district of at lea.st 600 pupils; 2) establish an education district according to the criteria set out above; 3) enter into an greement for discontinuing grades when the districts entering into the agreement have a total of at least 240 pupils in grades 10, II and 12; 4) enter into a joint power ageement for technology c)::perative. The board shall determine the amount of each grant but no grant shall exceed $250,000 for a group ot dist rices.

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ARTICLE 8 TECHNOLOGY AND EDUCATIONAL IMPROVEMENT SECTION 1. (121.60) (SUBJECT AREA INSERVICE TRAINING.) Subdivision 1. (ESTABLISHMENT.) The department of education shall establish a program for providing inservice training to school district staff. During the first year, the program shall provide inservice training to elementary and second ary staff in mathematics, science and social science. For each sucr.eeding year of the program, the corTJTiissioner shall recorm,end to the legislature subject areas for which inservice training programs shall be provided. Inservice training programs shall be designed to offer a broad spectrum of experiences, including activities which require active participant involvement rather than classroom lectures. To the extent possible, the inservice training programs shall be integrated with the technology inservice training provided according to sections 14 and 15 of this article. Subdivision 2. (PROPOSALS.) Grant proposals submitted by eligible applicants to the department shall include at least the following: a) a variety of staff education activities which are designed to assess and upgrade skills of those attending the training program; b) provisions for addressing the requirements for licensure for those staff who currently are not licensed in the designated areas but who desire to be so licensed; c) a plan for staff who participate in the training program to return to their school districts and provide training programs or disseminate in formation on inservice programs to other staff in their districts and regions; d) a process for notifying staff in the state who teach in the designated subject areas and who are eligible for the progra~. a process for selecting staff to participate in the inservice tr~ining program, and a mechanism for evaluation to be provided to the state board upon completion of the program; e) an estimated budget for the program, which shall provide for tuition ex penses, related expenses including meals and lodging, and a stipend for participants in the program; and f) other information that may be requested by the department. Subdivision 3. (ELIGIBLE APPLICANTS.) The department may allocate money to public or nonpublic institutions of higher education, public or private nonprofit organizations, educational cooperative service units, or school districts for the purpose of providing inservice training according to this section. When ap proving or disapproving grants, the department shall ensure geographic accessibility of the programs to teachers throughout the state and a balance of programs available in different subject areas. Subdivision 4. (CONSULTATION.) When making grants for the inservice training programs according to this section, the department shall consult with elementary and secondary staff in the designated subject areas to ensure that proposals sub mitted incorporate recent research findings and address the retraini~g needs of staff in those subject areas.

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-2-Subdivision 5. (PRIVATE MONEY.) The commissioner of education may accept con tributions from additional private or public sources to supplement state money provided by this section. These contributions shall be added to the total amount of available state money and shall be administered by the department in the same manner as state money. Subdivision 6. (FEDERAL MONEY.) The commissioner of education shall apply for and accept all federal money available for inservice training programs in the designated subject areas. Subdivision 7. (APPLICATION DATES.) Applications for inservice training programs to be conducted during a school year shall be submitted to the department by January 15 preceding the beginning of that school year. The department shall approve or disapprove applications by the following March 1. SECTION 2. (121.608) (INSTRUCTIONAL EFFECTIVENESS PLAN.) By January 1, 1984, the commissioner of education shall develop a comprehensive statewide plan for maintaining and improving instructional effectiveness in the schools. The plan shall encourage implementation of school effectiveness strategies based on research findings in the area, develop inservice training models for school district staff, integrate developments in educational technology with classroom instruction models, and develop a mechanism for establishing a statewide network to coordinate and disseminate information on research in instructional effectiveness. The commissioner may employ consultants and specialists to assist in the development of the plan, and, to the extent possible, shall utilize the infonnation provided by the planning, evaluation, and reporting process and the statewide assessment program. SECTION 3. (121.609) (INSTRUCTIONAL EFFECTIVENESS TRAINING.) Subdivision 1. (ADVISORY TASK FORCE; PROGRAM MODEL.) By January 1, 1984, the conmissioner of education shall appoint an advisory task force to assist the department of education, incooperation with the educational cooperative service units, in developing an implementation model for training school district staff in instructional effectiveness. The training program model shall be based on established principles of instructional design and the essential elements of effective instruction as detennined by educational research. The training program model shall take into account the diverse needs of the school districts due to such factors as district size and location, and shall be structured to facilitate regional delivery of the training through the educational cooperative service units. Subdivision 2. (PILOT TESTING OF TRAINING MODEL.) Between January 1, 1984,and January 1, 1985, the commissioner shall administer a pilot program of the in structional effectiveness training models which shall be implemented in at least 20 pilot sites throughout the state. The advisory task force established in sub division 1 of this section may recommend modifications in the training models as necessary. Subdivision 3. (EVALUATION AND REPORT.) The commissioner shall pay an inde pendent evaluator to conduct an evaluation of the effectiveness of this section. The evaluator shall submit a report, including a sample survey of district per sonnel trained at the pilot sites, to the corrmissioner by January 1, 1985.

