DOCUMENT RESUMEED 235 794

AUTHORTITLE
INSTITUTIONSPONS AGENCY
PUB DATECONTRACTNOTEPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERS

IR 010 871

Ingle, Henry T.; And Others
A User's Guide to Project BEST Products: Print andNonprint.
Applied Management Sciences, Inc., Silver Spring,
Md.; Association for Educational Communications andTechnology, Washington, D.C.
Office of Libraries and Learning Technologies (ED),Washington, DC.
83

300-81-0421
301p.; Best copy available. Some pages on coloredpaper may not reproduce.
Guides - Non-Classroom Use (055) -- Reports
Descriptive (141)MF01/PC13 Plus Postage.
*Basic Skills; Computer Oriented Programs; Elementary
Secondary Education; Guidelines; Information Sources;*Instructional Materials; *Microcomputers; Program
Implementation; *School Districts; Staff Development;
Technological Advancement; *Teleconferencing; Use
Studies; Videotape Recordings
Computer Uses in Education; *Project BESTABSTRACTThis notebook accompanies a videotape series produced
by Project BEST (Basic Education Skills through Technology), afederally funded cooperative effort involving federal, state, andlocal governments and the private sector in planning and using
information technologies to improve basic skills instruction.
Intended for state and local personnel using or planning to use
information technology in schools, the materials are resource
supplements for state and local staff development programs. Separate
sections address the three major types of Project BEST print andnonprint products. The videotape module guides section briefly
describes the four 30-minute videotapes, which depict school-level
experiences in introducing microcomputers into the educational
system. A discussion leader's guide for each module highlights 4.ts
objectives and offers suggestions for organized viewing anddiscussion. The second section presents profiles of each school
district shown in the videotape modules and provides an overview ofthe district's experiences in introducing microcomputers in theschools, the name of a district contact, and a. list of available
written materials about the district's technology activities.
Finally, materials on Project BEST teleconferences and videotape
newsletters are provided, including supporting documents andsuggestions on how to use the materials in staff training. (LMM)***********************************************************%***********
Reproductions supplied by EDRS are the best that can be madefrom the original document.
***********************************************************************

U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATIONEDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)'A This document has been reproduced asreceived from the person or organization
originating it.
I Minor changes have been made to improve
reproduction quality.
Points of view or opinions stated in this document do not necessarily represent official NIE
position or policy.

A USER'S GUIDE TO PROJECTBEST* PRODUCTS:PRINT AND NONPRINT

By

Henry T. Ingle
Lewis A. Rhodes
Carol A. Wolinsky
Leroy London
Terry Skura
Cheryl P. Garnette
Barbara Sheridan

1,11rffec l:Irb fl

Summer 1983

Funding for this material was provided by the U.S. Department of
Education, Office of Libraries and Learning Technologies, under acontract with the Association for Educational Communications andTechnology, in association with Applied Management Sciences, Inc. andMaryland Instructional Television (Contract No. 300
810421).

Ann Erdman, Project Officer

Frank Withrow, Division Director

U.S. Department of Education
Washington, D.C.

*Basic Education Skills Through Technologyf;2

The materials referenced in this notebook were prepared by the staff
of Project BEST:
Association for Educational Communications and Technology
Henry T. Ingle, Project Director
Cheryl Petty Garnette, Barbara Sheridan, Terry Skura
1126 16th Street, N.W.
Washington, D.C.
20036

Applied Management Sciences, Inc.

Lewis A. Rhodes, Associate Director
Carol Wolinsky
962 Wayne Avenue
Silver Spring, Maryland

20910

Maryland Instructional Television
Dolores Deardorff, Associate Director
Frank Batavick, Charles BakOr, Anne Jarrell-France, Leroy London
11767 Bonita As,enue

Owings Mills, Maryland

21117

Acknowledgements

Special thanks to the staffs of the schools in Albany, Ohio; Ann
Arbor, Michigan; Cincinnati, Ohio; Cupertino, California; Fairfax County,
Virginia; Fort Madison, Iowa; Plains, Montana; and Wayne, New Jersey.
They opened their schools to us and provided an opportunity to observeand describe their experiences using microcomputers in schools.
Without
their assistance, we could not have produced the video modulesor theschool district profiles which are integral to this User's Guide.
The 41 State Departments of Education, their designated State Team
Leaders, and State Team members merit recognition for their belief,
support, informational contribution, active participation and involvementin what became Project BEST--a network of people learning and sharing
current experiences about the new information technology with otherpeople.
It is in their hands that the materials, knowledge, andinformation embodied in this notebook and companion videotapes will takeon new meaning for countless school practitioners once Project BEST as aformal entity completes its contract with the U.S. Department of
Education on September 30, 1983.

Thanks also to Leroy London, Terry Skura, Barbara Sheridan, Cheryl
Petty Garnette, end Carol Wolinsky of the Project BEST staff for working
cooperatively with me and other members of the staff in writing thedescriptive narrative in the notebook and organizing its production. In
particular, I acknowledge the technical contributions of Carol Wolinsky
and Leroy London for taking the leadership in accomplishing this task.
I wish to express my appreciation also to Ann Erdman, the Departmentof Education Project Officer and Frank Withrow, Director of the Divisionof Educational Technology in the Office of Learning and LibraryTechnologies. Without their support, this Project would not have beenpossible.

Special thanks are extended to Lewis Rhodes, Associate Director for
Project BEST representing Applied Management Sciences, Inc., and'Dolores
Deardorff, Associate Director for Project BEST, representing Maryland
Instructional Television. Jointly with AECT and me, these individuals
formed the triangular consortium known as "People to People--the B.E.S.T.
Approach."

Henry T. Ingle
Director, Project BEST
Summer 1983

tl

INTRODUCTION

Purposes of This Notebook
This notebook is a companion piece to a series of video tapes
produced by Project BEST (Basic Education Skills through Technology), afederally-funded cooperative effort involving federal, state, and local
governments with the private sector in planning and using modern
information technologies to improve basic skills in teaching and learning.
The project provided current information, training, and technicalassistance to 41 State Education Agencies. It also created a national
network of states and professional organizations that fostered an exchangeof ideas, people, products, and information about the use of technology
for educational improvement.
This notebook and the video tapes were developed for state and local
school personnel who use or plan to use information technology, such as
the microcomputer, in their school programs to enhance learning. The
materials are resource supplements for state and local staff development
programs.
All video and print materials are in the public domain and may
be reproduced. To facilitate reproduction, master copies of each print
item are included in plastic packets, accompanying each section of thenotebook.

The Project BEST products share the experiences of practitioners who
have introduced the new information technologies, particularly
microcomputers, in schools.
They are designed to:encourage users to continue to implement technology in theirschools
help users understand that the problems they are facing
are similar to those of other educators
help users learn from the experiences of persons shown inthe video tapes.
Content of This Notebook
This notebook is divided into three major sections, each addressing
the three major types of Project BEST print and nonprint products.
Video Module Guides--this section briefly describes the four
30-minute video tapes (modules) developed by Project BEST to
depict school-level experiences in introducing microcomputers
into the educational system. A discussion leader's guide foreach module is provided.
The guides highlight the objectives ofthe modules and offer suggestions for organized viewing anddiscussion.
They may be used by SEA or local educators inorganizing staff development programs for school practitioners
and interested citizens.

School District Technology Profiles--this section
contains a written description of each school district shown inthe video modules.
Each profile provides an overview of a
district's experiences in introducing microcomputers in theschools, the name of an individual in the district who canprovide further imeormation, and a list of available writtenmaterials about the district's technology activities.
Descriptions: Other Video Materials--in addition to thevideo modules, Project BEST conducted several video
teleconferences and telecast two video newsletters.
This
section contains materials on these video elements, including
supporting documents and suggestions on how to use the video
materials in staff training.

How to Use the Project BEST Materials
The products were designed to supplement ongoing staff development
and training programs. The materials can be used with various groups,
including:State education agency personnel who need training materials
in working with local school personnel
Local school personnel, such as teachers, administrators,
and curriculum specialists who are seeking resources to help
solve problems in irtroducing technology in the schools
Community and industry representatives and other membersof the general public who wish to become familiar with theissues facing educators as they incorporate technology in theirschools.

We recommend that you preview all video materials you plan to use andstructure a discussion of local concerns and issues around the video
products.
The guides included in this notebook are designed to help you
plan your local program.

6ii

Basic Education Skills through TechnologyaProject BESTA state capacity and technical assistance effort of the U. S. Department of Education with the Association for Educational
Communications and Technology. Washington, D.C.

1126 Sixteenth Street, N.W., Suite 214, Washington, D.C. 20036(202) 466-3361

MEMORANDUM

Dr. Henry T. Ingle
Project Director
Association f)r Educational
Communicatons& Technology (AECT)
Washington. DC 20036

Mr. Lewis Rhodes
Asst. Project Director
Applied Management

TO:

State Team Leaders and Teleconference Participants

FROM:

Henry T. Ingle, Project Director'

SUBJECT:May 18 Teleconference Activities

DATE:

May 6, 1983

Sciences. Inc. (AMS)

Silver Spring. Maryland
20910

Dr. Dolores Deardorff
Asst. Project Director
Maryland Instructional
Television (MITV)
Owings Mills. Maryland
21117

Advisory Board
American Associationof School Administrators

This information packet contains a number of items designed to familiarize you with the video materials you will be viewing in conjunction
with Project BEST's May 18 teleconference--"Becoming Literate with the
New Technology."
The guide includes:

Association for
Educational Data Systems

A brief overview of the videotape, "Learning and Teaching
ABOUT Computers"

Association of State
Supervisors of Mathematics
Basic Skills National
Technical Assistance
ConsortiurniCEMREL, Inc.

A detailed content outline of the videotape

The College Board

A Users' Guide to accompany the videotape

Council of Chief State
School Officers

An outline of the video newsletter

Education Commissionof the States
ERIC Clearinghouseon Information ResourcesaA listing of projects and activities highlighted in thevideo newsletter

International Reading
Association

National Associationof State Educational
Media Professionals
National Associationof State English andReading Supervisors

National Council for
Accreditation of Teacher
Education

National Council of
Teachers of English
National Council ofleathers of Mathematics

An outline of the teleconference
Short biographies on the panelists who are participatingin the teleconference

A selected bibliography of computer literacy resourcesthat Project BEST has encountered while rese,Irching the
topic for "Becoming Literate with the New Technology"
A series of one-page profiles of the computer literacy
activities in the districts documented in the videotape

National Governors
Association
National Science
Foundation

Steering Committeeof State Basic Skills
Coordinators

An article outlining the May 18 activities reprinted fromthe April issue of Instructional Innovator
A paper entitled "Learnings Paper No. 1:
Medium for Sharing Experiences"

Video as a

A feedback sheet to record your comments and thoughtson the May 18 Teleconference

2

It is important that you read this print packet before
participating in the May 18 teleconference.
Use your judgement as to which
section you would want to reproduce for your state team and theaudience that will participate in the teleconference withyou.

items of particular significance are included in a separate
group
They are:2pyellappaer.

The detailed content outline of the videotape, "Learning
and Teach'',.

".BOUT Computers"

The printed Users' Guide which complements the videotape
The Instructional Innovator article on the May 18 teleconference
The directory listing the names and addresses of people
to contact for information about items mentioned on thevideo newsletter.
These, we feel, would be the four most useful items to theviewing
audience.
You might also want to provide copies of the printed caseprofiles on each school district highlighted in the video module.
In order to gain the most from the May 18 teleconference,
it is important (and .I underscore the word imETIant) to view the videotaped
moduleon computer literacy that will be fed to your PBS station_via
satellite
on May 17.
It. is 30 minutes long and-will be accompanied by the second
Project BEST video newsletter (22 minutes). The viewing of these twopieces should be among the first order of business whenyour team convenes on May 18 for the teleconference.

Please remember to complete the enclosed feedback forms and return themto us by May 30.
Happy viewing!

REMINDERREMINDER

REMINDER

REMINDERPBS SATELLITE FEED on MAY 17 of BEST Video Module
and Video Newsletter for May 18 Teleconference

Outlined below are the final technical specifications needed by you and otherinterested individuals in your state planning to do your own taping of the
May 17 Project BEST satellite video feed of the Computer Literacy Module andthe second issue of the BEST Video Newsletter. PBS stations participatingwith Project BEST State Teams have been notified of this information by us
through the PBS ConferSat Office in Washington, D.C.

FEED TIME:TUESDAY, MAY 17
11:07 AM to 12 NOON (EDT)SATELLITE TRANSPONDER:WESTAR IV, TRANSPONDER 12-D

LENGTH OF TIME:

53 MINUTES/COLOR
PLAN TO RECORD ON A 60-MINUTE VIDEO CASSETTEITEMS BEING FED:

TWO

BEST TELECONFERENCE:

1.)

VIDEO MODULE (30 MINUTES):"LEARNING AND TEACHING ABOUT COMPUTERS2.)

MAY VIDEO NEWSLETTER (23 MINUTES):UPDATE on a number of new products,
activities,. services, and information
about PROJECT BEST, with a special
emphasis on computer literacy material.
The information is current and therefore has a use expectancy of 30 to
45 days.

WEDNESDAY, MAY 18
2:30-3:30 PM (EDT)WESTAR IV, TRANSPONDER 12"Becoming Literate with the New Technology"
CALL-IN Number for Teleconference:

301/337-4044

It is important that all teleconference participants screen the 30-minute module, "Learning andTeaching ABOUT Computers," before joining theBEST teleconference on May 18.
The module as acomplete unit will not be shown in the teleconference. The teleconference interaction andquestion and answer segments will focus on
clarifying and amplifying concepts, ideas,
approaches, procedures, etc. which the module
has triggered in your own mind. Therefore, youneed to see the module beforehand.

THE VIDEOTAPE"Learning and Teaching ABOUT Computers," a 30-minute videotape, documents the personal experiences of teachers and administrators in six different school districts: Albany, Ohio; Ann Arbor, Michigan; Plains, Montana;
Cincinnati, Ohio; Fairfax County, Virginia; and Cpertino, California. It
presents their views on developing proficiency with microcomputers, how andwhy computer literacy was introduced in their school district, and what they
Among these districts, there is likely to be one
have learned as a result.
that represents a situation familiar to you.
The
This videotape deals with several aspects of computer literacy.
first segment, "Computer Literacy: What Is It?," is based on the premisethat before a computer literacy program can be designed and implemented, theterm must be defined. This portion of the videotape examines what computer
literacy means in the school districts we visited. The following segment
focuses on staff development and the various routes teachers, administrators,
students and their parents are following to learn about microcomputers--and
It looksin particular, how school districts are facilitating the process.
at the different inservice programs for both teachers and administrators, thecomputer literacy curricula being implemented for students in grades K-12,
and the adult education programs that parents in all school districts arerequesting.

The videotape does not advance any one particular model or approach toRather, it suggests that there are many approaches, eachcomputer literacy.
suitable for a variety of situations. The videotape and the interactive teleconference discussion should help you to determine which approach is most appropriate for you. The information may confirm some of your views; it may also
Either way, we hope these video programs stimulate
challenge your beliefs.
thought and discussion on computer literacy and give you some clues about what
to anticipate in planning for and implementing a computer literacy program in
It is a process that has a beginning...but no end.
your school district.

CONTENT OUTLINEPROJECT BEST VIDEO MODULE NO. 2"LEARNING AND TEACHING ABOUT COMPUTERS"
MAY 18, 1983

1

I.

"Computer Literacy:A.

Different things to different people
1.

2.
3.

4.
5.

More than a term--a concept with several ingredients
Knowing what a computer can and cannot do
Being aware of a computer's impact, uses, potential
An ease, familiarity, and comfort with the equipment
The ability to accomplish what you wantB.

A basic skill...similar to reading, writing, and arithmetic

C.

Consists of four levels/stages:
1.

2.
3.
4.

II.

What Is It?" - In Pursuit of a Definition

Awareness
ComfortUse (as a tool for specific p..xposes)
Proficiency

D.

More than just programming/ programming may or may not be necessary.

A.

How do teachers learn about microcomputers?
them?
1.

2.

3.
4.
5.

6.
B.

Hands-on experience is a must
Clear, effective users' guides and instructional manuals
Talking to peers about problems and learnings
Formal courses at colleges, universities, or district inservice
Taking district computers home on holidays and weekends
Networks of resource people to call on after initial workshop

What about administrators?
1.

2.
3.

4.

C.

How are schools teaching

Literacy for administrators is different from literacy for teachers
Learn best from and among peers
Programming is not necessary for everyone
Must be positive about microcomputers for a computer literacy
program to be successful

What about students?
1.

2.
3.

4.
5.
6.

Generally self-motivated; no fear of machines
Experience in computers is gleaned at home
Programming aids logic and problem-solving skills
Programmable devices help them to understand computers
Not all kids need to learn programming
Curriculum often teaches "about" rather than "with" computers
because of hardware shortages
I. 1

7.

8.

D.

What about parents?
I.

2.
3.

III.