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-3-SECTION 4. (121.612) (CITATION.) Subdivision 1. This section may be cited as the ''Minnesota Academic Excellence Act. 11 Subdivision la. (CREATION OF FOUNDATION.) There is created the Minnesota Academic Excellence Foundation. The purpose of the foundation shall be to promote academic excellence in Minnesota public schools through a public-private partnership. The foundation shall be a nonprofit organization. Subdivision 2. (BOARD OF DIRECTORS.) The board of directors of the foundation shall consist of the governor or the governor's designee; the chairpersons of the education committee and education finance division in the house of representatives and the chairpersons of the education comnittee and education sub committee on education aids in the senate; a minority member of the house of representatives to be appointed by the house minority leader; a minority member of the senate, to be appointed by the senate minority leader; the comnissioner of education; and 15 members to be appointed by the governor. Of the 14 members appointed by the governor, six shall represent various education groups and nine shall represent various business groups. The board of directors shall meet as soon as possible after the effective date of this section. The commissioner of education shall serve as secretary for the board of directors and provide administrative support to the foundation. Subdivision 3. (FOUNDATION PROGRAMS.) The foundation shall plan for programs which advance the concept of educational excellence. These may include but are not limited to: a) recognition programs and awards for students demonstrating academic excellence; b) summer institute programs for students with special talents; c) recognition programs for teachers, administrators, and others who contribute to academic excellence; d) surrmer mentorship programs with business and industry for students with special career interests and high academic achievements; e) governor's awards ceremonies to promote academic competition; and f) consideration of the establishment of a Minnesota high school academic league. To the extent possible, the foundations shall make these programs available to students in all parts of the state. Subdivision 4. (PRIVATE FUNDING.) The foundation shall seek private resources to supplement the available public money. Individuals, businesses, and other organizations may contribute to the foundation in any manner specified by the board of directors. All money received shall be administered by the board of di rectors. Subdivision 5. (REPORT.) By February 1, 1984_ and February 1, 1985, the board of directors of the foundation shall report to the education committees of the legislature on the progress of its activities made pursuant to the provisions of this section.

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-4-SECTION 5. Minnesota Statutes 1983, section 122.41, is amended to read, (122.41) (POLICY.) It is he,e~y 4ee~a,e4 te te The policy of the state is to encourage the organi zation of school districts into 5ijeh teea~ units of administration as wt~ to afford better educational opportunities for al 1 pupi 1 s, make possible a more economical and efficient operation of the schools, and insure a more equitable distribution of public school revenue. To this end all area of the state shall be included in an independent or special school district maintaining classified elementary and secondary schools, grades one through twelve, unless a district has made an agreement with another district or districts as provided in section 8 of this article or 122.541. SECTION 6. Minnesota Statutes 1982, section 122.43, is amended to read; (122.43) (DISSOLUTION OF DISTRICTS NOT A PART OF INDEPENDENT DISTRICTS.) Subdivision 1. If there be Any organized school district not a part of an in dependent school district maintaining classified elementary and secondary schools, grades one through twelve is dissolved, unless the district has made an agreement with another district or districts as provided in section 8 of this article or 122.541, 9~eh et,t,tet shat~ he,eey he etsse~vee. Subdivision 2. The board of each district so dissolved shall continue to maintain school the,etft until all its territory the,eef has been attached to a proper district not later than July 1, h~t. Such boards shall have ,ewe, afte a~the,4ty only ,e make such contracts and te do such things as are necessary to maintain schools properly the seheei, for the period they may be in session prior to the attached. SECTION 7. Minnesota Statutes 1982, section 122.44, is amended to read; (122.44) (PROCEDURE FOR ATTACHMENT TO ORGANIZED DISTRICTS; PRQ6E9WRE.) Subdivision 1. Upon notice and hearing, as provided in section 122.22 for the attachment of dissolved districts, all territory of school districts dissolved by sections 122.41 to 122.52 and all area of the state not in a district maintaining classified elementary and secondary schools shall be attached by order of the county board to organized districts maintaining classified elementary and secondary schools, grades one through twelve, unless a district has made an agreement with another district or districts as provided in section 8 of this article or 122.541. SECTION 8. (122.535) (AGREEMENTS FOR SECONDARY EDUCATION.) Subdivision 1. (APPLICABILITY.) The provisions of this section shall apply to a district with fewer than 375 pupils enrolled in grades 7 through 12. Subdivision 2. (AGREEMENT.) The school board may enter into one or more agreements providing for instruction of its secondary pupils in one or more districts. The agreement shall be effective on July 1 and shall be for a specified or in definite number of years. The agreement shall set forth the obligations of transportation, the tuition to be paid to the providing district, and all ad ditional charges and fees to be paid to the providing district. The aroount of

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-5-tuition shall not be subject to the provisions of section 124.18, subdiiision 2. The agreement may provide for negotiation of a plan for the assignment or employment in a providing district as an exr.hange teacher according to section 125.13, or placement on unrequested leave of absence of teachers whose positions are discontinued as a result of the agreement. "Teacher" has the meaning given it in section 125.12, subdivision 1. Subdivision 3. (INFORMATIONAL MEETING.) Before entering into agreements per mitted by subdivision 2 of this section, the school board shall hold a public hearing. The board shall publish notice of the hearing in the newspaper with the largest circulation in the district. If the board proposes to enter into agreements with two or more districts, the board may conduct separate or con solidated hearings. Subdivision 4. (REVIEW AND COMMENT.) After the hearing required by subdivision 3.of this section and before entering into an agreement, the board shall submit the agreement to the conmissioner of education for review and connent. Subdivision 5. (AID PAYMENTS.) A district entering into an agreement permitted in subdivision 2 of this section shall continue to count its resident pupils who are educated in other districts as resident pupils in the calculation of pupil units for the purposes of state aids, levy limitations, and any other purpose. A district may continue to provide transportation and collect transportation aid for its resident pupils. For purposes of aid calculations, the colTITlissioner of education may adjust the cost per eligible pupil transported to reflect changes in cost resulting from the agreement, if any. SECTION 9. Minnesota Statutes 1982, section 123.741, subdivision 1, is amended to read; Subdivision 1. The school board of each school district in the state shall develop and adopt a written educational policy which establishes educational goals for the district, a process for achieving these goals, and procedures for evaluating and reporting progress toward the goals. These goals shall include meeting the curriculum requirements adopted by the state board of education. The school board shall review this policy each year and adopt revisions which it deems desirable. School boards are encouraged to develop this school district policy and any revisions after consultation with the staff of each school building. In fonnulating the policy, the school board of a district is en couraged to consider; a) the number of dropouts of school age in the district and the reasons for the dropouts; b) existing programs within the district for dropouts and potential dropouts and c) program needs of dropouts and potential dropouts. SECTION 10. (1298.10) (CITATION.) Se\,;tions 12 to 20 of this article may be cited as the "Minnesota Education Technology Act." SECTION 11. (ADVISORY COMMITTEE ON TECHNOLOGY IN EDUCATION.) By July 1, 1983, a 15 member advisory conmittee on technology in education shall be appointed by the governor to assist in the implementation of sections 13 to 20

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-6-of this article. Representation on the advisory colTlllittee shall include public school teachers and administrators, school boards, parents, department of education, Minnesota educational computing consortium, at least one regional management information center, council on quality education, higher education, and at least two members from high technology business and industry. Advisory committee members shall be knowledgeable about the use of technology in elementary and secondary education. The advisory conmittee shall terminate on June 30, 1985. SECTION 12. (1298.11) (DEFINITIONS.) Subdivision 1. (APPLICABILITY.) For the purpose of sections 13 to 20 of this article, the following tenns have the meanings given them, unless clearly provided otherwise. Subdivision 2. (AVERAGE DAILY MEflSERSHIP.) "Avera~e daily membership" has the meaning given it in section 124.17, subdivision 2. Subdivision 3. (COURSEWARE PACKAGE.) "Courseware package" means integrated videotape and videodisk, computer disk, and software and its supporting materials, such as workbooks and textbooks. Subdivision 4. (STATE BOARD.) "State board" means state board of education. Subdivision 5. (ADVISORY COMMITTEE.) "Advisory committee" means the advisory comn1ttee on technology in education established in section 11 of this article. Subdivision 6. (TECHNOLOGY.) "Technology" includes, but is not limited to, computers, telecommunications, cable television, interactive video, film, lowpower television, satellite comnunications, and microwave comnunications. SECTION 13. (1298.12) (TECHNOLOGY UTILIZATION PLANS.) Subdivision 1. (DEVELOPMENT OF PLAN.) Each school district is encouraged to develop and adopt as part of its educational policy a written technology utilization plan, in consultation with the curriculum advisory committee for planning, evaluation, and reporting appointed pursuant to section 123.741, subdivision 3. The district is encouraged to review the plan each year and adopt revisions as desired. Subdivision 2. (ELIGIBILITY FOR AID.) Each school district which intends to prepare and submit a technology utilization plan that complies with this section is eligible to receive state aid. Application forms shall be provided to districts by the department of education by August 31, 1983. Subdivision 3. (AID FOR PLANNING.) A school district which applies for aid to develop a technology utilization plan shall receive $0.75 times average daily membership for the 1982-1983 school year. No district which applied for aid shall receive less than $500. Subdivision 4. (PAYMENT FOR AID; SUBMISSION OF PLANS.) The department of education shall pay aid to a district within 30 days of receiving the district's application. Districts which receive aid shall submit technology utilization plans by January 31, 1984, or within 90 days of receiving aid, whichever is later.

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-7Subdivision 5. ( CONTENTS OF PLAN.) The p 1 an sha 11 describe: a) how technology will be used to provide educational opportunities for people of all ages residing in the district, affirmatively addressing the needs of special populations, including females, minorities, and the disabled; b) goals for implementing the use of technology in the districts, including instruction and management uses; c) means to achieve these goals, including proposed teacher inservice training; d} procedures for integrating the use of technology into the district's co11111unity education program; and e) procedures to evaluate and report progre~s toward the goals. Subdivision 6. (MODEL PLANS.) By August 31, 1983, the department of education, in consultation with the advisory committee, educational cooperative service units, Minnesota educational computing consortium, and appropriate regional management information centers formed according to section 121.935, subdivision 1, shall develop model plans and criteria for evaluating district plans. The department may employ consultants and specialists to assist in this effort. The model plans and criteria shall be distributed to districts, and the department shall assist in developing district plans, upon request. Subdivision 7. (APPROVAL OF PLAN.) The state board shall approve or disapprove a plan within 60 days of receiving the plan submitted by a district. The plan may be modified by the district, in consultation with the department, at any time prior to state board action on the plan. A plan that is disapproved may be revised and resubmitted for approval. SECTION 14. (129B.16) (INSERVICE TRAINING FOR USE OF TECHNOLOGY.) Subdivision 1. (ELIGIBILITY FOR AID.) Each school district with an approved technology utilization plan, according to section 13 of this article, may apply for state aid to provide inservice training for elementary and secondary public school staff on the use of technology in educat;on. The inservice training should not be limited to fonnal classroom presentations. School districts are encouraged to cooperate in providing inservice training for staff members. Subdivision 2. (APPLICATIONS.) Applications containing specific inservice training proposals for a district or combination of districts shall be submitted by December 1, 1984, in the form and manner prescribed by the department of edu cation. The department shall approve or disapprove applications within 60 days of receipt. Subdivision 3. (AMOUNT OF AID.) A district or combination of districts whose application is approved shall receive $1 times average daily membership for the 1982-1983 school year. Aid shall be paid within 30 days of approval. Subdivision 4. (STATEWIDE INSERVICE TRAINING.) By June 30, 1985, the department shall provide for supplemental regional or statewide inservice training for district staff on the use of technology in education. The department may employ consultants or sper.ialists for this purpose, but shall ensure that these training activities do not duplicate or conflict with services provided by other govern-menta 1 agencies or organi za ti ons. c,,