Computer literacy curriculum can either be taught as a separate
course or integrated into the existing subject areas
Computer literacy at the high school level needs to complement
or expand on what's happening to students at the elementary andintermediate levels

Parents are eager to learn about microcomputers
Teaching parents and students together is effective
Parent volunteers are valuable assets to a computer literacy program

Advice to Others
A.

Involve teachers from the beginning

B.

Microcomputers won't solve all problems

C.

Plan carefully and for effective use

D.

Maintain grass roots movementE.

Use teachers as expert resources

F.

Basic literacy should not be sacrificed in favor of computer literacy

12

USERS GUIDEPROJECT BEST VIDEO MODULE NO. 2

LEARNING AND TEACHING ABOUT COMPUTERS
MAY 18, 1983

The video module that this guide is designed to accompany presents
the computer literacy experiences of personnel from six school districts.
These districts were chosen because they are reflective of the size, geography, personal experience, and economic diversity of school districts
across the United States that have gone into the use of microcomputers overthe past two years. They include: Albany, Ohio; Ann Arbor, Michigan;
Cincinnati, Ohio; Cupertino, California; Fairfax County, Virginia; andPlains, Montana.
The video module was designed to be used in conjunction with training activities for the four audiences identified in this guide. Together,
these groups represent all persons involved in the development of computer
literacy programs in school districts.
The objectives of this module are to:
Depict the stages and ways in which adults andchildren in the schools are becoming comfortablewith and adapting to new technologies
Familiarize the audience with the current arrayof practitioner issues, concerns, and controversy
relating to the implementation of computer literacy programs in schools

Help viewers understand the reasons why schools
are currently organizing for computer literacy
and how and why they are operationally defining
the term.

GENERAL DISCUSSION

What does computer literacy mean to you?
module to see what it means to others.

View theHow are schools in your district teaching computer
literacy? As you watch the module, notice how otherschool districts are addressing this topic.
What are the major problems/concerns now facing you
as you attempt to address the area of computer literacy? The module presents ways that others haveaddressed it. Look for these as you view the module.

I1

13

ADMINISTRATORS
Pre-viewing

What are some of the constraints/variables related
to the development of computer ';',-..eracy programs inyour school(s)? As you view the module, notice how
others are overcoming their constraints and are controlling their variables.

Now is your school system defining the concept of.
computer literacy? In viewing the module, determine
the extent to which your understanding of the concept
is similar/different from those presented.
List the major computer literacy issues and questions(in terms of management, instruction, and staff development) that your school(s) is now facing.
Identify
possible solutions as you view the module.
Post-viewing

To what extent were your issues and questions
addressed in this module? What other issues doyou need to address and how might you address them?
What refinements might you now consider making to
your current understanding of the computer literacy
concept?
What types of administrative support might you
provide your staff as they,develop computer literacy programs?
What level of computer literacy do your staff members
have and how can their familiarity with the technology
be increased?

CONTENT/CURRICULUM SPECIALISTS
Pre-viewing

From the perspective of your curricular or content
responsibilities, how would you define the computer
literacy concept? View the module and determine how
others have defined it.

What staff development issues have you identified in
implementing a computer literacy program ?. View themodule and note the staff development issues addressedby others.

Post-viewing

What refinements or modifications, if any, would
you now consider making to your ideas of the computer literacy concept?
What strategies might you use to help teachers view
microcomputers as an instructional enhancement rather
than an add-on?
.TEACHERS

Pre-viewing

How would you describe the manner and ways in which
you are learning about microcomputers? As you viewthe module, compare your experiences with those shown.
How are your students learning about computers? View
the module and notice how other students are learning.
Look for ways you might use these methods with your students.
!

In the module, others are attempting to describe the compute literacy concept. What ideas do you have about theconcept? How might you define it?
Post-viewing

How might the use of computers become an enhancement
to what you are now doing in your classroom?
What are some activities you might wish to initiate
for yourself and your students to enhance computer
literacy levels?
What are some ways in which you might involve parents
in your computer literacy program?
PARENTS/COMMUNITY GROUPS
Pre-viewing
How are the students in your school ,learning about
computers? View the module to see how other students are learning about computers.

View the module and discover areas where your support
might be helpful to your school's efforts to develop
a computer literacy program.
What does the term "computer literacy" mean to you?
View the module to find out what it means to others.

4

Post-viewing

What are some activities in which you would liketo engage in order to improve your computer literacy level?
What are some ways in which you might support yourschool's computer literacy program?
What does "computer literacy" mean to you now thatyou have seen the module?

THE VIDEO NEWSLETTER

The video newsletter will be broadcast on May 17 along with the videotaped module "Learning and Teaching ABOUT Computers." The newsletter isapproximately 22 minutes long. It presents updates on publications, software,filmstrips, slides, videotapes and other programs and activities dealing withcomputer literacy.
It also includes upcoming Project BEST activities andproposed new informational resources for use by participating BEST states.
As before, the items in the newsletter have a suggested shelf-life of only
30 to 45 days.
It is important that you take advantage of the information
soon after you receive it. This packet also contains a listing of addresses
to write for more information on these materials presented in the video newsletter.
Do not rely solely on the newsletter for the source of the item you
are interested in; the program moves too quickly to copy down addresses andphone numbers. Therefore,, the attached listing of addresses and resources
is an important complement to the video newsletter.
The diskettes demonstrated in the newsletter, offered through the ERIC
Clearinghouse, will be mailed to you under separate cover before the May 18
teleconference.

it

I*:

Guide Sheet

Informational Products Announced on
May 18, 1983
Project BEST VIDEO NEWSLETTER*1.

Diskettes (2) from ERIC Clearinghouse
Selected Information Resources from
RIE and CIJE on Computer Literacy

Produced (for BEST State Teams) by
Dr. Donald Ely, Director
ERIC Clearinghouse on Information
Resources
Syracuse University
School of Education
Syracuse, NY 13210

2.

BEST NET Bulletin Board (Beginning
June, 1983)
Software Information Exchange

Available to BEST NET electronic mailusers on an experimental basis.
Source:Mrs. Bobby Goodson
Computer Using Educators
Box 18547
San Jose, CA 95158
3.

Videotape of teleconference fromNew York"Computing Strategies for Success"Carmen Paigo
Center for Learning Technologies
Media Network
Cultural Education Center C -7
Albany, NY 12230
($40)

**4.

5.

Books from State of Tennessee
Department of Education
Computer Skills Next: A Plan for
Grades 7 & 8
Microcomputers in the Schools:
An Educator's Guide

Dr. George Malo, Director
Division of Research and Development
Tennessee Department of Education
135 Cordell Hull Building
Nashville, TN 37219

Handbook from Santa Clara County
Office'of Education
Computer Education Handbook

Ronnie Pardue
Microcomputer Center - Mail Code 237
Educational Development Center
Santa Clara County Office of Education
100 Skyport Drive
San Jose, CA 95115($25 + $5 Shipping and Handling)

13

Page 2

Project BEST VIDEO NEWSLETTER
May 18, 1983

6.

Guide from Educational Software
Evaluation Consortium1983 Educational Software Preview
Guide

Available to State Team Leaders- limit of one copy each upon request.
Cheryl Petty Garnette
Project BEST/AECT - Room 214
1126 Sixteenth Street, NW
Washington, DC 20036

Other persons should contact:
Kathy Parks
TECC Clearinghouse - Software Library
San Mateo County Office of Education
333 Main Street
Redwood City, CA 94063
7.

Book from the American Associationfor Higher Education
Meeting Learners' Needs ThroughTelecommunications: A Directoryand Guide to Programs

Marilyn Kressel, Director
Center for Learning and Telecommunications
American Association for Higher Education
One Dupont Circle NW.- Suite 600
Washington, DC 20036($40 to non-members)

8Book from Office of Technology
Assessment, U.S. Congress
Informational Technology and Its
Impact on American Education(Linda Roberts Case Studies)Superintendent of Documents
U.S. Government Printing Office
Washington, DC 20402($8.00 #052-003-00888-2)*9.

Videotapes from Project BEST
(Available after June 30, 1983)"Teaching WITH Computers- Now You're Cooking!""Computerwares: Hard & Soft
Decisions"

Producer:
Project BEST/AECT - Room 214

Guide from Project BEST (Available
after June 30, 1983 to BEST State

Author:Project BEST/AECT - Room 214

Teams)

1126 Sixteenth Street, NW
Washington, DC 20036*10

Users' Guide to Project BEST
Products (Print and Non-Print)

1126 Sixteenth Street, NW
Washington, DC 20036*Complementary copies have been, or shortly will be made available to each State Team
Other interested persons should contact their own, or neighboring State Team
Leader.
Project BEST/AECT - Room 214
List of Leaders available from:
Leaders.
1126 Sixteenth Street, NW
Washington, DC 20036**Complementary copies have been made available to each State Team Leader.
interested persons should contact Dr. George Malo in Tennessee.

OtherTHE TELECONFERENCE

The call-in number for your questions during the one-hour interactive
May 18 teleconference, "Becoming Literate with the New Technology," is:(301) 337-4044

The teleconference will focus on five issues in computer literacy.
1.

What is it?

2.

How does it happen to educators?

3.

Competencies, such as programming, that need to be addressed.

4.

Ongoing support to staff beyond computer literacy workshops.

5.

Issues surrounding a decision to integrate or offer computer
literacy as a separate course in the existing curriculum.

Short clips from the computer literacy videotape will be shown on air tofocus panel discussion and site call-in questions on the above 5 issues. Members of the panel will include Bobby Goodson, Computer Resource Teacher inCupertino, California; Fran Gallagher, Program Analyst for Fairfax County Public
Schools in Virginia; Marvin Veselka, Project BEST State Team Leader in Texas;
and Jenelle Leonard, Assistant Director of Computer Literacy for the Districtof Columbia Public School System. Henry Ingle and Lew Rhodes of Project BESTwill moderate the panel discussion, summarize and provide instant analysis of
the major points.

You are strongly encouraged to view the May 17 videotape before theteleconference the following day. There will be a call-in segment of the teleconference during which you will have a chance to ask a question, live on theair, to the panelists. Consequently, previous familiarity with the contents ofthe videotaped module is necessary. The module in its entirety will not beshown on the teleconference. Viewers on site need to screen the module andengage in necessary discussion before joining the teleconference.
We suggest
you allow time to show the module several times (at least twice) to the assembled
viewers, stop it at appropHate spots for discussion, etc., in a manner very
similar to what you might experience in a training workshop meeting.
In short,
use the flexibility of the video cassette formatto its optimum and become asfamiliar with the module as possible before participating in the teleconference
activities on May 18.

THE PANELISTSFRANCINE L. GALLAGHERFrancine Gallagher is the Program Analyst for Instructional Technology
in the Department of Instructional Services for Fairfax County Public Schools
in Fairfax, Virginia. She began teaching computer literacy in 1977 to elementary students and developed a curriculum for integrating computers into theelementary Program of Studies. She came to her present position in 1981. She
is responsible for the preview and evaluation of software as well as coordination of the elementary computer literacy curriculum and teacher training courses.
She received her B.S. in Elementary Education from West Chester State College
in Pennsylvania in 1969 and will complete her Masters in Education, Curriculum
and Instruction in June 1983 from Virginia Polytechnic Institute and State
University.
She is married and has three children.

BOBBY GOODSON

Bobby Goodson is a Computer Resource Teachers for the Cupertino Union
School District in Cupertino, Califcrnia.
Prior to that position, she wasa junior high school math teacher for 10 years. She is the author of theoriginal computer literacy program first used in Cupertino in 1976. Mrs. Goodson
is the president of Computer Using Educators (CUE), a California-based organization for people interested in the use of computers in education. CUE has amembership of 5,000 in the U.S., Canada, and abroad. In 1982, she was the recipient of the Distinguished Achievement Award for Leadership in the Advancementof Education through Technology, awarded by Electronic Learnin
She also is
the co-author of Courseware in the Classroom, pub ished in 1 8 by Addison-Wesley.
.

JENELLE V. LEONARD

Jenelle V. Leonard recently assumed responsibility as Assistant Director
for Computer Literacy for the District of Columbia Public Schools. She has
been an instructor at the Northern Virginia Community College in developmental
reading and writing courses; a consultant in computer-assisted instruction at
the Region IV Education Service Center in Houston, Texas; and a computer education consultant to the American Institutes for Research as part of its Project
VIM--Video Interactive Media. She holds a B.A. from Houston-Tillotson and an
M.A. in Educational Psychology and Reading from New York University

MARVIN VESELKA

Marvin Veselka, the State Team Leader for Project BEST in Texas, is the
Associate Commissioner for Professional Support for the Texas Education Agency,
where he is involved in ::several activities dealing directly with computer literIn this position, he also oversees the implementation ofacy competencies.
teacher competency testing legislation and holds supervisory responsibilities
for the state of Texas in inservice education, guidance services, school healthservices, school library and instructional television services, instructional
He. holds
computing applications r:nd the Professional Practices Commission.
Bachelor and Masters degree in education and has I:een employed by the Texas
Education Agency for ove.,- 13 years. He is married and has two children.

21

"Becoming Literate with the New
Technology"
Project BEST TeleconferenceMay 18
As the number of computers increases in schools across the country,
the question inevitably arises: just how
touch do I need to know about thisnew information technology? Duringinitial research efforts in Project
BEST, we found that one of the major
issues educators at both the state andlocal levels want addressed is clarifi-

cation on computer literacywhat itis, who needs it and how do you do
it? In response to this request for information concerning computer literacy. the third Project BEST teleconference is entitled "Becoming Literatewith the New Technology." It will
origarate in Owings Mills. Marylandfrom the studios at the Maryland In-.1...6

May 18 Teleconference Schedule* (EST)
2:15p.m.-2:30p.m.

Color bars and tones to adjust/tune monitors.

2:30p.m.

Opening/overview of teleconference topics

2:35p.m..

Introduction of invited guests.

2:37p.ni.

Presentation of video module segments, call-ins, anddiscussion.

3:15p.m-

Interactive segment on "Feedback and Significant
Learnings"

3:30p.m.

Closing

structional. Television Division.. Mary-land State Department of Educationon the grounds of the Maryland Center for Public Broadcasting (PBS Satellite Transponder WESTSTAR).
Each of the previous BESTteleconferences has used a different format
as part of the Project's experiment to
use telecommunications to learn
about the new information technologies.. The May 18 teleconference is no
exception.. This teleconference will involve several discussion segmentswith school practitioners on the issueof becoming literate with the new

By background and training,
you're strongly identified withhigher education. Now will you ensure that the other members of
AECT, e.g., those invoked in K-12.
in telecommunications, in businessand Industry, are properly represented and serviced?

I think we should first dispell any
feeling of exclusivity regarding my
identity with higher education. Given
my outspoken criticisms of higher
education. I doubt that many higher
educators would particularly identify
themselves with me. I never planneda career in education. I was headed
for the diplomatic corps. but a stopalong the way to work for Senator
Wayne Morse of my home state ofContinued on page 13*On May 17 participating states will receive a 30-minute videocassette and video newsletter (transmitted via PBS on a closed-circuit basis) for screening bystate site participants as the first order of business at each state meeting being
conven in conjun ontechnology, focusing primarily on the
microcomputer. Training strategies
for administrators, school staff. students, parents, and educators in general will form the nucleus of the teleconference.
As a prelude to the May 18 teleconference. a 30-minute prerecorded videocassette will be transmitted to thedesignated. reception sites during themorning of May 17. This module will
document the. current experiences andconcerns of practitioners at six schoolsites around the country. ProjectBEST state teams will be asked toview the video module beforehand
and to prepare pertinent questiiins
dealing with the issues presented in
the module, which can be addressed
during the May 18 teleconference. A"video newsletter" will also be transmitted with the video module on May
17. The newsletter. a ten-minute presentation. will highlight new products.
materials. projects, and experiential
information from the federal. state,
and local levels.
The one-hour interactive teleconference on May 18 will be beamed via
the PBS satellite service at
2:30p.m.(EST). The teleconference
will explore ways that team members
and invited participants can use the0.

video module in their states to provide technical assistance and information to local sch:-.,-oi personneL Select-

ed short segments from the video
module will be used to focus call-inquestions from viewing sites to assist
states in developing strategies for useof the module with local education
agencies. Topics of discussion will include:
Should computer literacy be a
mandatory or elective activity?
When does one become literate
and what specific criteria should be
used to assess literacy?
Who should lead the computer
literacy effort? Who should provide instruction/training?
The teleconference will also include
a short segment containing significant!earnings and constructive feedback
concerning Project BEST teleconference presentations to date. as well as
information on the way states are using other Project BEST products andservices.
If you are interested in participatingin the May 18 teleconference in yourstate, contact your Project BESTstate team leader or call Henry Ingle
at the Project BEST office in Washington at (202) 466.3361.
APRIL 1953

5

COMPUTER LITERACY PROFILEALBANY, OHIO

Rural Appalachain district
8 miles from Athens, Ohio

Started in 1980 with an Apple II+,
currently have 17 microcomputersof various brands

Chief employer is Ohio University
Teaching staff of 102

Small, far-reaching school district
with a K-12 enrollment of 1,680

At the Alexander Local School District in Albany, Ohio, computer literacy has brought parents, teachers, and students closer together. The new superintendent, Dr. Raymond Yeagley, brought with him a working knowledge of computers and convinced residents of Albany that there was a place for computers intheir small rural school district.

a

Dr. Yeagley trained the Executive Secretary and the Assistant Superintendent and set the process in motion. Teachers took classes at nearby Ohio University and soon began to train other teachers. The district responded to aheavy demand for training by the community by holding evening and weekend
classes for as long as interest held up.
Teams of parents and children learn together about working microcomputers
and this has added an extra dimension to the parent/child/teacher relationshipin the district.
Parents also volunteer their time during the school day tomonitor students as they go through exercises designed to familiarize them withthe computer and to sharpen their logic and reasoning skills.
The school district is currently giving each student roughly
hour on the computers every
week.. This not only gives them experience on the machines, it also reduces
overcrowding in the classrooms and gives parents an opportunity to work withthe students.
Programming is taught at the high school level. Several different brandsof micros are used so that students learn to be flexible in transferring their
computer skills. There is still a heavy demand for training from the community,.and currently the district is looking for ways to purchase more hardware inorder to meet that demand.