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-8-SECTION 15. (1298.18) (REGIONAL COORDINATORS.) The Minnesota educational computing consortium shall provide regional instructional computing coordinators with expertise in the use of technology in education. The Minnesota educational computing consortium and the department of education shall agree on the services to be provided by the regional coordinators. Among other responsibilities, the regional coordinators shall serve as onsite consultants to districts participating in technology utilization planning and inservice training. SECTION 16. (1298.20) (TECHNOLOGY DEMONSTRATION SITES.) Subdivision 1. (SITE DESIGNATION.) By January 15, 1984, the state board shall designate from eight to ten districts as technology demonstration sites and award each district a grant for use during the 1983-1984 and 1984-1985 school years. Subdivision 2. {CRITERIA FOR SELECTION.) In consultation with the department of education, appropriate regional management information centers, and the Minnesota educational computing consortium, the advisory conrnittee shall develop selection criteria for review by the state board. The state board shall es tablish selection criteria to be distributed to districts by October 1, 1983. Criteria shall include at least the following: a) exemplary program of technology utilization existing in the district; b) evidence of willingness by district staff and the community to incor porate technology fully into the curriculum to demonstrate n~w in structional methods; c) willingness to match the grant awarded to the district; and d) willingness to share educational experiences with other intersted .parties. For two of the sites, criteria may include participation of Minnesota high technology business or industry. Clause (a) may be excluded as a factor in selection of the two sites, one of which may be a rural district. Subdivision 3. {SITES THROUGHOUT THE STATE.) To the extent possible, these lected sites shall be geographically well-distributed with representation from urban, suburban, and rural areas. Subdivision 4. (GRANT AWARDS.) Applications for grants shall be submitted to the state board by December 1, 1983, in the form and manner prescribed by the department. Grants shall be awarded by January 15, 1984. Subdivision 5. (RECIPIENT DUTIES AND USE OF MONEY.) A district selected for a grant shall work cooperatively with the advisory committee, department of edu cation, Minnesota educational computing consortium, higher education institutions in the area, and business and industry, as appropriate. A district selected for a grant shall have a technology utilization plan according to section 13 of this article. The district shall conduct at least one workshop each school year of the grant to demonstrate to other districts and interested parties its use of technology in education. Grant money may be used for equipment, consultants, curriculum development, and teacher training.

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-9-Subd1v1s1on 6. (PRIVATE FUNDING.) The advisory committee shall seek funding aid and in-kind contributions from private sources to supplement state money for the purpose of awarding grants. Private contributions may be made directly to the technology demonstration sites. Subdivision 7. (EVALUATION OF SITES.) The state board shall evaluate the technology demonstration sites. It may contract with independent evaluators for this purpose. SECTION 17. (1298.22) (COURSEWARE PACKAGE EVALUATION.) Subdivision 1. (LIST.) By January 1, 1984, the department of education shall compile, publish, and distribute to districts a list of high quality courseware packages for use in public elementary and secondary schools. Every six months thereafter, the department shall supplement the list with recently evaluated materials. Subdivision 2. (PROCUREMENT.) The department shall obtain courseware packages for evaluation by notifying publishers and inviting them to submit their materials. The department may provide for evaluation of courseware packages that have not been submitted, if districts express strong interest in using the courseware packages. Subdivision 3. (CRITERIA.) The state board shall develop and adopt criteria and procedures for evaluation of courseware packages, in consultation with the depart ment, advisory comnittee, appropriate regional management infonnation centers, and the Minnesota educational computing consortium. The procedures developed shall contain a provision for resubmission of a courseware package. Chapter 14 shall not apply to the criteria and procedures. Subdivision 4. (CONSULTANTS.) The department may employ consultants to evaluate courseware packages and pay them fees based on the size and complexity of the courseware package involved. The evaluators shall certify to the state board that they have no financ1al interest in the product being evaluated or any similar or competing product. Subdivision 5. (EVALUATION TEAM.) The evaluation team for each courseware package shall include at least five persons, including three practicing teachers, from appropriate grade level or content areas, who will field test the courseware packages in their classrooms; one microcomputer professional knowledgeable in software and documentation techniques; and one curriculum content expert from the departme~t. Each evaluation team member shall use the criteria and pro cedures adopted by the state board and submit a written report to the department upon completion. Subdivision 6. (HIGH QUALITY.) Based on the reports submitted by evaluation team members and the criteria and procedures adopted by the state board, the department shall determine whether the courseware package qualifies as high quality. The results shall be recorded in a standardized format and be available at the department for review by the courseware package producer and other interested persons Subdivision 7. (DISPOSITION.) The department shall maintain a collection of the courseware packages evaluated as high quality. These materials shall be available to the public for review.

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-10-SECTION 18. (1298.23) (SUBSIDY FOR PURCHASE OF COURSEWARE PACKAGES.) Subdivision 1. (AID AMOUNT.) A district that purchases or leases courseware packages that qualify as high quality according to section 17 of this article shall receive state aid. The aid shall be equal to the lesser of: a) $1.60 times average daily membership for the 1982-1983 school year; or b) 25 percent of the actual expenditures of the district for purchase or lease of the courseware packages between January 1, 1984, and May 31, 1985. Subdivision 2. (AID PAYMENT.) Applications for aid shall be submitted in the fonn and.manner prescribed by the department. Payment of aid shall be made by July 31, 1984, for applications received by June 30, 1984. Payment of aid shall be made by June 30, 1985, for applications received between July 1, 1984, and May 31, 1985. SECTION 19. (129B.24) (PURCHASE OF COURSEWARE PACKAGE DUPLICATION RIGHTS.) Rights to duplication of courseware packages may be purchased, and volume purchase agreements may be established by the department of education, if the department determines that the courseware packages qualify as high quality ac cording to section 17 of this article, and if the courseware packages are available to the state at a lower cost than if purchased by school districts individually. The department shall make the courseware packages available to the Minne~ota educational computing consortium for distribution to districts. The materials shall be available to districts without cost except for nominal costs of repro duction and distribution. SECTION 20. (129B.26) (COURSEWARE PACKAGE DEVELOPMENT.) Subdivision 1. (NEW COURSEWARE PACKAGES.) The Minnesota educational computing consortium, in consultation with the department of education, is authorized to develop and design courseware packages which will meet the needs of school districts and which otherwise are unavailable or too expensive for individual districts or the state to purchase. The Minnesota educational computing consortium may: a) contract with school districts, private entrepreneurs, and other public or private agencies for the development of a specified courseware package; b) assist entrepreneurs to develop their own ideas for courseware packages that could be used in school districts, by providing funds for that purpose; c) secure copyrights for those materials in which it has a whole or part interest; d) sell developed courseware packages at cost to school districts in Minnesota and at convnercial rates elsewhere; and e) se 11 or contract for the marketing of courseware packages. The department of education shall evaluate whether the courseware packages qualify as high quality according to the criteria and procedures established in section 17 of this article.