COMPUTER LITERACY PROFILE
ANN ARBOR, MICHIGAN

Suburban area near Detroit

History of mainframe experience;started 7 years ago with mainframe
terminals in the high school mathBegan pilot program
department.
using microcomputers 2 years ago;
now using micros at the elementarylevel for computer literacy

Chief employers are University ofMichigan, Ann Arbor Public Schools,
Parke-Davis Pharmaceuticals, Bechtel
small research firms and printing
businesses

Over 300 microcomputers--mostly
PETs, some Apples, some TRS-80s

K-12 enrollment of 14,500 students;
26 elementary, 5 intermediate, 2
traditional and 2 alternative highschools

Teaching staff of roughly 700

In the Ann Arbor Public Schools, computer literacy begins with media
specialists. The media specialist in each building is given responsibility
for all school A-V equipment, including the microcomputers, often kept in thelibrary or media center. At the onset of the computer literacy program in Ann
Arbor, all the school media specialists in the district received microcomputer
training. From there, a training model was established to encourage-teachersand other faculty to attend classes offered by the district. Anyone interested--teachers, administrators, custodians, secretaries--may attend these classes.
A school building receives a microcomputer from the central office for every
three people who attend a training session.
Activities on the micros are integrated into all aspects of the curriculum and are often completed during visits to the library or media center.
Teachers are encouraged to take computers home with them over holidays andsummer vacations to become familiar with them. This is also a protective
security measure for the school district. Elementary children are informally
introduced to programming and how a computer works by using "Big Trak," aprogrammable toy tank. The main thrust at this level, however, is on computer awareness.

24

COMPUTER LITERACY PROFILEPLAINS, MONTANA

Small rural mountain community;
population 1100; located 80
miles from Missoula, Montana
Logging is primary industry;currently experiencing cTose
to 30% unemployment

Small school district with a
K-12 enrollment of 564; elementary and high schools share thesame building
Started 2 years ago with Radio
Shack Model III microcomputers;,currently own 13 machines

Teaching staff of 36

Computer literacy in Plains, Montana is a community effort. Two years
ago the superintendent, Jim Foster, surveyed the residents of this small
logging community and determined that computer literacy was a priority. Afterthe school district bought 13 Radio Shack Model III microcomputers with Title
IV funds in spring of 1981, high school teachers took the machines home overthe summer to learn how to use them. The following fall, Radio Shack representatives from Spokane, Washington held a two-day intensive workshop for teachers
who would be using the machines at Plains High School.
Shortly thereafter,
trained teachers spent afternoons, evenings and weekends introducing parents andstill other interested teachers and administrators to the new microcomputers.
Computer literacy is defined as an awareness, familiarity, and comfort inworking the microcomputer. Although one of the machines belongs to the libraryin the elementary school, the thrust of this computer literacy program is at
the high school level. The program is concentrated in the math, science, andbusiness departments. Students are introduced to computers through a programmablecalculator and 9th graders are required to take algebra as well as typing before
any computer science courses.

COMPUTER LITERACY PROFILECINCINNATI, OHIO

Urban school district insouthwestern Ohio

Major employers include large
corporations such as Proctor
and Gamble, AT&T, and federated
department stores
District enrolls students K-12;
total student population of
about 51,000

Total teaching staff of 2,678

Began using a time-shared mainframe in the late 1960s to improve basic skills instruction
and later moved into administrative applications; district ismoving to micros for instructional
applications
All secondary schools and morethan 50% of the elementary schools
have at least one micro; a mix ofbrands is used including Atari,Apple, TRS-80, Texas Instruments,
and Commodore PET

Cincinnati's emphasis in the use of computers has focused on computer
Acquiring computer literacy, both for teachers andmanaged instruction.
students, was not a priority in the past, but the situation is beginningto change.
Teachers have learned about computers through courses they have taken
independently, school-organized teacher training programs, and courses sponsored by the district. Parents and community volunteers have helped schoolsthat wanted to conduct their own teacher training programs. The district
sponsors a Professional Growth Institute that offers credit and non-credit
In the fall of 1982, it was operating
courses on a wide variety of subjects.
five computer - related courses ranging from a basic introduction to microcomputers to computer programming.
In the past, individual schools in Cincinnati developed and conducted
District personnel now
their own computer literacy programs for students.
recognize the need for a district-wide computer literacy program. They arepilot testing available computer literacy programs in the hope that portionsof existing courses can be combined, avoiding the need to prepare a new
curriculum.

COMPUTER LITERACY PROFILEFAIRFAX COUNTY, VIRGINIA

Suburban county in the Washington
D.C. metropolitan area

Began using time-shared mainframein late 1960s for data processing
and computer science; now using
micros for these subjects and computer literacy in K-12

Government and high-tech industries are chief employers; medianfamily income $41,600 in 1981

Estimated 584 micros, primarily
Atari and NEC, in the 159 schools
in Fairfax Countys. Tenth largest school district in
the U.S.; enrolls 122,600 students,
K-12

Teaching staff of approximately 7,000

Fairfax County has developed a computer literacy program for teachersand students. The materials for both the teacher and student programs weredeveloped by school district personnel.
Teachers are trained by fellow teachers who can explain how to integratecomputer literacy into the on-going curriculum. Teacher training emphasizes
how computers can be used in the classroom, rather than computer programming.
The program stresses comfort with the keyboard, loading programs, and implications of computing for children, adults, and society. Attendance is voluntary at these after-school classes. Teachers' interest is high, as indicatedby the operation of over 20 classes per semester during the 1982-83 school year.
The student computer literacy program focuses on:(1) how the computer
works, (2) the impact of computers on the home, (3) the impact of computers
on careers, and (4) hands-on experience. A formal computer literacy curriculum is being developed by the school distriet staff. The curriculum ateach grade level is designed to coordinate with the regular course of study.
It was written by district teachers based on their classroom experiences, field
tested; revised, and then distributed during the 1982-83 school year. The
computer literacy curriculum assumes that children will be learning about computers throughout their school careers.
Consequently, the elementary school
curriculum is quite basic; lessons become more complex at the intermediatelevel, and computer applications are taught at the high school level.

2

COMPUTER LITERACY PROFILECUPERTINO, CALIFORNIA

Unified school district; serves
six municipalities in California's Silicon Valley

Began introducing microcomputers for instruction in 1977

High-tech middle-income community with many aerospace andcomputer-related industries

A combination of Atari andApple microcomputers are used;the district has approximately
170 micros in its 24 schools

Approximately 13,000 students
in a K-8 program

Total teaching staff of approximately 500

Cupertino Union School District has developed a computer literacy
program for grades K-8 that focuses on computer awareness, computer interaction skills, and programming. A copy of their revised K-8 computer literacy
curriculum was featured in the March 1983 issue of The Computing Teacher(Vol. 10, No. 7, pp. 7-10).
For grades K-6 computer literacy is infused in the regular math, languagearts, social studies, and science curriculum. Children are taught LOGO andPILOT. At the junior high school level, introductory programming and applications are taught in a one-semester course that all students are encouraged
to take.

Teachers are learning how to use computers in a variety of districtsponsored training activities. More than 20 mini-courses on computer basics,
classroom applications, and programming are available through the inservice
Participation is voluntary; but teachers receive credit
training program.
toward time off or the purchase of materials as an inducement to attend.
Schoolwide training programs are developed for interested schools. .These
programs are adapted to the unique needs and conditions of the school. A
laboratory training program was offered during the summer as part of a compuIn addition, teachers are encouraged to borrow equipment and practer camp.
tice at home. A support system known as the Lead Teacher Network has been
set up to exchange experiential information among schools. One teacher fromeach school attends, shares information, and brings new ideas back to his or
her school.
The district offers separate training programs for school administrators and parents. The computer literacy training program for principals
focuses on management applications and administrative concerns. Training
for parents is designed to prepare them for volunteer work in the school
computer literacy program.

Selected Bibliography of Print and Non-Print
Information Resources on Computer Literacy
Compiled by
Project BEST
Association for Educational Communications & Technology
1126 Sixteenth Street, NW - Room 214
Washington, DC 20036

May 18, 1983 Computer Literacy Teleconference**BOOKS

Anderson, R., Krohn, K. & Sandman, R. User Guide for the Minnesota Computer
Literacy and Awareness Assessment. St. Paul: Minnesota Educational Computing
Consortium, 1980.
Billings, K. & Moursund, D.
Dilithium Press, 1979.
Bork, A.

Are You Computer Literate?

Learning with Computers.

Forest Grove, Oregon:

Bedford, Massachusetts:

Digital Press, 1981.

Bradbeer, R., Bono, P. & Laurie, P. The Beginner's Guide to Computers.
Massachusetts: Addison-Wesley Publishing Company, 1982.
Center for Learning Technologies, State Education Department.
An Introduction. Albany, NY, 1982.

Reading,

Computer. Literacy:

Elgarten, A., Posamentier, A. & Moresh, S. Using Computers in Mathematics.
Menlo Park, California: Addison-Wesley Publishing Company, 1983.
Heller, R. & Martin, C.D.
Bits 'n Bytes About Computing: A Computer Literacy
Primer.
Rockville, Maryland: Computer Science Press, 1982.

Horn, C.E. & Poirot, J.L. Computer Literacy: Problem Solving with Computers.
Austin, Texas: Sterling Swift Publishing, 1981. Accompanying Instructional
Manual by Horn, C. & Collins, C.
Hunter, B.C.
An Approach to Integrating Computer Literacy into the K-8
Curriculum.
Alexandria, Virginia: Human Resources Research Organization, 1980.

Luehrmann, A. & Peckham, Herbert. 'Computer Literacy: A Hands-On Approach.
(For the Apple). New York, New York: McGraw-Hill Book Company, 1983. With
Teacher's Guide for the Apple and Diskette for Apple II. DOS 3.3.
Moursund, D.

Basic Programming for Computer Literacy.

New York:

McGraw-Hill, 1978.

Introduction to Computers in Education for Elementary and Middle
School Teachers.
Eugene, Oregon:
University of Oregon, International Council
for Computers in Education, 1981.
Precollege Computer Literacy: A Personal Computing Approach.
Eugene, Oregon: University of Oregon, International Council for Computers in
Education, 1981.
Richman, E.
New York:

Random House S otli ht on Com uter Literac
Random House Schoo Division,
982.

and Teacher's Guide.

Taylor, R., Editor. The Computer in the School: Tutor, Tool, Tutee.
Teachers College Press, Columbia University, 1980.

New York:

Watt, D.H.
Computer Literacy: What Schools Should Be Doing About It.
Cambridge,
Massachusetts: Artificial Intelligence Laboratory, Massachusetts Institute ofTechnology, 1980.

(r

2ri

**ARTICLESAssociati:n for Supervision and Curriculum Development Curriculum Update:
Gawronski, J.D. & West, C.
Computer literacy.
225 North Washington Street
Alexandria, Virginia 22314

October 1982.

AEDS Journa.1 :Anderson, R.E. & Klassen, D.L.
computer literacy instruction.

A conceptual framework for developing
Volume 14, no. 3 (1981): 128-50.

Denenberg, S.A. An alterhative curriculum for computer literacy development.
Vol. 13, no. 2 (1980): 156.
Dennis, J.R. Training preservice teachers to teach with computers.
no. 2 (1978): 25-30.

Vol. 11,Classroom Computer News:
Anton, J.

Close encounters of the comfortable kind.

Anton, J.

Two pioneers in computer literacy.

Burke, L.
Getting to know your computer:a time. May/June 1982: 41-42.

March 1983:

April 1983:

25.

71.

A practical approach--one byte at

Kelman, P. interviews. Arthur Luehrmann. Computer literacy:
November/December 1982: 19-21, 23.

What it's all about.

Computer Decisions:
Lesden, M.
Turning reluctant users on to change.
January 1981: 93-100.

Vol. 13, no. 1,

The Computing Teacher.:

Goodson, B., Better, J., et al. K =S computer literacy curriculum revised 1982
by Cupertino Union School District. March 1983: 7-10.
Lawson, H.
43-49.

The holistic approach to introducing computer systems.

Moursund, D.
Zinn, K.

Pre-service:

In-serVice:

Self-service.

April 1982:

Steps toward increased literacy with technology.

October 1982:

3-4.

November 1982:

3-6.

Creative Computing:Mathes, S.L.

Using microcomputer graphics to train teachers.

April 1982:

88, 90-94.

The Education Digest:
Anderson, R., Klassen, D. & Johnson, D.
comprehensively. March 1982: 19-21.
(.;

- 2 -

Why we need to review computer literacy

J ii

Educational Computer:
Bitter, G.

Computer literacy for teacher certification.

January/February 1983:

22,

Creating an
October982:

effective computer literacy training model.

September/

42.

Johnson, J.
Making the transition to computers easy--steps to take in inservice
training.
July/August 1981: 16-19.
Slesnick, T.

Teacher inservice in computer education.

March/April 1983:

16-18.

Educational Technology:

Holzman, T.G. & Glaser, R. Developing computer literacy in children:
observations and suggestions. August 1977:
5-11.
Molnar, A.R. The coming of computer literacy:
January 1981: 26-28.

some

Are we prepared for it?

Electronic Learning:
Anderson, C. Teaching computer literacy: Guidelines for a six-week course
for teachers. November/December 1981: 30-31.

The road to computer literacy (five part series).
A scope and sequence model; September 1982: 60-63.
Objectives and activities for grades K-3. October 1982: 34-37, 85-86.
November/December 1982: 44-48,'90-91.
Objectives and activities for grades 4-6.
Objectives and activities for grades 7-9. January 1983: 40-42, 46-48.
February 1983: 54,56,60.
Objectives and activities for grades 10-12.
Bitter, Dr. G.

Computer literacy is biggest micro application in schools, says NCES survey.
February 1983: 23.
Hopping, L.

Do it yourself in-service training packages.

Nansen, C.
24,31.

Teaching computer use--not programming.

February 1983:

38, 45.

November/December. 1982:

Instructional Innovator:
Rawitsch, D.G.
34-35.

Minnesota's statewide push for'computer literacy.

February 1982:

The Journal of Computers in Mathematics and Science Teaching:Developing computer literacy
Sherwood, R.D., Conner, J.V. & Goldberg, K.P.
and competency for preservice and inservice teachers. Volume 1, no. 2(Winter 1981): 23-24.

Mathematics Teacher:
Carpenter, T.P., et al.
for secondary students.
Gawronski, J.

The current status of computer literacy:
December 1980: 669-73.

Computer literacy & school mathematics.

November 1981:

Johnson, D.C., Anderson, R.E., Hansen, T.P. & Klassen, D.L.
what is it? Volume 73 1980: 91-96.
Luehrmann, A.

Computer literacy - what should it be?

NAEP results

613.

Computer literacy- -December 1981:

682-690.

NEA Today:
McGee, J.
23-24.

Debate:Must every student become computer literate?

October 1982:

Phi Delta Kappan
Milner, S.D. Teaching teachers about computers:
April 1980: 544-546.

A necessity for education.

The School Administrators:
Bristol, J.L.
January 1982:

Assuring computer literacy for all students:

A workable plan.

31-33.

Training/HRD
Neher, W. & Hauser, L.
February 1982: 48-50.

How computers can help adults overcome fear of learning.

**MULTI-MEDIA"Don't Bother Me, I'm Learning: Adventures in Computer Education."Film.
92014: CRM/McGraw-Hill,
Color, 24 minutes.. P.O. Box 641, Del Mar, California
1981.
16mm $405. Videocassette $305. Three-day rental $41.
Elementary Computer Literacy. Kit. Eau Claire, Wisconsin: National BusinessInstitute. 1982. Teacher Handbook, Student Activity Handbook, Filmstrip (65frames), Cassette Tape.
Learning and Teaching ABOUT Computers. 30-minute videotape produced by ProjectBEST documenting the computer literacy experiertes of six school districts in
the United States. A print profile on each district also is available.
Contact
Project BEST: Association for Educational Communications and Technology(1126 16th Street, NW - Suite 214, Washington, DC).
Microcomputers in Education: A Scholastic In-Service Training Program.
Kit.
New York:
Scholastic, Inc. 1983.
Leader's Guide, Participant's Handbook(Poirot, Dr. J. & Billings, K.), 35mm slides (277), Electronic Learning
Magazine, BASIC Tutorials (Optional), Computer Literacy textbook (Horn, C.E. &Poirot, J.L.) (Optional).

PARTICIPANT FEEDBACK FORM
PROJECT BEST MAY 18, 1983
VIDEO TELECONFERENCE

Your comments have been helpful to Project BEST in enhancing ourunderstanding of your information needs and in designing futurematerials
to respond to those needs. We would appreciate it if
you would take a
few moments to comment on the teleconference and support activities.
Please note that the feedback form lists the objectives of eachelementof the program. We ask thatyou evaluate the elements in terms of what
we attempted to accomplish.

A.

The Videotape:

Learning and Teaching ABOUT Computers

The primary audience for the videotape is LEA staff.
SEA personnel
involved in state computer literacy programs area secondary audience.
After viewing the videotape, participants should:
Know that there are many different definitions of computer
literacy;
Know how several di'ferent districts are helping adults
and students become comfortable with the technology;
Feel prepared to define computer literacy for themselves;
andBe interested in acquiring computer literacy skills.
1.

Please evaluate the videotape in relation to the objectives andtarget audience listed above.
Rate the tape on the following
characteristics using a scale of 1 to 7 with "1" to represent
low and "7" to represent high.
Low
1

a.

Informative contentb.

Useful methodof presentationc.

Utility to LEAs andschools

High
2

3

4

5

6

7

2.

.

B.

What were the strengths of the videotape?

What suggestions would you offer for the design of the remaining
videotaped segments about schools?

The Teleconference:

Becoming Literate with the New Technology

The audience for the teleconference is the State Project BEST teamand any other guests invited to attend.
It is possible that LEA
personnel may be interested in seeing a videotape of the teleconference,thus they constitute a secondary audience for the teleconference. The
purposes of the teleconference are to explore:
issues and concerns relating to the implementation ofcomputer literacy programs in the schools;
the potential role of the SEA in fostering computer
literacy; andhow the videotaped segment can be used in computer
literacy training programs in the states.
1.

Please rate the teleconference panel and question and answer
session on the following characteristics.
Consider theobjectives and audience noted above and use the following rating
scale:
1 to 7 with "1" representing low and "7" representing
high.

High

Low
1

2.

a.

Informative contentb.

Useful methodof presentationc.

Relevance to your workd.

Utility to LEAs andschools2

What were the strengths of the teleconference?

6

7

3.

C.

How would you improve the format if panels- and Q and A callins
are used in future Project BEST video conferences?

Video Newsletter

The video newsletter is intended for SEA personnel.
Its purpose is
to update Project BEST state teams and other SEA personnel
about
current developments in the field, andnews about Project. BEST.

Please consider these objectiyes in rating the effectiveness of thenewsletter.

1.

Please rats: the newsletter on the following characteristics
again using a. 1 to 7 scale with "1" representing
low and "7"
representing high.
Low
1

a.

Informate contentb.

Useful methodof presentation

r

High
2

3

4

5

Relevance to your work

2.

What were the strengths of the video newsletter?

3.

How would you improve the design of the video newsletter?

35

6

7

D.

Print Support Materials

The materials are intended for viewers of the videotape, thenewsletter, and the teleconference. Their objective is to provide
background information that will assist viewers in understanding thevideo material.

1.

Please rate the print materials on the following characteristics
again using a 1 to 7 scale with "1" representing low and "7"
representing high.
Low
1

2.

3.

a.

Clearly writtenb.

Well organizedc.

Useful content

High
2

3

4

5

6

7

When were you given the print material?
a.

In advance of the teleconferenceb.

At the teleconferencec.

After the teleconferenced.

Not given a copy

Did these materials help you understand the content and focus of the
program?
a.

Yes

b.

No

OVERVIEW OF SITE ACTIVITIES REPORTPROJECT BEST MAY 18, 1983
VIDEO TELECONFERENCE

State

Respondent's Name

1.

Please attach a copy of your attendance sheet for the May 18,
1983 teleconference.

2.

If you encounitered any p,,,,hlems with the viewing site or the
reception, please inthcathem be' w.

3.

Please briefly describe any pre or postteleconference
activities you conducted in conjunction with the Project BEST
broadcast.

4.

Please summarize participants' comments on a copy of theevaluation form and return it to Project BEST by June 8, 1983.

37

TABLE OF CONTENTS
Page

TAB 1:INTRODUCTIONTAB 2:VIDEO MODULE GUIDES
Introduction to Video Modules

1

The Getting Started Process:
A Video
Module User's Guide (January 4, 1983)
Learning and Teaching About Computers:
Video Module User's Guide (May 1983)

TAB 3:

A

4

Teaching with Computers--What Can I Do:
A Video Module User's Guide (July 1983)

6

Computerwares--Hard and Soft Decisions:
A Video Module User's Guide (July 1983)

8

SCHOOL DISTRICT TECHNOLOGY 'PROFILES

School District Profiles:

Overview

Cupertino Union School District, Cupertino, California

CU.1

Ann Arbor, Michigan

AA.1

Plains, Montana

P.1

Alexander Local School District, Albany, Ohio

A.1

Cincinnati, Ohio

CI.1

Fairfax County, Virginia

TAB 4:

OV.1

F.1

School District Cooperative Profiles: Introduction

IN.1

Ft. Madison, Iowa (September 1983)

FM.1

Wayne, New Jersey (September 1983)

W.1

DESCRIPTIONS:OTHER VIDEO AND PRINT MATERIALS--Description
and suggestions for use.

Introduction to Teleconference Panel Discussions
and Newsletters

0.1

Project BEST Video Newsletter #1, October 27, 1982,
Teleconference

1.1

Guide Sheet:
Information Products Presented on
October 27, 1982, Project BEST 'Newsletter

2.1

State Education Agencies and the New Technologies:
October 27, 1982, Teleconference

3.1

38

TABLE OF CONTENTS (Continued)

Pa.e
Issue Paper: State Education Agencies and the
New Information Technologies (October 1982)

4.1

School-Industry Cooperation and High Tech--The
Feeling is Mutual, January 24, 1983 Teleconference

5.1

Issue Paper:
Schools and the New Information
Technology: Fostering Public-Private Sector
Cooperation (January 1983)

6.1

Project BEST Video Newsletter #2, May 18, 1983
Teleconference
Guide Sheet: Informational Products Announced
on May 18, 1983, Project BEST Newsletter

Becoming Literate With the New Technology:
May 18, 1983, Teleconference
Selected Bibliography of Print and Non-Print
Information Resources on Computer Literacy
Final BEST Teleconference:
TAB 5:

June 30, 1983

OPPORTUNITIES. TO LEARN

Significant Learnings Paper #1: Video as a
Medium for Sharing Experiences (June 1983)
Significant Learnings Paper #2:
BEST NET:Electronic
Mail as a Medium for Educational Information
Exchange and Networking (August 1983)

13.0

TAB 6:APPENDIX:SELECTED ARTICLES ON PROJECT BESTINSTRUCTIONAL INNOVATOR (Reprints)"AECT Assists U.S. Department of Education in National
Conference"
September 1982

"Project BEST Spreads the Good News About Technology in Education"
September 1982
"October - Another Big Day for Project BEST - What's Involved"
by Henry Ingle and Cheryl Petty
October 1982
"January 24 - Red-Letter Day for Project BEST:"
November 1982

"Schools and the New Technology:
January 1983

The Getting Started Process""Questions and Answers on the B.E.S.T. Approach to Electronic Mail"
Cheryl Petty
February 1983
" 'Becoming Literate with the New Technology' Project BEST
Teleconference--May 18"
April 1983
'The Feeling is Mutual': School/Industry Cooperation"
by Carol Wolinsky and Henry Ingle
May 1983"

OTHER JOURNALS (Reprints)"Project BEST: What is it?...Who's Involved?...And How Are States
Benefitting?
by Henry T. Ingle. AEDS Monitor, March/April pages 31-33"Linking the. New Information Technologies to the Work of Statee.
Education Agencies: A Profile on. Project BEST," by Henry T. Ingle.
The Mahe (Maryland Association of Higher Education) Journal,
Volume 6, Summer 1982, pages 7-16

"Learnings on Videoconferencing from Project BEST," byLewis A. Rhodes.
EITV., Volume 15, Number 7. August 1983, pages 24-25 and 63-64 and66.
(Copy Forthcoming, September, 1983).
"When Is a Talking Head Not a Talking Head?"by Lewis A. Rhodes.
EITV, Volume 15, Number 9, October 1983. (Copy Forthcoming,
September, 1983).

VIDEO TAPE MODULES

Four video tapes (video modules) and accompanying
guides were
designed for group and individual viewing.
The following section
contains guides that suggest ideas for helping
viewers watch the tapes
and discuss topics presented in them.
These reproducible viewer guides
provide suggestions for both pre- andpost-viewing discussion. A copy of
the guide should accompany each tape distributed.
for both 3/4" and 1/2" tape formats are on the back Packaging directions
panel of each guide.
Each tape contains information that shouldinterest at least four
audiences:school administrators, teachers, content/curriculum
specialists, and parent/community groups.
The modules document theexperiences of a cross section of educators fromsix school districts
across the United States. The modules do notsuggestdefinitive "models"
but present the current experiences and views oftheeducators
on eachtopic.
Topics addressed by the modules are:

The Getting Started Process -- telecast
January 1983
Learning and Teaching About Computers
1983

Teaching With Computers:
June 1983-- telecast May

What Can I Do? -- telecast

Computerwares: Hard & Soft Decisions(Guidelines for
Hardware and Software Selection)-- telecast June 1983

thotEitappoach

GENERAL DISCUSSIONNOTE ON PACKAGING

Ho" are mduciters ir your diStlet gaining 10%111 erotriena;o1c or irsioe :onto wertioll lines to fit

With tOS new Mtn:mutt' technology? Vin ths 1191)4 tt Ire%',tilos 13'c" cessesteboo,

how Ones ire becoming fimilir with microcomputer.
Fo10 is indicated 'Dove inc or tot

Many iducitors irl *Pin; iotirtsted in microCammutert.

Whit persioil welts 11 tney deriving fro this technology?
Whit jot benefits?

hottes. nod:on:11 line below to

it ioSsOf i 1/2" tessetu to.

Discover whit other educators Sly IDOOt

THE

benefits,

Whit !plot tin WINS people piny it 15,4hArihS tint
introduction of altrocomouters Into schools?

Ine spouif

GETTING STARTED

IdentifIls role played in othir districts.

Whit problims or Obstacles ire encountered in gettin; started
with sicrotomouttrt?

lhr moduli shows how thoil problie

0,

OOStleitS might be addressed.

PROCESSVIDEO MODULE USER'S

GUIDE

Project BEST

Funding fo. this miterlii di Provided Di one U,S. Department o'

Not*, Witt 04 Librorias 'no loirtins Itotholiolies, vow I contract
Ott. the AssoclotIon for Wu:Moral Communicstions and iecnnology, ir

issoclition with Appliec Woman Science!, In., one PlArY1140
InttruCtiooll 113Ivitior (Contract ho, 300'01.0421).

42

Project BEST

Association kir Educational Communications
and Technology
1126 Sixteenth Street, N,W,

Washington, D.C, 20036(202) 466.3361

USING THIS MODULE WITH A VARIETY OF AUDIENCES=0.......mmimmemmimm
INTRODUCTIONADMINISTRATORSPARENTS/COMMUNITY GROUPS

Pre-Viewing

Pre - Viewing

The flag Paull 0011 guide iccomodlis mind di florid:es ofteitners flit lowinntritors it five tdoe distriets.

This, otediets

win [NW NUM they "ellag the Sloe, OIDOrlehy, oersonnil
esdridee. lot economic divirslts of school districts wits! ono Urine'

Wow hive you started to use the nep microtomouttr
technoingyi

lohcift bid of you' flees or getting stifle: withfoetid your ideriends witr those Shout,microcomputers.

Collude your fn's w tr

Stilts ;hit hire begun to use Pidocooputire to their schools. TM

Districts ow Alpinp, Onto; fintionid, Onio,; Ann Antos, Plenteir,
Plains, moduli; end giirti, County, Yirgieti.

lhe module Iodisedexperientes tr *din; fimiliir with microcomputers, describes

Whit rig log Of the COAStefing 10u (MC is you blobtnstir; dirt; lierctl' Ditorwini tO sat fftfot your widens

Otlifeltoe Apd1/11 to dighe hob you 0101 help moo!
personnel get startle with mentos:nen 10 tedoit

Dire llel those dorm it the Iodic

hop end wn) ti, districts Noir using micros to trod scnools, int tills'he one CIIVI limed Is I result of thest efforts,

list Ico atonistritive problemsfouestions you hive',girding the getting 'tined glICISS.

The video module tin ist used In conjunaton with training activities

Vln the 110001 to

Identify possible solutions or norti,

Post-Viewing

for imnistraters, dithers, consintfturridita somilists, ine oirent
inn community groups.

TM 110011 111810 g /MOODS to suggest models for

Ofttl11; Stile with microcopPutirs,in Tarpons in to show somehow mien% you hilt schools clan to use MICegOglute.ST

workible ipproithet ied to suggest whit to intiCipiti ir the getting

dent prodiss.

This informition ad help viewers Introduce

Post - Viewing

Ustthese Weis Inc Shelf the/ with sporoorine school officiils,

Infoccoputers In their own histrins or Ion trends groin others to
begin using mverocomputers

What stratient might you use to Wig 1000001 free inoustry

Rider thin elonisning 1 tradnionel CIS,

study isproich, the obit employs a Droblersolving hell; that note'

To whit fltfg wen, your pralf1101WeltiCAS resolve's Is

sitiliritid IAd difftrince) to the processes ino additncis of theresult of olivine tne module Who other ouiltioni remain to be

Prialtinners *dented oh the video tipt,

rtsolvto ind how pith you resolve them?

The DWI:this of this moduli ere to Nip vitsort:

Whit deinistritire ictivitiesnoproiches timid nietItulirly

know,these eight you on In your setting?

tt help your Moen introduce cotouters into the curriculdi

effective to fecllititing the implementitioe process? WO of

how schdol systems ire getting stinted with the new

Whit did you learn from the experlendo of persons doh 10

tighh0100Y, including commotilitits ind Diefeineel inthe dole

IhOnoich

Why these ipproichis di ding used

Common problds fleet! In gttting started ind the rinpe ofsolutions trite'

Diffeeenens betwenn the getting surds; process It the

district ind building lucid ind the support mitts at nth level.

lm'ismiii

The implicitions for thin own districts.

TEACHERSCONTENT/CURRICULUM
SPECIALISTS

Pre-viewing
Pre-Viewi ng
list some of the obttotles you hart facet in introducing

microcomputel in the schools.

[odd, your problets with those

OW to the moduli,

Describe the shrouds you IIIVI used it indrOnfltin0
microcomputers in your Content ere,

Hop might you use the microcomputer ii I personal WI for

MIMI:don or howl use hewn unit others hive done,

list the Inds you have identified as neinp cru:fil topreparing niches art adonis:rim for introdoting computer'
LIst'imstions you hive about initiil 0,1'11110th, thinning,to thin instrudione settinet.

and use of ottrodtputirt, Yid tht module for posslblt dived.

others hurl conouctid Riff development.

View the moduli int note now

Litt the prolims you hive mertincet it petting sortedwith micro:Mutes,

Post -Vi ewi no

Which 1. 0, 0...C.

Yew' QuiStions wen insane)! it I Met of viiwing

ON moduli?

Post- Viewing

Explort strittglis for siding answers to TINIAN

c10110011,
Whit possiblt solutions to your problems dio the module

To whit utunt are your ideriencis to pitting surfed

algid?

sioilir to thost of ponds 000 in the todule
What addition) topics ind digs might you address it you
Whit respects sight you tip in introducing tildocosputerl

into your claims/

dollop a mitrocoliPuti inserrice program to your Coglet ant?

LEARNING
GENERAL DISCUSSIONNOTES ON PACKAGINGAND
Wit too computer literary lee to youl War the module
tc see what it mini tc others.

Now are schools in your district teaching computer literacy?

Fold or inside cottec vertical lino to fit inside t 3/4" cassette

Note how other school districts have ipproloned computer

DM.

TEACHING

literacy,

Fold as indicito above end on the dotted horlronte lior below to

Aft are the our problems end concerns you face as you
acres! tht era of computer literacy'

fit Woe tmutt' Mot.

See how others hive

Weise them.

ABOUT

COMPUTERS:AVIDEO MODULE USER'S

GUIDE

r

Project BEST
4 6'
Project BEST
Funding for this material was provioodby the 1,5. *anoint of

FoucItioo, Office of Libraries and Learning Technologies,

Association for Educational Communications

under acontact with the Association for Educational Communications andTechnology, in association iiith Apoilec Management Sciences, Inc.,

Marylon° imstructionil Television (Contract ho, 300'11.0421).

and Technology
and1126 Sixteenth Street, N.W.