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-11-Courseware packages developed according to this su~division shall become the property of the Minnesota educational computing cr~sortium. Revenue from the sale of these courseware packages shall be used to develop additional courseware packages according to this section. Subdivision 2. (DISTRIBUTION.) The Minnesota educational computing consortium may sell courseware packages to Minnesota school districts at cost and may sell to school dis~ricts in other states and to the general public at conrnercial rates. Each contract with a developer who shares in the profits of distribution shall include a provision requiring sale of the courseware packages at cost to Minnesota school districts. SECTION 21. (INCREASE IN COMPLEMENT.) To implement the provisions of sections 13 to 20 of this article, the department of education may increase its complement by two positions: one education specialist II and one clerical support position. The positions are in the classified service of the state civil service. SECTION ,2. (REPORT ON NEED FOR CURRICULUM CHANGES.) By October 1, 1983, the commissioner of education shall develop and submit a report to the education committees of the legislature on the need for amending current rules governing curriculum requirements in the elementary and secondary public schools. In developing the reconmendations, the commissioner shall consider the extent to which the proposed curriculum requirements shall adequately prepare the students for entering post-secondary institutions. The report shall include at least the following: 1) preliminary infonnation on the extent to which school districts are in compliance with the current curriculum requirements established in state board rules; 2) a preliminary draft of proposed rules which would increase the curriculum requirements in elementary and secondary schools; 3) reconmendations for changes in the laws which impose penalties for noncompliance with state board of education rules; 4) development of a statewide monitoring system to ensure compliance with curriculum requirements; 5) assessment of the feasibility of establishing learning requirements for elementary and secondary students to complete outside the classroom; and 6) recorrmendations for changes in high school graduation requirements and achievement standards. SECTION 23. (RULEMAKING ON CURRICULUM.) By September 1, 1984, the state board of education shall adopt rules pursuant to chapter 14, establishing elementary and secondary curriculum requirements which will ensure that a minimum comprehensive educational program is available to all public school students in the state. The rules adopted by th~ state board shall be effective beginning in the 1985-1986 school year.

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-12-SECTION 24. (REPORT TO LEGISLATURE.) The department of education shall evaluate the concept of extending the school year. The department shall consider at least the following: educational benefits, methods to extend the school year, fiscal implications, and other relevant factors. By November 1, 1983, the department shall report its findings and reconmendations to the education c011111ittees of the legislature. SECTION 25. (REPORTS TO THE LEGISLATURE.) By February 1, 1984, the department of education shall report to the education co11111ittees of the legisluture on the progress of 1111)1ementing the programs in sections 1 to 3, and 13 to 20 of this article. By February 1, 1985, the department of education shall report to the education c011111ittees of the legislature on preliminary evaluations of the programs and participants in sections 1 to 3, and 13 to 20 of this article. SECTION 26. (APPROPRIATIONS; DEPARTMENT OF EDUCATION.) Subdivision 1. There is appropriated from this general fund to the department of education the sums indicated in this section. The sums are available until June 30, 1985. Subdivision 2. (SUBJECT AREA INSERVICE TRAINING.) The sum of $500,000 is appropriated for the purpose of section 1 of this article. The department may use up to $50,000 of this appropriation for administration and evaluation of the program. Subdivision 3. (INSTRUCTIONAL EFFECTIVENESS PLAN.) The sum of $50,000 is appropriated for the purposes of section 2 of this article. Subdivision 4. (INSTRUCTIONAL EFFECTIVE"ESS TRAINING.) The sum of $300,000 is appropriated for the purposes of section 3 of this article. No more than $15,000 shall be used for the evaluation required in section 3, subdivision 3 of this article. Subdivision 5. (ACADEMIC EXCELLENCE FOUNDATION.) The sum of $150,000 is appropriated for the purpose of section 4 of this article. No more than $50,000 of this amount shall be used for administrative costs. The foundation shall add to this appropriation any additional money raised from other sources. Subdivision 6. (TECHNOLOGY UTILIZATION PLANS.) The sum of $650,000 is appropriated for the purposes of section 13 of this article. The department may use up to $63,000 of the appropriations for costs of developing model plans and criteria, assisting districts to develop plans, a,,d evaluating the program. Subdivision 7. (INSERVICE TRAINING.) The sum of $936,000 is appropriated for the purposes of section 14 of this article. The department may use up to $220,000 of the appropriation for supplemental regional or statewide inservice training. ~. /

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-13Subdivision 8. (TECHNOLOGY OEMON~TRATION SITES.) The sum of Sl,600,000 is appropriated for the purposes of section 16 of this article. The department may use up to $15,000 of the appropriations for costs of administering the program and up to $40,000 for evaluating the program. The department shall allocate $300,000 for the costs of inservice training conducted at the demonstration sites. including partial substitute pay and travel expenses for visitation to the sites from districts within the state. Subdivision 9. (COURSEWARE PACKAGE EVALUATION.) The sum of $200,000 is appropriated for the purposes of section 17 of this article. The department may use up to $15,000 of the appropriation for costs of administering the program. Subdivision 10. (SUBSIDY FOR COURSEWARE PURCHASE.) The sum of $1,154,000 is appropriated for the purposes of section 18 of this article. Subdivision 11. (PURCHASE OF COURSEWARE DUPLICATION RIGHTS.) The sum of S225,000 1s appropriated for the purposes of section 19 of this article. Subdivision 12. (INCREASE IN COMPLEMENT.) The sum of $125,000 is appropriated for the purposes of section 21 of this article. SECTION 27. (APPROPRIATIONS; MINNESOTA EDUCATIONAL COMPUTING CONSORTIUM.) Subdivision 1. There is appropriated from the general fund to the Minnesota educational computing consortium the amounts indicated in this section for the fiscal years ending June 30 in the year designated. Any unexpended balance from the appropriation for fiscal year 1984 shall not cancel but shall be available for fiscal year 1985. Subdivision 2. (REGIONAL COORDINATORS.) For regional instructional computing coordinators as prov1ded in section 15 of this article, there is appropriated: $280,000 ... 1984, $280,000 .. 1985. Subdivision 3. (COURSEWARE PACKAGE DEVELOPMENT.) The sum of $250,000 is appropriated for fiscal year 1984 for the purposes of section 20 of this article. The Minnesota educational computing consortium shall supplement th;s appropriation from other sources in its budget for the purpose of developing courseware packages. SECTION 28. (EFFECTIVE DATE.)