Washington, D.C. 20036(202) 466.3361

2"

USING THIS MODULE WITH A VARIETY OF AUDIENCES

TEACHERSADMINISTRATORS

Pre-Viewing
Pre-Viewing

INTRODUCTION

how would yo., describe tnt ways in wnich you ire learning

list tnt major ioninistritive computer literic twigs andClout DitrorhOOUteeS7

As you view tne moduli, compere youreilDerienDef with those shown

001tfoo 'r toms of ioni9oNtlit. Ihitegtfer, IRO stilt
proilopoint that yOu, school(S) Ire now feting.

let vioto module tnis putt sccomninies ;Melts tho Cementer
olforl000ll of W1011141 true sit school districts,

litenqIngo districts lore

cnosit becoule tnof rofloot tho sill, Fontithy. Personnel loperilta,

Inc venom diversity of school districts Imes the United Stitt! thatire 10Dota microcomoutas it their topols, Tr* districts DeISIltid

Identify

possiDli solutions al you view the m000lL

br ire your stains learning ant moan? Notice now

Whit are Noe Of the CORStelintlielleilD111 reined to nettled:400001 with your ItUOMS

He. students are liming

compute, litany prams in your echal(1);Notice how others
1r vieere overcoming their CODStellOtt Inc tootrO1114 their

wit ions oo you nave HOW me concept!

how Opt you octane it!
how is you, oche system oefining the Concept of computer
literacy'

1hr video mooull an be use with mining activities forothiel m ittemptihe to mail* the computer

literacy concept.

iloyny, Onto: An Aroor, Nithigit; Ciainniti, Otto; Cuoirtinc,
Cilifortii: hien. County, Virginli., and Plums, Nontilti,

tool for ways you might use these

Determine tne extent to elth your uncestinding ofene concept is 0111 to or dif4erent fro, tots/ presentee.

loolnistritors, maws, content/curriculue mciilists, se parents andPost-Viewing

comonilY Crum This guide nighlights discussion topics wit might beegoism wit!.

ion audience.

It includes oulitions to consiar before

inc eel. 'owing the vion moduli,
How could the US' D' computers alma to writ you ire now
doing if your clisSroom?

Wog dugout/r literacy activities might you wiso tc InItlete
for YourSel. inc your students'

Post - Viewingine

how car you involve plants in your moute. literacy °room?

pojectives of this moduli ire to:

Pipit the Rollos Ind wiyi in which adults and children in
the moth ire oecoting comfortible with and adapting to the

It whit extent were your issues inn questions ideressid In

this maul,' Pat otner issues Oh yOU need to explore? Now

man a %nil!
new intonation tecnnoloilfa

limiliiria toe audience with thi current array 01

but refinements to your current understanding D4 COODUter
Harley might you now consioer?

priaitioner issues, concerns, 4t4 controvirsill relating to

Tuning computer littricy progroos in schools
Writ eministretive support might you provioe your stiff

nett ril""o W141'111110 why scrals ire currently profitingistilly artily compute' literacy programs?

tar computer Malty ant how they are defining the
Won level of comouter literacy op your staff moors have!,

how or mir fallivity with the tecnnology

be 'amid?

11111111=111M11111111111INMIIIICONTENT/CURRICULUM SPECIALISTS
Pre-Viewing

simimmemmiwe

From the pOrttative Of your curricular or content aria.

responsibilities, how would you define the computer litericy

concept/ VW the mewls m Oftermine how min imp definedit,

Molt stiff alveiament issues hive you Identified It

PARENTS/COMMUNITY GROUPS

111.111111.111.111

beginning a computer literacy pram? Mote tnt stiff
ofweloplent issues iclaissa by others,

Pre-Viewing
Now art the students in your school leafing gag
OPPOuters? PM the moduli to see how other students art

Post-Viewing

loaning about computers.

In wit areas might your support be htlyful to your ones
efforts to Ofrole a computer therm progrim?

Molt does "computer litiricy' mien to you?

As you view themodule, flop out oat it mins to °toes,

Ong refinements or ooaficitions to your Man 0' computer
litericy (if any) would you now consider?

Wm strategies might you use to help mars vile
microcooputirs is ID initrationel !ailment tether the' ii
add -on?

Post-Viewing
Whit activities would you like to etigigt in to improve yourlevel of computer limey?

100 miellt You, support your samol's cower literacy

43

progrem1

Mot does 'comouterlite
Mt tie module;

It to you.now thit'you hiveGENERAL DISCUSSIONNOTES ON PACKAGINGTEACHING'

HOW do you low ull or plop to use microcomouters in yourinstruCtionel pogrom?

As you win tne "muleill how inners

Fold on inside dotted vertical lines to fit inside a 3/1" cold%Eat,

are using them.

Ahet initrecul problems en you 000
encountering thatsight to saint through the use of microcomputers)

Fold as indicated easy. and on the dotted harilootil Iine below to

fit inside IV mutt. bat.

WITH

Note howother schools ere using 01CrOOOmpOtir$ to salvo theirproblems.

'

How den microcemouters be used to help students and teachers

COMPUTERS:*die routine aspects of classroom instruction and building

montotinsi

WHAT CAN I DO?

A

VIDEO MODULE USER'S

GUIDE

Project BEST
5i)
Funding far thls,mittriai AS provided by

the U.S, Separtment of

8O411100. Office of libraries end turning 1104010941i

Project BEST

under

contract with the Association for EdueItIonel Emmuftieltiont

andTechnology, in association with Moiled Management Sciences, Inc.,"eryiend Initruttionil television(Contract 80. 300.81.0121),

and

Association for Educational Communications
and Technology

1126'Siiteenth Street, N.W.
Washington, D.

(202) 466.3

36USING THIS MODULE WrTH IA VARIETY OF AUDIENCES
TEACHERSADMINISTRATORS111111111112111EMI111111111111
INTRODUCTION

Pre-Viewing

Pre-Viewing

How is your school system using nicrocorouters to address

To what extent have you incorporated microcomputers into yourvinous classroom and building proolems?

owing?

Compare yourexperiences with those shown In the module.
Now can mitrodomputers be used to support instruction Instead

Iota examples of wows

How can you assist teachers Ind otners to mace effective useof becoming a suoject of instruction?

of micromputers in vinous Instructional settings? View theusing micros to support Instruction depicted in the module.

module to determine ways you might accomplish this.

Whit Derelpt10111 of microcomputers are held by the faculty
The 30 minute video module tnis guide accompanies views the:urrent esperiences of cersannel from six scnool districts,

These

persons have nad direct, supportive, or administrative experienceteaching with canisters.

In

Use the module to Identify

List administrative'problems you ire encountering as you help

and staff In your building?

tenons in your district incorporate microcomputers into scnool

approaches that would allow them to broom theirprograms.

Identify possible solutions to these oroblems.

perceptions,

The districts etre Chosen because they arereflective of the Om geography, personnel, experience, and economic

List the venous lays led subjects In which you could use

divinity of school districts across the United States which hive Oioull

microcomputers In your clissroom,

to use microcomputers over the pest two years.

They Include

Albany,could your list, after

viewing, by adding ideas that came to you wile watching themodule.

Ohio; Ann Attar, Michigan; Cincinnati, Ohio; Cuoirtino, California:

Filth* County, IlrgInIe; end Plains, Montana

Tee video module was designed to oe used In tnlninq and peons
activities for schools and community groups that arm interested In
Incorporating computers in scnool orogrsel.

Post - Viewing

Post- Viewing

Whit new uses of micros have you discovered?

Shire thesewith your prIncipel, resource teachers and others who may be
To what extent were you able to Sint oossible solutions to

instrumental In helping you Implement than suggestions,
your administrifin problems?

HOW mignt you Implement some ofthen solutions?

Olscusi with fellow teechers how microcomputers might help
them In the ereas of:Whit types of administrative support do Person In yourAfter viewing this module the view should:

district need?
support?

Know that microcomouters can be used to addressaplioorwork, planning, student grouping,drill and practice, and interaction and discussion.

that steps might you tali to provide thisHow might parent volunteers help you Incorporate

range ofmicrocomputers into your teaching?

Instruction,' praolems regulerl; encountered by foolthat problems are building admimstrators encountering In

personnel.

scheduling. Inventory, reporting, end corresoondence

Share tnese !dies with

iporooriate event/community leaders,
Haw might

microcomputers help thee solve tn.'s' problems?
Ile aware of how teachers and idministritors are using
elcrocomouters to address those problems.

Be aware of the type of activities needed to Support using
microcomputers In the classroom,

Fell the chillenge and excitimin of teaching withmicrocomputers and ittimoting to use them tnem to solve Liaoning
and learning problems.

CONTENT /CURRICULUM SPECIALISTS
Pre-Viewing

How mignt you encourage tele:ars to use MiCrOLDMootort It

PARENTS/COMMUNITY GROUPS

thelr'instructland programs?

Identify minims portrayed In

the module that would help you imoolish this aim,

List the concerns you and your school stiff have as you more

Pre-Viewing

from teaching about to tinning with commuters,

111111111111111MM1111111111111.1

See If yourconcerns ere tne SIR ones expressed by others,

Many teachers view microcomputers as instructional add-ons
Now are teachers in your scnool using microcomputers In
teaching?

Contrast this with the ways In *co the module

rtther them a support to instruction.

Use the nodule toidentify nipples of micros is en Instructional support tool,

depicts how others are using microcomputers to Inch.

How might the microcomputer be used to help students withhomework or self teaching?

Whet does the module suggest?

Post - Viewing
List activities that a parent-volunteer program might

initiate to help a Wool use microcomouters 40 supplement
teaching.

Note other areas in which school volunteers areproviding hmlp as you view the module,
Whit do you see as your role Ii providing suoport to teachers
Is they begin to use micros for instruction'

Post-Viewing

What staff develooment issues oree your list remainunresolved?

What can you do to Isn't school personnel incaroorite
Ilcrocooputers Intohe instructi

pare

scnool WorpohnmicmComilutel

rogram?

unties to his yourto the curriculum?

°inlays a grimly for resolving these,thoBLitappmach

COMPUTER WARES:
GENERAL DISCUSSIONNOTES ON PACKAGING

HARD & SOFT'

whet :ritorla thould ono consider when stinting
hirduro and software?

As you vetch :hi mule confider:PI criteria suggested,,^31d ')1 leSIdt oottid vortical lints to fit inside a 310w cassette:01,'which of your instructional viorities and 00,1ectiuti

DECISIONS

an now bong tuoported trirough the use of eidrocceouttW
Suggaist!oos for su000rting A* Instructional priorities
areFold is minted abort and on the dotted horizontal lint below to'n the moult.

fit itsidecassette bow,A

VIDEO MODULE USER'S
GUIDE

le

Projeci BEST
Project BEST
Funding for tnis eatorfal 41 Provided by the U.S, Deotrtmont of

Nation, Office of ,'briries and Learning Technologies, tinder a

Association for Educational Communications
and Technology

contract with the Association for Educational :3mmunicitions and

TaChnclogy, In tssocietion with Aoolltd Management Worms, tad, and4irylind instructional Ttleeltion (Contract go. 300.31-0421)

1126 Sixteenth Street, N,W.

Washington, D.C. 20036(202) 466-

1

USING THIS MODULE WITH Pk VARIETY OF AUDIENCES

111111111111111M1111111M1111.111

ADMINISTRATORSTEACHERS

Pre-Viewing

INTRODUCTION

Pre-Viewing
What criteria do you consider wnen Witting and evaluating

List some of the proolems you have encountered In helping
your stiff select and evaluate hardwire and software. Watch the

hardware and software?

moduli and note now other Administrators have supported stiff In

module with your own,

:puoire the :Merle suggested in thethis stiletto and evaluation process.
'he 10-minute olds° module this guilt accomeenies presents thetorront merleoces of Personnel from six woe, districts,

Who In your district has the responsibility for evuluating!hot

persons hay, had lire:, Suppartiwe or addlnistretivis esperrence 4
Selecting and eveluatlog hardwire and ioftwari.

staff in determining tom and when to develop their owo

Thin districts art

Steps taken ty other administrators are 100.0 in thesoftware?

mon mime they el reflective of tht Tte, geography, personnel

module,mersence, and econoolc diversity of school district' across tno United

in this area.

States which hive used microcomputers over the pest two years,
included;and selecting *Iwo and software?

What an solo steps idminlitmors shOuld take to assist

What nelp do you noad to am your own decisions about

mime and sof:wire?

Determine the ment to wnich you need to :eke action
What should that sedan be?

fhly

That guidelines exist 'or maintaining and repairing

Albany, Ihlo; Ann arbor, Michigan; Cincinnati, 0100,

ioulooint?

Om your district have criteria for selecting and evaluating

Cupertino, California; Faiths :Aunty, lirgimia; Ind Plains, *owe,nerdware and software?

View the module and cOmolle a list of items thatshould te Included in a comprehensive sat of guidelines,

The Nodule suggests factors to consider

when conducting evaluetions and making your 'elections.
The .10to moduli was designed to to used 10 training activities forthe four audiences identified.

Then gauss represent a cross suction of

persons who jet olcrocomouters In school ;rooms,

Post-Viewing
To what extent do you feel comfortable in creating your own
software?

If developing this ability Is important to you, wnat

sooport do you need from school or district staff fencers?

OBJECTIVES

Post-Viewing
What stem might you now We to develop additional
competencies In the area of software /hardware selection andevaluation?

What resources ire available to help you learn tort

the module indicates several sources for finding software,

mot this field?

Catolle your own source list and share It with ippropriite
staff.

wow might you use WOOLS, COrmurity Timbers and mowers ofAtte. viewing this module one view snauld:

the private sector to help your school with software development?
lots your district nave guidelines for hardware alinterence

enow some of the lecIsions Involod in choosing

nerawort and softwire for scowl microcomputer

the viols.

Consider using 10r2( of the quinines suggested 'n

and reeair?

orsgrams.

AA the module indicates, oiny educators are creating tneir
own software oackiges,

Determine ono is Wing thole litisions.

district?

To

not intent is this mantling in your

What resources could facilitate thls activity?

ge solo to em hardwire and software selection

111111111111111111=1111111111111

toc4141 dased upon an identification of trl POWs of?COWS Inc the Intent of instruction,

CONTENT/CURRICULUM SPECIALISTS

Pre-Viewing

11111111=11111111111M01.1111111111111(

wally ourriculuo arils can be supoorteo tnrougo the use of

sirocomoutirs,

fhl nodule points out moral icplicitiocs,%WIN iTiny of these use; are appropriate to your district

PARENTS/COMMUNITY GROUPS

or curriculum irea,

What role does computer gaming play In your district?

Witch

the module and non the roll that ;oh", ;lay In th051
districts,

Pre-Viewing
Whit is ycur role In hardware/software selection andevaluation!
'

Are any roles sugnstod In the module appropriate?

'di elm you play in assisting your scnool to selectand eriluate nereari and softwerelin viewing the module you

will discover how others hive nolted schools.

What sources ore the scnools using now to lame tattoos andhordwere?

Ooes the nodule suggest any Ideas for locating

Post-Viewing

additional resource' within your community?

Should the cr.torli used for evaluating district or teacher
drifted software differ from those used to eviluito commercIll
softwire?

If to, how and why?

Post-Viewing'

Wilt types of additional suoport dirt you provide school' In
fortiori development and evaluation?

The loportence of equipment ialottnance Is illustrated In the.

Module.

Whet resources an

The module points out that hirdwari and software fllettion

awaflaoit in your community toshould to bold on thoughtful planning, coosld

assist schools in this irei?

Some schools develop theirmiters of your community whouter progrims,

hot typal ofstaff dollooM nt artioniel 104,4ou plan tteachers

Are there
make

we this mortise?

ion of theneed' of student', and the intent of inttruct

such did ions?

I 1

jSCHOOL DISTRICT PROFILESOVERVIEW

As part of its contract with the U.S. Department of Education program
to help state and local education agencies discover how they might use
new technologies to support basic skills instruction, Project BESTvisited a number of school districts that had a minimum of two
years ofexperience with microcomputers in the schools. The experiences of thepersonnel in the six school districts visited by Project BEST staff havebeen brought together in four videotapes that explore the initial issues
schools address:
Getting Started with Technology -- why educators are turningto technology and how they have become interested in it;
Learning and Teaching About the Technology -- how staff andstudents learn to use and become confortable with themicrocomputer as a tool;
Hardware and Software Selection
considerations in theselection process, procedures and evaluation criteria used;andreaching with the Technology -- classroom applications of
the technolAy in instruction and management.
Each of these topics is the subject or a 30-minute videotape that
presents the experiences of personnel in the six school districts visitedby Project BEST staff.
The districts visited were Albany, Ohio; Ann Arbor, Michigan;
Cincinnati, Ohio; Cupertino, California; Fairfax County, Virginia; andPlains, Montana.
These districts were not ne'essarily "lighthouse"
districts. Rather, they reflected the wide variety of school districtsin this country in terms of size, wealth, geographic location, urbanicity,and experience with computers. They offered examples of what could bedone that might be useful to other districts in similar situations.
To supplement the videotapes, Project BEST has prepared a profile oneach of the school districts presented in the videotapes. These profiles
provide additional information about each district. They are not casestudies in the traditional sense because they make no effort to tell .checomplete story of any of the districts. Insst4-4 they provide a snapshotof the districts' status in the fall of 1982' regarding applications ofcomputers, rarticularly microcomputers, to qiihTIVle. basic skills
instruction, classroom management, and school atiMinstration. Computerscience, programming, and centralized data management are not addressed.
The profiles follow the sequence of the videotapes.
Each contains thefollowing sections:a.

District Summary -- a capsule overview of the school district;

History -7 a discussion of why the district became interested
in microcomputers, how they were initially introduced, andmilestones in the early planning effort;
Learning About Computers -- a description of how schoolstaffs are being prepared to use microcomputers and how students
are learning about these machines;

Selection and Use of Hardware and Software -- an overview ofwhat brands have been purchased and criteria used in theirselection, procedures followed to evaluate software, and typesof software used;
Computer Applications -- a description of some of the ways
computers are being used to support classroom instruction andmanagement; andSpring 1983 Update -- a brief review of what has happened
since the original site visit.
In addition, each report contains the name and address of an individual
who may be contacted for further information and a listing of printed
information about the district's microcomputer plans and programs.

9

OV.2

SCHOOL DISTRICT COOPERATIVE YROFILESINTRODUCTION

During the 1982-83 academic school year, Project BEST staff members
visited eight school districts across the United States to examine theiruse of the new information technology, particularly microcomputers, inthe K-12 levels. The technology experiences of school practitioners in
six of these eight school districts were documented on videotape. The
footage was edited into a series of four 30-minute %Ideo modules produced
by Project BEST to share the technology experiences of these school districts with others. These six school districts are described in detailed
case studies preceding this page.
They -;-,clude Ann Arbor, Michigan; Plains,
Montana; Fairfax, Virginia; Cupertino, Ca':i-Fornia; i,nany, Ohio; and Cincinnati, Ohio.
The remaining two school sites that were visite6, Ft. Madison, rowa
and Wayne, New Jersey, are illustrative examples of iJe way in which intermediate agencies are working with several different school districts
theirvicinity to provide leadership and support for the technology efforts in thoseschools.
For the purposes of Project BEST, these intermediate agencies were
not videotaped and included in the video modules because they did not fit thepattern of technology use we were exploring--that is, the technology initiatives of individual school districts.
Ft. Madison, Iowa and Wayne, New Jersey,
however, are included here in the school profile section of the Project BEST
Products User's Guide because both of these sites have many interesting andimportant learning points to offer in terms of interand intra-school district cooperation. The following pages contain a brief description of these
two localities and the cooperative role intermediate agencies are playing
with individual schools in the application of microcomputers.

0CUPERTINO UNION SCHOOL DISTRICTCUPERTINO, CALIFORNIA

DISTRICT SUMMARYo ,Union school district
serves six municipalities in
California's Silicon Valley

Began introducing microcomputers
for instruction in 1978

High-tech, middle-income
community with many aerospaceand computer-related industries

A combination of Atari and Apple
computers are used; the district
has about 300 micros in its 23
schools.

Approximately 11,000 students
in a K-8 program

History

Cupertino, California, is in the heart of the Silicon Valley, where
many high-tech industries are located; it is the home of the Apple
Computer Company.
In 1977 the company showed the prototype of its Apple
II microcomputer to Bobby Goodson, a math teacher in the Cupertino Union
School District, and to William Zachmeier, the Associate Superintendent;
they became intrigued with its potential.
Several months later, when the
district's initial Title IV-C proposal was rejected by the state, Bobby
Goodson prepared a second proposal that involved the use of microcomputers'for a junior high school math project.
The proposal, which requested
funds for a full-time director, was approved and provided funding for
Bobby Goodson to spend two years learning and developing a program.
Mrs.
Goodson explains the early focus of her efforts:
Our program began by putting a few students and a few computers
together and watching to see what happened. It was my job to watch
and then say where we could use microcomputers in the school.
From the beginning the emphasis of the program has been on use of thecomputer to facilitate students' creativity and learning. Programmingskills have not been emphasized.
For the first two years Title IV-C funds were used to support Bobby
Goodson's position as the Coordinator of Computer Programs. About 35
microcomputers were purchased in those pars with Title IV-B funds, aswell.as money from state grants, funds for gifted students, and PTA
donations.
This time was used to learn about microcomputers by attending
meetings and working with teachers and students. Inservice programs wowr,
offered to train interp.f;ted teachers, thereby increasing the numbw. of
personnel availably to ioW4, with computers.

:CU.1

6

_L.

By 1981, district personnel had sufficient experience and expertise
to develop a plan for a computer literacy program. The Superintendent
made a presentation to the School Board requesting funds for a computerlab in each of the four junior high schools and for a lab or computercluster in 10 of the 20 elementary schools.
Parents, students, andteachers supported the proposal and spoke on its behalf. The board
accepted the recommendation and voted to approve the necessary funds.
*Community support for a computer literacy program has been strong
from the beginning:

Parents were there to start the program in some of our schools. Manyof our schools got their first computers through a PTA or Home-School
Club, or other fund drive put on by the parents. In many schools theparents have come in and been the aides who have helped the teachers
get started. (Bobby. Goodson)
Cupertino's approach is to begin small, experiment, and then develop
a plan for the future.
A few teachers in the school learn how to use theequipment and gain experience with it. At that point the school is readyto submit a plan to the district requesting support for a cluster of sevenmicrocomputers.
Criteria the proposal must meet include evidence thatevery student will have access to the.equipment, that the equipment will
not become associated with any single group or subject area, and thatlogistics problems (such as housing, maintenance, and security) have beensolved.
In addition, the proposal must outline how staff will receive
additional training, who will be responsible for managing the program andthe equipment, and how software will be acquired and stored. If the plan
is not fully developed, Mrs. Goodson or another resource teacher will
work with school personnel to improve the plan.
Mr. Barnett, the principal of Stevens Creek School, explains theprocess his school went through:We sat down and decided some narrow things about computers: one,that all children would have access; and two, that we would not haveshoot-em-ups on them. They would be instructionally oriented and ourgoal would be to interest children in computers and activities that
support learning and thinking and also enrich the curriculum.
Ourgoal was not to turn out programmers. So we bought one microcomputer,and then another, and pretty soon we bought more. Eventually wehired an interested parent as our computer aide to help in the school.
Learning About Computers
Teacher Training

Cupertino Union School District offers teachers a variety of avenues
to learn about technology.
Inservice training courses are offered throughthe district's staff development program.
School-based staff development
programs can be requested to meet the needs of specific schools. A third
element is laboratory training during '.:he summer, where teachers work by

CU.2

62

themselves and with students.
Finally, the district encourages teachers
to borrow school microcomputers and work with them at home to become
comfortable with the equipment.

Marilyn Miller, the Coordinator of Staff Development, explains thatthe district is committed to a large inservice education program.
Many
district teachers have been in the system for a long time and are at the
top of the salary scale. They have no financial incentive to takecourses, but the district believes in continuing education as a way to
improve skills and to inform teachers about changes. To encourageteachers to sign up for inservice programs, teachers are given incentives
such as accruing hours toward a day of release time to attend a
conference, or to accumulate money to purchase classroom materials notprovided for in the regular budget.
Inservice classes are typically held after school hours. Occasional
Saturday classes are scheduled for activities such as materials
development that require longer blocks of time. Classes are taught by
district teachers.
In the beginning outside experts were used, but they
were often too technical in their presentations.
Training is designed in small, non-threatening modules so thatteachers can get acquainted with the technology in steps.
For example,
the first classes present background information and vocabulary.
Classesare designed to pique teachers' curiosity and lead them into additional
short courses. The district offers about 20 different
computer-relatedclasses in a flow that 'doves from computer awareness to software forclassroom use and on to computer programming. Hands-on experience is an
important element of the training.

A Lead Teacher Network has been established to provide additional
support for teachers. Jenny Better, the Curriculum Coordinator,
describes why it was organized and how it functions:
Most districts give a big workshop and everybody feels very goodabout working with computers. But when you start working with thechildren, different problems come up, the anxiety level rises, andfrustration sets in. We've found that's when we really need to getin and support the teachers. We need key people in each school to
get together and say, 'Hey, this happened to me, too.
It's okay.
This is how I worked it out.'
So we have organized the Lead Teacher Network.` One teacher from theschool represents its program. The group discusses what's happening,problems, strains, and new things they've done.
It's almost like atherapy session.
This network provides a mechanism for sharing experiences across schools.

Administrator Training
Cupertino provides separate training programs for school principals.
Bobby Goodson explains that principals' schedules and concerns about

cu.363

appearing uninformed in front of their teachers made them reluctant toattend classes designed for teachers. The district organized a summer
workshop for principals in 1981 and has followed up with a sequence ofmorning workshops at regularly scheduled principals' meetings.
The initial focus of principals' training differs from teacher
training.
When I'm talking with teachers, I'm talking about how you're going to
The principals are often
use the microcomputer in your classroom...
How do I administer it? What
more concerned about the general idea.
What are my responsibilities? How
are the concerns about computers?
is it going to fit into my program? They may not be as concerned
about hands-on experience initially, but they find out very quickly(Bobby Goodson)that they want to know more.
Recent sessions with principals have begun to explore management andadministrative uses of computers.
Computer Literacy for Students
Cupertino Union School District has developed a K-8 computer literacy
program. The objectives and content were developed through experienceswith children in classroom settings and in a summer computer camp.
District personnel observed the children's work, watched what they could
do, and then established objectives for the computer literacy program.
Jenny Better, the Curriculum Coordinator, explains the components ofthe program:
We broke computer literacy down into computer awareness, computerinteraction skills, and programming. We determined when each should
be introduced, at what grades to reinforce the learning, and when toextend it to other areas.
The curriculum for K-6 differs from the junior high school program.
During the first six grades, computer literacy is infused in the regularcurriculum for math, language arts, social studies, and science. Children
begin with LOGO in kindergarten and learn to use it to develop their
In the upper elementary grades, children are introduced
thinking skills.
The junior high school course
to Atari PILOT as a programming language.
Itisaone-semester
elective in computer literacy
is titled "Computers."
for Sive hours a week that includes the introduction of programming in a
structured format. All students are encouraged to enroll in the course
during junior high,Training Parents
Parental involvement is an important element of the. Cuperting program.
Parents are encouraged to work with children in the classroom or the,Parents are trained in a 10-hour sequence that begins withlaboratory.
computer awareness, familiarizes the parents with what computers can do,

64
CU.4

and explains how they are used in the Cupertino curriculum.
Parents canthen work in the school and attend school-based training programs.
HarveyBarnett encourages parent volunteers who have taken the introductory
course to build their confidence by Checking out a computer for the
weekend and working with it at home.

Selection and Use of Hardware and Software
Cupertino's original bid specifications stated that the machine had
to have 48K memory and be an Apple
equivalent.
The district expected
to purchase Apples but received a considerably
onsiderably lower bid from the Atari
Corporation, also for a 48K micro. The ultimate decision was to purchFise
some of each brand. The district now has a mix of Apple II Plus andAtari 800 machines.
District personnel believe the mix is advantageous because eachmaeline has something to offer. They like the graphics capability and
PILOT program on the Atari microcomputer for creativity
and prefer theApple for the variety of software and other applications available.
Teacher Sandy Bove maintains that it is important for children to use
both machines. She says that people havea tendency to prefer the firstbrand they learn to use and believe it is the best.
Working with two
machines reduces the likelihood that children will adopt this attitude.

Jerry Prizant, the Director of Media Services, explains that the
district is now planning to upgrade the equipment for the junior highschool labs
64K machines.
Atari 1200 XLs and Apple IIe's will bepurchased; the machines with less memory will be moved to theelementary
schools. Each elementary school will
receive one Apple IIe Fts part ofits configuration of seven microcomputers.
Every elementary school has decided where to place the microcomputers.
Some schools locate the machines in the classroom; others put them in the
media center, library, or a computer laboratory.
Bobby Goodson explains
the rationale for this flexibility:
Each school has a different set of circumstances--the architecture,
the staff, the children, and the program- are different in some ways.
So from my position at the district level I cannot say "This is how
it will best fit your needs..." And with each arrangement we have achance to learn something else about what is possible with thisequipment.

At the junior high schools, 16 microcomputers with disk drives arelocated in a computer lab.
Fifteen machines are for the students and one
is for the teachers.
Students are paired two to a machine.
The equipment
is placed around the sides of the room; tables in the middle of the room
can be used for class discussions.
Software selection has become a centralized function because it wasdifficult to control purchasing with the large number of packages coming
into the market. A district Task Force comprised of the Computer

CU.5

Coordinator, the Director of Media Services, the Curriculum Coordinator,
and the junior high school Computer Lab Coordinator preview all
courseware.
Items they think may be useful are given to the Lead Teacher
If the courseware is considered
Network to test in the classroom.
acceptable, it is listed in an inventory of courseware that may bepurchased.

The district is developing its own computer literacy materials for theelementary school.
A preliminary curriculum was designed, tested, andrevised after classroom experience. A final activities guide thatoutlines objectives and how to achieve them should be available Fn thefall of 1983. Art Luehrmann and Herbert Peckman's text, Computer
Literacy, is used in the junior high school program.
Computer Applications
Cupertino Union School District is using microcomputers to supplementclassroom instruction, to support management, and for specialized purposessuch as computer camp and working with handicapped children. Examples ofthese uses are:Classroom Applications
Programmable machines and robots, such as Big Trak and Topo,
are.used with kindergarten children to give them a concrete
example of how LOGO and programming work. Children determine
the path they want the machine to take and program it to perform
accordingly. Harvey Barnett, principal at Stevens Creek
Elementary School, says using the machines is an experience in
It shows the children that "when they want tological thinking.
solve a problem--getting Topo where they want it to go--they can
debug the program and with constant work get it to run the way
And then they feel really good."
they want.
Oregon Trail and Lemonade are simulation programs used with
History and economics classes
groups of somewhat older children.
use the simulations as a supplementary study of historical,
Social interaction and peer
political, and economic situations.
learning are other benefits of these simulations.
Programming is taught in junior high school through graphics,
music, and animation. Richard Pugh, the coordinator of,thejunior high school program, asserts that "all the programmingskills one would want to learn can be taught through these
It's not a highly mathematical approach--that would turn
media.
a lot of kids off."
Management Applications
At Stevens Creek Elementary School several management
applications have been found for the microcomputer:

66
CU.6

A list of all software in the school has been developed; it
describes the program, the machine it will run on, and thegrade level(s) it is apr,ropriate for.
--A list'of all A-V equipment in the school and its location
has been generated to keep track of the equipment.

--

A class list program is available that permits sorting manydiffelcent ways and speeds generating new class lists forthe next year.

-_

A program for the library facilitates tracking of overdue
books and notifies borrowers when books are overdue. The
program has cut a one-to-two-day job down to a 1 1/2 hourjob

Mr. Barnett at Stevens Creek uses "Personal File System" (PFS)
to create a file of discipline reports.
"Each time a child issent to the office for a problem, my- secretary or I enter the
information and print out a letter to the parents.
This way I
keep good records and it works really well."Management programs that accompany instructional packages areused to track students' progress. These tools identify who has
and who has not attained the educational objectives. Printouts
can be used to group children with similar needs, to identify
children who need remediation, and to inform parents about how
they can help their children. These programs have generated
parental support because they can see clearly what theirchildren are learning and what their problems are, says Jenny
Better.
She asserts that these programs have also sold manyteachers on using the computers.

.

Teachers have found a program for an electronic grade bookthat is easy to use.. It stores grades, permits rapid updating,and facilitates'reporting to parents.
Bobby Goodson says "it'sreally a delight."

Specialized Uses
Parent volunteers are working with children who have Down's
Syndrome.
They use computer software to facilitate learning insubjects the children are having trouble with.
"The computer isa great motivator for them," says Janet Van Zoeren, a parent
volunteer.

i

Down's Syndrome children have difficulty finding the correct
keys on the keyboard. Ms. Van Zoeren developed cards that cover
all rows but the one the children are working in to help themfocus on the appropriate keys. When the children become more
adept, she removes ,the card and assists them by telling them
what row the correct key is in.
"This provides another dimension

CU.7

because it helps the children with their language skills --what
is top, bottom, left, right--that sort of thing."
During the summer of 1982 Cupertino ran a computer camp togive teachers and children more 'exposure to computers than was
possible in a classroom. Mornings were devoted to computer
activities in logic and problem solving, and field trips andrecreational activities were scheduled in the afternoons.
Sandy
Bove worked with the camp.
She says, "We wanted to teachprogramming but we did not want to teach a programming
language.... We tried to emphasize problem solving andcreativity.
We tried to relate computing to math, art, andmusic." Children were taught LOGO and PILOT.
Additional Information
For further information about the Cupertino Union School District
contact:

Gr. William Zachmeier
Acting Superintendent
Cupertino Union School District
10301 Vista Drive
Cupertino, CA 94014(408) .f:52-3000

References

The following publications offer additional information aoout the
district,1.