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INFORMATION TECHNOLOGY LEARNER OUTCOMES An Overview CURRICULUM AND TECHNOLOGY SECTION MINNESOTA DEPARTMENT OF EDUCATION

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INP'ORMATION TECHNOLOGY PHILOSOPHY A hi&hly technical world requires a changed educar ion. In a challen1ing global information society, we need a differenr kind of educarion than we have had before: An education that emphuize1 crearivity, hi1her-order skills, problem-solvin1, conceptual mutery, intellectual independence, the ability to express oneself clearly, and to work collaboratively with others, includina people with different political, social and economic alun; An education that encoura1n schools to be microcosms of the "real world," thus enablina 1tudent1 to e:xperience the ambi1uitia of life in a protected environment; An education where students are aiven opportunities to use information technolo1y to addrea and fulfill perlOll&I and societal educational needl, encoura1in1 individual potential to unfold. Information Technology certainly will play a major role in educational efforts of the future. However, the philosophical direction we give Information Technology today will help determine how well the new educational needs of rhe foture are addressed. This document has several assumptions/value premises that need to be identified. One initial assumption is that what is written in this document repre sents our best thinking today, but that any plan developed must be viewed as dynamic and subject to systematic review and modification. There is no doubt that technologies and the accompanying learning materials will improve. Educators must be willing and able to accommodate additional technolo1ical opportunities that enhance education in meanin1ful and positive ways. A second major assumption is that educational technoloaies need to be considered u one of several instructional tools and delivery systems available for learning and teaching--superior in some situations and inferior in others. The criteria for evaluating these tools should consider, primarily, how well th,iy help enhance the quality of learning and how appropriately they prepare students for functioning in tomorrow's society. Technology does offer great potential, however, certain educational considerations must be examined and addressed in an appropriar manner if the necessary synthesis is to occur. A very important assumption is rec-oi,nhion that technological objectives should be integrated into the entire curriculum to help students see rheir effects in all facets of life. Technology should be the means by which students gain broader options in learning activities and, in the process, learn how to use technology. Technology should be a tool or means to educate--not the end product. A fourth assumption is that great effurt will be made to ensure that technology tools, software and instruction on major application!li such as word processing, electronic spreadsheets and databases are made available to all socioeconomic levels in rural, suburban and urban communities. Similar special attention must be given to ensuring the involvement of women, minorities and the handicapped. While not everyone will work in a high-techr,.,logy job, every person will have hi~ or her life and occupation severely affected by technology. The inabilir y to underst:ind and use technology will be a handicap to fulfillment of many personal goals. 2

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Another assumption that will be hi1hlishted in this document is the belief thlU considerable effort must be made to ensure that studenu lt'.'arn .inc1 use hi1her-level thinkin1 applications of technology. We believe the potent i:il of technolo1t> cannot he fulfilled unless studenu ;ue taught problem-!'olvin,t anil ,lrci~i11n-makin1t 4:kill~ that have real-life implications and uses. Chan1e1 once occurred very !llowly. Nnw, not only arc rhe ch1rn,tP~ occurrinc a1 n rapid rate, but the rate of chan1e i~ acceleratin1 to the point that information is doublin1 every ei1ht years in most areu, and in some areas, such as microbiology and computer en1ineerin1, every 18 months. Technolo1y in society is not a fad. Experts estimated that over $59 billion were spent on telecommunication resources in 1983 and that $88 billion will be spent in 1988. Resources devoted to the purchue and operation of computer-related expenses were estimated to be $150 billion in 1983, an amount that is expected to increase to u much u $700 billion in 1993. Total expenditures in high-technology areas were estimated at $.WO billion in 1983. There is disaareement about how hi1h future totals mi1ht be, since new applications of technolo1y are bein1 developed daily. Given those fl1ures, it is obvious that businesses are reco1nizin1 and respondin1 to demand for rapid chan1es in the amount and uses of technoloay. Rapid chan1es require institutions to take risks and make significant chan1es. Minnesota's educational institutions must take risks and make chan1es if students are to compete successfully in an economic and social structure with global implications. The emerging society requires the processin1 of vast amounts of information to solve problems and make quality decisions. There is an increasin1 need to know more, to know how to access vast amounts of information and to improve th3 way and the rate at which we learn. Technolo1y offers educators a means to address those increasin1 demands on education. If educators accept the chan1e1 u a challen1e rather than a crisis, and seize the opportunities provided, they can make education more excitin1 and productive than ever before.

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APPENDIX H Brief Summary of Minnesota TecbnoloSY Demonstration Sites From: Minnesota Depanment of Education. MinDC$911 Tcc;hnoloa Demonsq:ation Sites, January, 1986.