"Computer Literacy Curriculum:District.
Revised 1982.

2.

"Cupertino School District Develops Computer Literacy
Curriculum." The Computing Teacher.
March 1983.

3.

Office of Technology Assessment. "Cupertino Union School
District" in Informational Technology and Its Impact on
Anerican Education. U.S. Government Printing Office;Washington, D.C.: November 1982, pp. 200-203.

K-8."

Cupertino Union School

ANN ARBOR I'UBL1C SCHOOLS,ANN ARBOR, MICHIGAN

DISTRICT SUMMARY

Suburban area near Detroit

Teaching staff of roughly 700

Chief employers are Universityof Michigan, Ann Arbor Public
Schools, Parke-Davis Pharmaceuticals, Bechtel, small
research firms, and printing
businesses.

Began using mainframe andterminals in the high school
math departments years ago.
Pilot program using microcomputers started two years
ago: now using micros at theelementary level for computer
literacy

K-12 enrollment of 14,500
students, 16 elementary, fiveintermediate, two traditional
and two alternative highschools

Over 300 microcomputers-mosqy PETs, some Apples,some Tn-80s

History

The Ann Arbor Public School SyStem has an extensive district-wide
computer literacy program.
It began on a very small scale as a resultof the efforts and interests of individuals in various schools.
Infour years the program has grown from one or two microcomputers in,afew schools to more than 300 machines spread throughout the district.

In 1976, a math teacher at'CommunityHigh School, Ed Hirstein,bought his own microcomputer. He held after-school sessions for students
who were interested in helping him build microcomputers from kits andrented out the machines to raise money to build more. Several of theunits were purchased by the district and placed in the high school math-departments to complement the computer science courses that used mainframe time-sharing terminals. Some members of the teaching staff of the
Ann Arbor Public Schools expressed an interest in what Ed Hirstein was
doing. He set up several awareness and training sessions for his fellow
teachers.
It was through these informal sessions that many District staff
people came to learn about the microcomputer.
She
Judy Schmidt is a librarian at Clague Intermediate School.
remembers how she was encouraged by a student to attend one of Ed
Hirstein's training sessions.

AA.1

6i

A library aide had talked to my secretary and said "Whatare you doing this afternoon?" and she Said "I don't know,"and he said "Why don't you come over to Community because
Mr. Hirstein, who's the computer teacher there, is goingto talk about the program we did this summer and it reallyshould be interesting." So I still-didn't know what I wasgoing to do, and Mary, my secretary, told me that she wasgoing over to Community. And I said "Well, I think I'll
go along with you." So we went over and when we got there,
there were, I think, nine or ten teachers all together inthis small room, and eight of them were from Clague. Allof them had been contacted by the same kid.
She was impressed by the motivation of this one student who roundedup all these teachers for a computer demonstration. It was a hands-on
session and by the end of the class many teachers were hooked on microcomputers.
One of them, Schmidt recalls, helped convince her that micros
were a good learning tool.
One of the teachers there was kind of notorious, especiallyat that time, for leaving faculty meetings early--if he madeit at all--and for being a rather negative force in someThis particular person stayed 10-15 minutes after theways.
session to finish a computer game; it was a question of
motivation. Anything that motivates a person who's kind ofturned off is something that I think teachers need to be
excited about.
The Clague teachers who attended Ed Hirstein's session were set on
getting a microcomputer for their school. At the time, the Commodore PETS
were just coming out on the market. The teachers decided to squeeze
Finding themoney from the various school building budgets to buy one.
money, as it turned out, was much easier than getting the district's
permission to spend it. Schmidt says:
They were sticky about it. They weren't sure in what direction
It was our own building money and wethe system was going.
wanted to spend it the best way we knew how, but they were sayTexas
ing "Look, we don't know what direction things are going.
Instruments may be coming out with an inexpensive computer ina year or two. We're not sure we want you to get in there,
and if you do spend your own money and we decide to get
computers, you may get one less because you're one up on therest of the schools." We decided to go ahead anyway and webought our first PETThey had good reason, I think, for wanting to slow us down alittle bit, but my feeling is that when you have people who
aro ready, in a building, that's where you have a lot 3f
energy and that's where you should, if you've got a smalluroup that's ready, let them go ahead because then otherpeople will catch that enthusiasm.

AA.2

In 1978, two elementary school principals, Burt Lamkin and Glen Monroe,
went to a computer conference in Minneapolis co-sponsored by the Minnesota
chapter of the Association for Educational Data Systems (AEDS) and theMinnesota Educational Computing Consortium (MECC). The school district
could not afford to pay their travel expenses so Lamkin and Monore, bothof whom have pilots' licenses, flew themselves to Minnesota and took withthem the media specialists from their schools, Anne Dake and Elaine Kerr.
What they saw at the conference convinced them that microcomputers were an
important part of a child's learning development--even for children inelementary school.
They returned to Ann Arbor with a conviction that microcomputers
could be used at the elementary level. A parent volunteer who worked in
the library at Burt Lamkin's school, Thurston Elementary, brought a machinein on loan to the school from her husband's computer firm.
For the restof the school year they concentrated on computer awareness for everyone
in'the building.
The following year they bought a micro. Three moremachines were purchased with the help of grant funds and PTO (parent/teacher organization) money. The parents in the comunity were eager
to get a computer program started and weren't willing to wait until thecentral administration sanctioned a district-wide move toward microcomputers.
At Glen Monroe's school, Lawton Elementary, sixth grade teacher
Gloria Stein was interested in what Monroe and media specialist Elaine
Kerr had seen in Minnesota. Stein had been involved with time-sharing ona mainframe computer in 1974 and was impressed with the educational
potential. Time-sharing for an elementary school, however, wasn't practicaland she had to wait for the advent of the microcomputer. One of Stein's
former students who had returned to the elementary school to visit told
her, "You have to get one of these (microcomputers) for Lawton." Principal
It was she who had originally
Glen Monroe was supportive of Stein's efforts.
sparked his interest in microcomputers and convinced him that the machines
were instructional tools capable of motivating students far more than any
other instructional aid.
Because of the strwig interest demonstrated by Monroe and Lamkin, theDistrict decided to pilct test microcomputers in their two elementary.schools.
They were eacfi given a Commodore PET in 1978.
When the microcomputer came to Lawton, Gloria Stein was the only
teacher who wasn't afraid to use it. She brought it into the classroom
and discovered many applications for computer literacy, drill and practice,
As more machines came into the school, other teachers'
and enrichment.
curiosity overcame their fears and with Stein's help they began using
the micros in their classrooms. By this time, Stein had become proficientin software development and general trouble - shooting. She wrote programsfor them to use and de-bugged existing programs. She realized that'auser's guide was needed for teachers in the district. She suggested
one be written.

AA.3

The teachers were t-uly intimidated by the machine. We gave
inservice training but teachers did not want to learn how to
use the computer with somebody looking over their shoulder.
Dr. Billings, who is the head of the Instructional Media
Center, came over one day and I said, "Somebody should write avery simple, rather humorous user's guide so that teachers
could take it home with the PET.
Nobody is bothering you;
you're all alone. Nobody's watching you." and Dr. Billings
said 'When will you have it ready?"
Well, it was ready by
Christmas, Ind it did work. Teachers did take it home andhad a very simple guide. They became pleased and at thatpoint we literally had hijackings of computers in the hallways.

At Thurston, media specialist Anne Dake worked with students during
their library period and with teachers after school. She also worked
with Judy Schmidt at Clague Intermediate School designing libraryrelated computer activities for students.
At the end of the two-year pilot period, the central administration
decided to launch a district-wide computer literacy curriculum and pro.vide inservice to elementary teachers. Microcomputers and software
woul:: he purchased and would become the responsibility of the media
speeiOists in the K-8 buildings. At the secondary level, a.precedent
had been set-that would be followed for microcomputers. The mathdepartment had responsibility for computers used in high school. As
a result, the computer literacy program would be contained in the mathcurriculum and math teachers would be responsible for integrating micros
into their lesson plans. One teacher in the math department was designa ted Computer Coordinator and given one free period per day to attend
to computer-related activities.
Teaching About Computers
Teacher Training

The district designed a training model for elementary teachers thatinvolved giving schools equipment in exchange for school personnel
voluntarily attending inservice training. Dr. Rollie Billings, Directorof the Instructional Materials Center (IMC), explains the training
process.

The design we use in our elementary schools is that any three
individuals working in the building--it could be the principal,
teachers, custodians, secretaries--any adult can go througha training module of approximately 12 hours. At the end of
If they pass thethe module they take a competency test.
test, they get a point. And for every three points yourbuilding gets, you can have a microcomputer. That really
It really puts pressure
solves the oistribution problem.
where it should be.

7
AA.4

Teacher interest determines the amount of capability of using
technology in your school.
I think that the clue is thatwren you go to distribute funds across a relatively large
district, there's never really enough money to make the
distribution effective unless you put the pressure back at
the building level. That's what the staff training model
does.
It says 'All you have to worry about is training yourstaff and we'll supply as much hardware as you need.'That'sa very good motivation factor because here were only fouror five schools that started out, and all of a sudden thoseschools had all the computers. Other schools then caught
onto it. You don't have to worry about funding the total
program at one time.
Training of the elementary teaching staff is the responsibility ofMath Coordinator Marie Vitale. She and other teacher trainers hold inservice sessions after school from 4:30 to 7:30 p.m. or 7:30 to 10:30
9.m.
They begin with hands-on training in how to load, run, and savea program.
The program is poorly written deliberately so that teachers
learn how to change a program to fit their needs in the classroom. To
date, nearly 500 elementary teachers have been trained. Teachers alreadyfamiliar with computers simply need to pass the test given by the district'to earn a point for their building--they needn't go through the training
module. Though the bulk of the training emphasizes computer literacy,
programming is taught so that teachers can alter programs to meet theirneeds.
A 2:1 ratio of teachers to computers is maintained and thetrainers try to avoid associating computers with math. Marie Vitale
explains why inservice has been restricted to the elementary school
teachers.
Computers were used at the sec. day level for about the last
10 years. At the secondary level it started as computer
mathematics for grades 7-12, and so computer programming ispart of every mathematics course.
Now it's beginning to branchout into other subject areas, using it for instructional
purposes. Now in the elementary schools we are using thecomputers as. an instructional tool.

Faculty members who go through the district training module or pass
the competency test can become_ certified teacher trainers who can, inturn, hold inservice sessions of their own. Obtaining this designation
provides an added incentive for teachers to complete the district--Inservice program.
At the elementary lc el, training for media specialists was mandatory.
The district also trained teachers before giving them equipment. Whereas
the junior high schools had been given three micros each and told to usethem before training was completed, the elementary school staff was fully
trained before any curriculum guid,:ines were set.

Computer Literacy for Students
Computer literacy was first introduced into the curriculum at thejunior high schools and was taught as a separate course. At the high schoollevel, computers were traditionally used only for computer science courses.
Now microcomputers are being infused into some aspect of all high school
math courses. Though students are exposed to programming not all students
will become programmers. Micros are also used in the science program forsimulations.

A committee was formed to examine curriculum issues at the elementarylevel, but Marie Vitale notes, "the biggest problem we have come up againstis that the curriculum has not kept up with the training." The curriculum
As a result,for grades K-6 is currently being revised and implemented.
the seventh and eighth grade computer literacy unit had to be restructured
as more and more students coming to junior high school had some experience
The unit was recently updated to serve as a link between
with computers.
a progressive introductory program at the elementary level and an indepth advanced curriculum involving programming at the high school level.
The elementary computer literacy curriculum starts in kindergarten andprogresses through the sixth grade focusing on basic familiarity and comfort
Teachers achieve this objective in different ways. At
with the machine.
Thurston Elementary School, Anne Dake holds many a computer awareness classin her library.
With the first graders, my main objective is to make themWe
comfortable with loading programs into the computer.
spend time learning where computers are used in our world.
Many of their parents are involved in the computer profession so there's a lot of interest in the community.
We also read stories about computers and talk a little
bit about how they work.
With fifth graders the unit is a little bit more detailed.
We talk about the history of computers, how computers work.
I open one of the computers to show them the inside- they're amazed, as much amazed as I was, I think. They
also learn how to load programs and we tali: about how to
We'll build awrite some programs for the computer.
rocket and fly it across the screen or something like that.
Dake uses programmable toys and games with her students to introduce
them to the concept of programming. She gives them exercises to do on
the Speak 'N Spell and Speak 'N Math machines, or has them work withBig Trak, a programmable toy tank.
Administrators and Support Staff
Ann Arbor Public Schools have used a mainframe computer to support
administration since 1973. Although it was designed to serve all the needsof both administrators and their secretaries, the computer was "down"District administrators foundoften enough that staff avoided using it.
AA.6

it difficult to justify the purchase of microcomputers when they alreadyhad a computer that was capable of doing the job. Deputy Superintendent
Wiley Brownlee explains the reasoning behind the move to micros:
The mainframe, we found out, even though it had a word
processing program--and it was good--it was down so much.
A secretary would say "Okay, I want to put on theattendance records or I want to put on some data for areport, and I've got this letter to do and I'm going todo that at 10:30," and she goes over at 10:30 and thedarn thing's down.
Convincing support staff to use micros was not an easy task. Several
administrators were either computer buffs or had learned about micros on
their own. Some were able to coax secretaries into using the machines,
but a system-wide mandatory switchover would have brought massive
resistance.
Brownlee describes his approach:
There was resistance from the secretarial staff. There wasa fear there, of."Is this going to replace our jobs?" or"If this is a skill you want me to learn, then you trainme." Well, to change the whole system is great to playwith on paper, but it's very hard to pull off. It's theincremental change you have more success with--little steps.
What I did was learn a couple of programs myself--we havean Apple II--learned word processing and learned Visicalc.
I went around to secretaries and clerical staff that weregenerating these reports by hand.
It always was a lot oflabor.
I took that as an opportunity to say "I can show
you how to generate that report." Not "I'm going to teach:,,cu how to use the microcomputer" but "I can show you how
to generate that report in an hour or so and it will comeevery month and all you've got to do is add in the changes."
I did that with two or three people and that was it.- Afterthat they were asking "Why can't you get us a course?"
Most of the administrative records and reports are now maintainedor generated by microcomputer.
Selection of Hardware and Software
Like many large school districts, Ann Arbor has an approved list of
hardware for its schools. When purchasing equipment, personnel are
restricted to the approved brands.
This requirement also applies, topurchases by PTOs.
If a school PTO wishes to use its funds to purchase,for example, a printer, terminal or disk drive, it must go through district
channels to do so.
This approach is advantageous to both the districtand the PTO.

The district has control over the kind of hardware its
70 gets the equipment at a discount.
and t'
Billings explains the harth.are selection process.
schools are usint,

In the hardware field one of the unique things is the tremendous
amount of new types of hardware. Every week there's something
new.
What you really have to decide, if you're going into it,
is to make sure you buy enough equipment so that you have astandard. Otherwise, what you do is buy pieces of equipment,
and if you don't do it rapidly enough, you have everythingout of phase. You have a Phase I computer and a Phase II andthey don't always interact. We looked at an inexpensive
piece of equipment where we could multiply fast across the
district, introduce the concept, and have all the various
pieces of equipment be compatible.

This approach ensures consistency in the various school buildings, sothat as students progress through the system, they are familiar with theBillings notes
equipment and have to learn only new skills and concepts.
that the consistent equipment also helps students who change schools in
the middle of the school year.
Approved equipment for the district includes Commodore PETs in theelementary school buildings, PETs and Apples in the junior high schools,
and PETs and Apples, and TRS -80s in the high schools.
In the elementary
school, micros are put on carts so that they may be rolled in and out ofclassrooms and the library.
Most elementary schools use cassettes rather than disli_drives becauseof cost. Anne Dake explains why and how the.cassettes are used.
I have a disk at home,
We use cassettes exclusively here at school.
and they're certainly much faster, but the disks are also very
tender. We have found first of all that the machine itself
is very expensive and that's the reason we don't have one.
The cassettes are virtually indestructible. We have had nodamage whatsoever and have been working with them for four,.years now. The children recognize what the cassette looks
like and are more comfortable with it.

.

We have done one thing with the cassette that really speeds
It
up the loading time--record one program on each tape.
is either recorded twice on one side or on both sides of-the tape so that the kids can just load in whatever is
They don't have to look through several things to-first.
get to the program they're looking for.
The upper grade levels use both cassettes and disk drives
and have labs as well as portable units.

AA.8

76

Maintenance of the hardware is handled in-house, l'4ving try district
money and ensuring that Ann Arbor teachers are never without a microThere is a complete maintenance department in the Instructional
computer.
If a teacher has a problem
Ce.LL- with a serviceman on call.
Materia,with a machine, the service, in takes a new micro to the teacher in casehe can't repair the problem on the spot.