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Minnesota Technology Demonstration Sites, p. 1 Site Austin-Rochester Bloomington Blue Earth Emphasis Two way Television Full-powered public broadcast television studio. (Austin) Cablecast from one building to another throughout the district.(Rochester) Computer labs Satellite receiving equipment 1V production with interactive teaching via closed circuit and cablecast Computer saturation ( One computer per student) East Central MinnesoInteractive 1V ta Educational Cable 1V studio Cooperative Satellite receiving dish Hopkins Computerized instructional management sys tem Use computer software to address thinking skills lnscrvice Computerized library rnnovalive Inservice lnscrvice training for teachers for Integrating Technology in Classrooms (IN-TECH) Contact Mahlon Wissink Rochester Public Schools 615 SW 7th St. Rochester, MN 55902 507-285-8732 Wallace Kennedy or John Parker Bloomington Public Schools 8900 Ponland Ave. S. Bloomington, MN 55420 612-887-9152 Gary J. Honkin Blue Earth Public Schools 6th and Galbraith Blue Earth, MN 56013 507-526-3215 Brad Windschill Westview High School Braham, MN 55006 612-396-3674 Dr. Donald Sension Hopkins Public Schools 1001 Highway 7 Hopkins, MN 55343 612-933-9230 Randy Johnson Anoka-Hennepin Public Schools 11299 Hanson Blvd. NW Coo Rapids, M.'1 55433 612-755-8220

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Minnesota Technology Demonstration Sites, p. 2 Site Knowledge Inter2c tive Distribution System (KIDS) Emphasis Two-way interactive television and audio Teleconferencing Mid-States Education-Two way interactive television al Telecommunications Cooperative Minneapolis Minnesota Valley Tele-Network Integrating computers into the science cwric ulum Using satellites in curriculum Satellite receiving site Two way television curriculum Northeast Educational Computer assisted drawing Technology Consor-PLATO tium St. Louis Park/ Tower-Soudan Shakopee Cooperative learning using technology Senior high based LOGO Local area Networking Hard drive networks Contact Dr. Frank R. Birmingham St. Peter High school Lincoln Drive, Room 120 St Peter, MN 56082 507-931-4210 Jerry Abraham Little Falls High School 1001 SE 5th Ave. Little Falls, MN 56345 612-632-2921 Cort Smith North Community High school 1500 James Avenue North Minneapolis, MN 55411 612-627-2782 Lynn Steenblock Montevideo High School 13th Street and Williams Ave. Montevideo, MN 56265 612-269-9297 Don Garnett Duluth Public Schools Lake A venue and 2nd S trcet Duluth, MN 55802 218-743-4102 Deborah Meininger St. Louis Park Public Schools 6425 West 33rd Street St. Louis Park, MN 55426 612-925-4300 Ron Ward Shakopee Junior High School Shakopee, MN 55379 612-445-4884

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Minnesota Technology Demonstration Sites, p. 3 Site Emphasis Sherburne-Wright Ed-Two way interactive television ucational Technology Satellite downlinks Cooperative Sibley County CoopInteractive cable TV erative Southwest Minnesota Interactive TV (microwave) Telecommunications Project Subject Matter Awareness Implementation of Resources in Technology (SMART) Train teachers to make optimum use of technological materials and equipment cUITCntly available Technology Learning Integrating district technology learner out-Campus comes into those of the state Integrating software into curriculum Use of Integrated PLATO/WICAT system in K-6 Computer System for Instruction in Reading and Math Woodland Coopera-Two way interactive TV (UHF and !TFS mi-tive Center Communi-crowave) casting Contact Will Kitchen Monticello Public Schools Box 897 Monticello, MN 55362 612-295-5184 David Czech Sibley County Vocational Center Box 868 Arlington, MN 55307 612-964-5105 John Lowe Chandler-Lake Wilson Schools Box 98 Chandler, MN 56122 507-677-2387 Alice Hofstad Northwest ECSU Box 390 Thief River Falls, :MN 56701 218-681-8005 Barbara Nemer Technology Learning Campus 4139 Regent Avenue Nonh Robbinsdale, MN 55422 612-535-1790 Henry Snyder Bel Air Elementary School 1800 5th Street NW New Brighton, MN 55112 612-633-3521 James A. Hof er Woodland Cooperative Center NE 5th Street Staples, MN 564 79 218-894-2438

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APPENDIX I List of Interviewees By Site

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APPENDIX I: LlsT OF INTERVIEWEES BY SITE Albuquerque Public Schools University of New Mexico Alex Sanchez, Vice President Community and International Programs Dave Colton, Dean, College of Education Priscilla Nonon, Faculty Jack D. Gittinger, Jr., Faculty Tony Oliver, Director of Credit Programs, Continuing Education Albuquerque Public Schools: Lillian C. Bvna, Superintendent Mary K. Nebgen, Deputy Superintendent, Instructional Services Benjamin Soria, Assoc. Supt., Business and Operations Barbara Blackwell, Asst Supt. for Instructional Services/Curriculum Development Richard Romero, Asst. Supt. for High Schools Orlando Esparza, Asst. Supt. for Middle Schools Bob Montoya, Asst. Supt. for Elementary Schools Elem. John Modragon, Asst. Supt. for Elementary Schools Charles Serns, Core Subjects Supervisor Richard Ennes, Director of Supply Services Bobby Richardson, Occupational Education Office Al Sanchez Jennifer Johns, Program Evaluation Specialist Paul Resta, Special Assistant for Educational Computing Paul Rost,Director, Chapter 1 Ron Williams, Director of Special Education Russell Doff, Principal Len Scrogan, Computer Education Coordinator Betsy Janssen, Computer Resource Teacher Patsy Carmichael, CERT Team The CERT Team Staff Don Whatley, President Albuquerque Teachers Federation Helen Williams, Albuquerque Teachers Federation Teachers: Rheta Greenwood Jackie Rider Patti Devereax Gracie Sellers Joyce Silver Patti Moscone Kathleen Yarborough, Teacher/frainer Students: Janie Kiffer, Ivan Bagley, Robt Pickes, Mark Vicuna, Davit Heit, Cindy Hernandez, Debbie Lujan, Doug Lujan Technical Vocational Institute: Tony Galaz, Director of Evening Program

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APPENDIX I: LlsTOF INTERVIEWEES BY SITE Apple Classroom of Tomorrow Dr. Martin Engel, Project Manager, ACOT Dr. David C. Dwyer, Education Research Manager, ACOT ACOT teachers: Faye Wilmore, Hermitage, Tennessee (near Nashville) Nancy Morris, Memphis, Tennessee Barbara Bayha, Cupertino, California Cupertino Unified School District Yvette Del Prado, Superintendent Ron Lamar, Coordinator of Inservice Barbara Bayha, ACOT Teacher Harvey Barnett, Principal, Stevens Creek School Workshop teachers interviewed: Marilee Shelly, John Muir, Marcia McCaffeny Elementary School Consortium John Armenia, Penninsula School District, Gig Harbor, WA Tim Tarleton, Littleton School District, Littleton, CO Judy Winfrey, Chinn Elementary School, Kansas City, MO Sue Francis, Hamilton Park Elementary School, Richardson, Texas Fairlie Bagley, Lawton Elementary School, Oviedo, FL Nancy Warren, Seminole County Schools, Oviedo, FL Dallas Rust, Ames Community Schools, Ames, IA Dennis Daggett, Kenai Penninsula School District, Kenai, AK Hennigan School MIT Project Staff: Seymour Papen Sylvia Weie Edith Ackerman Stephen Ocko Harry Nelson MIT GraduateStudents: Mitchell Resnick ldet Harrell Hennigan: Bob Holland, Assistant Principal The Project Headlight Teachers

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APPENDIX I: LIST OF LVI'ERVIEWEES BY SITE Houston Independent School District Kaye Killough, Deputy Superintendent Carol Kuykendall, Assistant Superintendent for Curriculum Patricia Sturdivant, Director, Department of Technology Richard A. Smith, Manager, Instructional Development Team Ellen Murphy, Instructional Development Team Herman Blalock, Manager, Technical Training Patsy Rogers, Manager, Procurement and Planning Sandy Nix, Manager, School Services Linda Caruso, Manager, Administrative Support Anna DuTcrroil, Manager, Special Projects Mike Walters, Manager, Technical Support Dan Daniel, Project Director Lee Mercado, Project Director Joan Grumet Harold Byrd, Manager, Systems Design and Development, Luke Lyons, Manager, Implementation Support Principals' Advisory Committee who were interviewed: Virgil Fisher, Jackson Middle School Jim Prewett, CLifton Middle School Jim Brock, Fondren Elementary School Teacher Technologists Participants in Roundtable Discussion: Janet Aligo, Poe Elementary School Max Bisor, Bowie Elementary School Nancy Chatman, Hartsfield School Sherry Irby, Contemporary Leaming Center John Montroy, Sharpstown Middle School IBM -National Computer Training Institute Bruce Frederickson (Founder and President, NCTI) William "Sandy" Wagner (Formerly with NCTI. Founder of California Computer Using Educators Group. Currently with IBM.) Chuck Forsythe (NCTI Panicipant) Holly Jobe (NCTI Participant) Cos Civale (NCTI Participant and Sysop for Ncn on-line network, now EDEXCHANGE on the Source.) Barbara Frietas, (NCTI Participant and now IBM Educational Instructional Specialist).

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APPENDIX I: LlsT OF INTERVIEWEES BY SITE Jefferson County, Alabama, School District Mrs. Henriette W. Gwin, School Board Member Dr. Ronald Jones, Director of Staff Dvelopment Nez Calhoun, Director of Public Relations Gloria Soloman, Principal, Hewitt Elementary School Rick Lasenby, Principal, Cahaba Heights Elementary School Ozilene Cartee, Principal, Vestavia West Elementary School Teachers: MaraJambor LyMHudgins Renee Houston Lydia Edmonds Sonja Carrington Janie Beale Chiquita Marbury Alice-Marie Morrison Selesta Meuse CarolineS tames Group interviews with staff from: Hewitt Elementary School, Hewitt Middle, Grantswood, Leeds Elementary, Hillview Green Valley, Shades Mountain, Gardendale Elementary, Cahaba Heights Community, Vestavia West Fred D'Ignazio, Project Director Students: Eric Jambor and Paul Ferguson, technical assistants to program and senior high students Business: Kenneth M. Penuel, Project Manager, Alabama Power Company Julia Ann Partridge, Director of Public Information, Alabama Power Company Follow-up interviews: Janie Beale, Teacher Chiquita Marbury, Teacher Dr. Ronald Jones, Director of Staff Devlopment Nez Calhoun, Director of Public Information Fred D 'Ignazio Connie Gonser, Director of CUITiculum, School District of Royal Oak, Michigan

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APPENDIX I: UST OF INTERVIEWEES BY SITE Lesley College Nancy Roberts, Director, Computers in Education Susan Friel, Assoc Prof, Math/Computer Science Faculty: George E. Blakeslee Rebecca Corwin Ricky Caner Karen Grcmley Ricky Caner Karen Grcmley Len Scrogins (Field) Tim Grcenshields (Field) Professional Outreach Associates Frank Cordell Louise Cordell

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APPENDIX I: I.JSTOF L'IITERVIEWEES BY SITE l\UNNESOTA University of Minnesota, College of Education: Dr. William Gardner, Dean Dr. Alan Glen, Associate Dean Dr. Carol Carrier, Assistant Dean Greg Sales.Faculty MECC: Richard Pollack, Senior Researcher, MECC Don Rawitsch, MECC Administrator TIES: Marla Davenport, Metro Region Technology Coordinator Sheldon Ramnarine, Metro Region Technology Coordinator State Department of Education, Curriculum and Technology Section: Gilben Valdez, Manager Harold MacDermott Minneapolis Public Schools: Gladys Sheehan, Director, Media Services Sally Sloan, Resource Teacher, Instructional Computers Blue Earth Public School: Gary Honken, Principal and ACOT Project Director Suzan Sollie, District Computer Coordinator and ACOT Director Layne Hopkins, Teacher and workshop instructor Earl Gildemeister, workshop instructor Marlin Gerdtz, Coordinator of Project Beacon John Huisman, Secondary Principal Sara Duden, Teacher Summer Workshop Teachers: Jean Fiskey, Teacher, Armstrong School, St. James School Dist, MN Joe Adams, Teacher, Glenville, MN Mitch Thompson, Teacher, Rushford, MN AL Hastings, Computer Coordinator, Charles City, IO Shakopee Junior High: Ron Ward, Assistant Principal and Director Demonstration Project St. Louis Park Public Schools: Erik Adolphson, Instructional Computing


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