During the summer and over holidays, the district encourages teachers
to take the machines home with them. This gives the staff an opportunity
to become familiar with the microcomputer in their homes at their leisure.
It is also a security moasure for the district. With several hundred
microcomputers spread out in homes across town, the risk of theft or
vandalism is much lower.
Software is stored centrally through the IMC. The district buys
hundreds of programs to be pilot tested in the classrooms. A full-time
media specialist at the IMC is responsible for purchasing software andBoth teachers andgetting it pilot tested in at least three classrooms.
students write reviews on the programs, and teachers are asked to recommend
The district then purchases those programs that meet its needs
software.
and includes them in its catalog of software that goes to all staff.
Teachers are encouraged to purchase from the district programs they needfor their buildings.

They also alter
Teams of people write software for the district.
Some
software,forexample,istoo violent for
programs for teachers.
These programs can be changed to fit
younger children, teachers feel.
a teacher's needs better. Many teachers write or alter their cl,In programs.
Anne Dake and Judy Schmidt, for instance, both have microcomputers athome and spent the last summer vacation sending floppy disks to each otherin the mail to work on new programs.
Computer Applications

At Thurston Elementary, students.in the fifth and sixth grades canbecome "computer tutors" for younger children. These tutors are selectedby their classroom teachers and work directly with the teachers ofyounger students. Anne Dake explains the duties and responsibilities
of a computer tutor.
They work with a first grade or kindergarten class and theywork directly with the classroom teacher. They come to get
the computers here in the computer center. All our computers
They get the program that the teacher
are on rolling carts.
has recommended and take the equipment to the classroom, plug
it in, load the programs, and work directly with the younger
It relieves the teacher of having to repeatedly walkkids.
over and get the programs started again. Plus, it's a very
special boost for the older students because they're reallyshowing off their skills.

AA.91'if

At Lawton Elementary, Gloria Stein had tried to find a place where
the computer wouldn't fit into the curriculum. She felt sure that it
would not be effective in kindergarten. In working with four kinderOne
garten students, howevert she discovered still more applications.
of the children was learning disabled and responded very well to themachine. Another child spoke no English and the microcomputer not only
provided him with a vehicle through which to learn Oe language, butalso provided him with a reason to communicate with his classmates.
Stein was convinced, but the teachers pointed out that there was no softStein got together
ware to support using the micros in these progra 'is.
with the special education teacher and the mus''reacher and began-ogram using the micro
writing programs. They now have a well- devel.
for students with learning disabilities and with the malty students whocome to Lawton without knowing English.
Stein particularly likes using the microcomputer for drill and practice.
"You do not degrade the computer by using it for drill and practice," shesays.
It frees up that time a teacher would otherwise spend reinforcing
Students,
skills that a computer can attend to patiently and effectively.
Stein explains, sometimes worry more about being reprimanded by the microcomputer than by the teacher.
There have been many cases where the children would feel thatwhat they have to learn is a drag. Spelling is a drag. Grammar
certainly has to be one of the biggest drags for children in
Yet if they work with the computer it
elementary school.
They truly do not want that computer to tell them they
isn't.
are incorrect. By the sixth grade, they truly do not care if
Now, not to use
the teacher tells them they are incorrect.
that motivating force, I think, is ridiculous.

Stein uses LOGO with her classes; some fifth and sixth graders are
The computers are phased into nearly every subject
already programming.
area, and students are often assigned homework using the computers because
many children have them at home. Those who don't have access at home use
the machines at school during library or class time.
Judy Schmidt at Clague Intermediate School designs exercises forstudents to work in the library. They are called option sheets and combine
different resources in the library to make up a multi-media exercise using
Print, visual, and audio materials in conjunction with a microcomputer.
We have a variety of activities that are connected with something thatteachers are teaching in class. We use dictionaries, the thesaurus, theReader's Guide, and a host of reference books, regular books, and magazines.
For instance,
Just as with everything else, we work the computer into it.
We had the kids'take an
we had one lesson on war and American history.
almanac that shows the casualty figures and they go to the computer roam,.:._ -and load a program called BAR, which creates bar graphs, and they feia

AA.10

those figures into the computer, run the program, and they can see how
the casualities in Viet Nam compare with casualties in the American
Revolution.
At the high school level, microcomputers are used primarily in labs
in conjunction with work associated with the science and math department$.
Don Newsted, a math teacher and the Computer Coordinator at Huron HighSchool, explains the differences between the mainframe previously usedin the high school and the microcomputer.
The mainframe computer was an excellent tool to teachmathematics, but it had its limitations because if you
were going to use it in the classroom you had to havetelephone lines in the classroom. We installed telephonelines in six classrooms but there was no color and theterminals that typed out the answers were very slow.
But the microcomputer added a new dimension--theflexibility that you can move it anywhere in the building.
You can plug it into any circuit and you can have color on
the screen to illustrate some of the concepts.
As Computer Coordinator, Newsted purchasesall the hardware and software for his building, does some of the teacher training, keeps track of
the software, and has other computer-related duties. He began thisassignment four years ago on a volunteer basis. He has now been given
one free class period a day to attend to these responsibilities. Now
that teachers in other departments are starting to become interested inusing microcomputers, Newsted is swamped with work.

The Science Department uses simulation programs with its students,
but has relatively few computers. Because of the high ratio of students
to computers in both the math and science departments, many activities withthe micro are limited to after-class exercises using drill and practice.
The tutorial nature of the software does not lend itself to whole-class
instruction with a microcomputer.

Additional Information
For further information about. the Ann Arbor Public School System
contact:

Dr. Rolland Billings
Director of Media Services
Ann Arbor Public Schools
2555 South State Street
Ann Arbor, MI 48103(313)
994-2214

AA.11

7j

PLAINS PUBLIC SCHOOLSPLAINS, MONTANA

DISTRICT SUMMARY
Small rural mountain community;
population 1100; located 80
miles from Missoula, Montana
Logging is primary industry;currently experiencing nearly
30% unemployment

Teaching staff of 36

Small school district
with a K-12 enrollment of564; elementary and highschools share one building
Started in computers two
years ago with Radio Shack
Model III microcomputers;
currently owns 13 machines

History

In the summer of 1981, Bob Briggs, a high school science teacher inPlains, Montana, attended a class given by the National Science
Foundation through the Office of Public Instruction.
It was offered tomath and science teachers who were using computers in'the classroom.
Though he had no prior experience in computing, he spent three weeks
learning to work a microcomputer.
He was not pleased, however, with what
he saw happening in the class. Mr. Briggs recalls:
I was watching everybody else, and it didn't take long to seethat something was wrong. They weren't accomplishing anything.
I was seeing a lot of people playing on computers, but they
weren't being used very well.

He decided that he would have to learn some practical applications on
Al Chery, the principal of the high school where Bob Briggs
teaches, roomed with him that summer while taking other courses at theuniversity.
For the remainder of the three-week course, the two stayed
up late every night working on a microcomputer that Briggs had borrowed
from a sturient in Plains.
Briggs notes:
his own.

By the time the course finished, they had taught us aconsiderable amount. We were beginning to get some ideas andhad some plans, and we decided that we needed to get computersin our school. We were cheating the kids.
They weren't going
to be as prepared as they could be.
They were going to meetcomputers as soon as they graduated, and they weren't going toknow what they were.

When they returned to Plains, Briggs and Chery looked for a way tobring some hardware into the district.
With nearly 30 percent
unemployment in Plains, they did not feel they could request an increase

P.1

in the school budget.
After meeting with the school board and otherinterested community members, however, they realized that computer
literacy was a definite priority in Plains.
With the consent andencouragement of Superintendent Jim Foster, the two launched a school-wide
effort to submit a proposal for Title IV funds in September 1981--thelast year for competitive grants in educational development.

The Plains school staff had never before written a grant proposal.
Sensing the importance of a successful effort, Superintendent Foster sent
Bob Briggs and Al Chery to the grants office at the state capitol to findout how to write a Title IV proposal.
It became a school project
involving teachers and secretaries from all departments.
Briggsremembers, "Everyone went over it with a fine-toothed comb until wethought it was perfect." The grants office said that it was one of thebest proposals they had ever read and awarded Plains $13,000 for thepurchase of microcomputers.
Teaching About Computers
Teacher Training"All of -s," Briggs recalls, "started out from ground zero.
We hadsome ideas aoout what we wanted to do with computers, but we really0
didn't know anything about computers at all." By the time the equipment
arrived in April 1981, it was too late to do anything with the students
so the school focused on teachers who would be using the microcomputersin the fall. That spring and summer, the teachers took the machines homeand started working with them.

The district got in touch with Radio Shack in Spokane, Washington,
and requested a formal course for school personnel. The company
responded and brought 15 computers for a two-day intensive workshop foranyone who was interested. Thereafter, Briggs conducted inservice
sessions for teachers as well as adult education classes for teachers andcommunity members.
Although he was unsure about his ability to teach an adult education
class, the residents insisted.
Briggs recalls:
I didn't know if I was ready or not, but I said 'Okay, we'll try
one.'
It wasn't that bad at all; matter of fact, it was pretty
simple.

It was a great success. As soon as one session ended, people lined up toregister for the next one; and the demand was still heavy at the end of
the school year.
Evening classes are currently held several times amonth for parents and teachers.
Teachers from Plains High School taketurns teaching these community education classes.

81
P.2

Computer Literacy for Students
Computer literacy is limited to the math, science, and businessdepartments at Plains High School. Briggs explains the early
developmentof the student program:
We wanted to-use the computer as an instructional tool ofsome sort.
We had decided that it could be used for enrichment andremediation,and it could be used for various approaches to teaching.
That waswhat we put into our grant.... We could havegone on a whole-school basis, but we didn't have money or equipment
for that.
So we decided we'd concentrate on math, science, andbusiness, and we decided to make the approach different ineach field.
The math approach was to put some machines in the back oftheclassroom to be used for enrichment and remediation.
The class would betaught normally, but if students finished class assignments, they
could
use the microcomputers for enrichment. Students having problems
with thematerial could use the microcomputers for remediation.
In the businessdepartment, the microcomputers were integrated into the curriculum.
Word
processing and accounting programs were part of the class requirements
because students would encounter computerized officesystems in thebusiness world.
The science department was faced with the dilemma of how
to teach many students with only a few microcomputers.
The district
patterned the science classes after a monitor system they had
seen at auniversity.
They devised a model whereby two monitors were suspended,one
on either side of the classroom, andone microcomputer was placed at thefront of the room so that all students could participate and see what
appeared on the screen. This arrangement permitted
whole-class
instruction with only one microcomputer.
Programming is taught also. Students must complete courses in typing
and algebra before they may enroll in a programming course.
Teachers areencouraged by whaf they see happening to students learning, programmingskills.
Briggs notes, "We don't expect our kids to become programmers,
but we want them to learn to control the machine. We want them to feel
comfortable with the machine, to 'be able to use it." In teaching formalclasses, teachers discovered that students who learned programming on
their own learned more quickly and progressedmore rapidly than students
in a structured class. Students in the structured
classes, they found,tended to limit themselves to the framework of the-lesson plan.
Thisaffected the way the courses were taught.
"Now," Briggs says, "we teachthe words of the language. We teach what they
can do rather than how to
use it; and as a consequence, the kids use the commands in all kinds ofunique ways."

Selection and Use of Hardware and Software"When we first decided to select equipment," Briggs recalls, "wewanted something as similar as we could afford to the machine that [the

P.3

82

students] were going to find out in the business world."
At the time, nocolor or graphics capabilities were necessary.
Students also needed amachine that could support a variety of software.
The district finallysettled on the Radio Shack Model III microcomputer.
It seemed to meet
all the requirements at the time of purchase--price, business approach,software support, and ease of maintenance. Briggs is quick to point out,
however, that "if we had to do that again, now, no telling what we would
come up with. A lot of those things have changed."
Software has always been a problem for the school district.
Commercial programs, they discovered, just weren't adequate.
Personnel
attended computer conferences and subscribed to numerous magazines,
searching for 4uality courseware.
Ultimately, they turned to their own
students for help. The first area they concentrated on was administrative
programs. A microcomputer had been purchased for the District Clerk's
office for payroll, inventory, and other kinds of record maintenance.
Because commercial programs did not fit the district's needs well, theyenlisted the help of several students. District Clerk Jo Hanson recalls:
The students worked at the school that summer.
They were able
to use equipment and facilities.
In exchange they sold us the
programs at a discount. The programs are the property of thestudents.
They have made them available to other schools in thestate at a fee.
The money all goes to the students.

The students then went on to build classroom programs. Any teacher
using microcomputers can request a program to complement the lesson plan.
Students work closely with the teacher to design a tailor-made computer
program that suits the teacher's needs.
Frequently the student/teacher
roles are reversed and the student becomes the teacher. This has broughtteachers and students closer and given teachers a new appreciation for
the talents of their pupils.
Elementary school librarian John Meckler
notes, "It made me more aware of what a high school student can do and it
got us on an equal level.
Ilike that idea.
I think .I can learn fromthem just as much as they can learn from me."The school now has a computer software committee dedicated to
producing programs for all Plains teachers.
Computer Coordinator Briggs,
who oversees the software development process, says:
The committee is formed on a need basis for the people who want
the software.
If somebody wants a program that's going to dosomething in particular that they can't find anywhere else, theycome to me and say, 'I need some software.'That.teacher
automatically becomes part of the committee.
He or she will
have the final say as to whether that program does what he or
she wants..I,ttigklook at the program and see if we can build
something...and if I think we can, then I find some students orother,teachers or whoever we think we're going to need asresources.

The students do most of the writing themselves, with guidelines fromthe teacher who will be using the program.
Most of the software in the
district is generated this way, although some commercial programs havebeen ordered through the many journals to which the district subscribes.

Computer Applications

Although the elementary school librarian uses a microcomputer tomaintain the card catalog, most of the interest in Plain's computer
program remains in the high school. Bpcause the high school andelementary school share the same building, interest is likely to spread.
It may be some time, however, before the curiosity reaches theintermediate school a few hundred yards away.
Classroom use of microcomputers varies from department to department.
In math, micros are used primarily for enrichment and remediation andsupplement the basic lesson plan.
In the ninth grade, math students are
introduced to microcomputers through a programmable calculator. Mathteacher Barbara Morris uses-,the microcomputer to complement her Algebra
II class.
In the business department, the machines are used for word
processing and accounting, and are integrated into the curriculum. The
science classes use a dual monitor system and one microcomputer for wholeclass instruction. Briggs explains his reason for using this method:
I'm a science teacher and I like to teach using a lot of
discussion, a lot of interplay among students. When you put astudent on a computer, he answers the computer and he may beserious or may not be serious. What he gets out of the machine
is not much more than what he puts into it. But if you have aknowledgeable class, and you have a lot of discussion and input,
and you discuss all the options before you do them on a classbasis, you can get a lot of input from the students. You canlook at a graph and you can watch it being built across thescreen, and you can discuss it as it develops. A student isn't
going to discuss that with himself.

Designing the circuitry for the monitor system was a bigger job that;
anticipated. Briggs had seen such a monitor system used at a universityand decided it was a cheap and effective way to use microcomputers in theclassroom.
He recalls:
We ran into some problems very quickly because the computer that
we had decided to use wouldn't do it. We called the people who
manufactured the computer and asked them about it and they could
not help.
They would not help. We were. kind of stymied. We
didn't know what to do.
I wasn't ready to give up.
I had enoughof a background in electronics to know that one of these machines
could be booked up to more than one television set.
I finally
got upset,and went down to Mr. Foster, the Superintendent, andsaid 'I want to make a long distance phone call and I wantto go
to the top man.' As I remember, he made the first phone call,

8
P.5

I

got somebody, and said, 'Listen, we're doing some things
and we want some coop9ratiof!, and none of your people aregiving it to us.'This was a big guy we finally got holdof, one of the vice-presidents, and he apologized all overhimself and said that he would check on it and see to itthat we got some help. Within two hours the phone started
ringing and it didn't quit for two days. They couldn't doenough to help us once it came from the top rather than thebottom.

Spring 1983 Update

Additional experience has reaffirmed some of the concepts
underlying the Plains computer program.
The district's typing andalgebra prerequisites to the high school computer program were
instituted to limit demand on a small number of micros, but thepolicy hal'. proven beneficial in caber ways also.
Student attitudes
toward math and business offerings seem to be improving and mathscores on achievement tests have increased. Although it is too soon
to claim that these trends are caused by the microcomputer, there
appears to be a relationship.
The computo- program was integrated
into existing disciplines in Plains; district personnel believe thisapproach facilititated the growth of students, teachers, and thecurriculum.
Plains received a V/C 20 microcomputer for placing first in acomputer conference.
The machine operates through a hook-up with astandard television set. The district has elected to use thismachine as a loaner to students who may take it home and use it with
their families.
This approach has brought more of the adults in thecommunity in contact with the schoOls and with computers.
The
district is now considering starting a loan program for software as

The computer prOgram is expanding in the district.
The library
program has grown and was featured in-a national professional
publication.
The district has.been named as a pilot school for a
two-year study of computers in guidance counseling and career
education.
Special education students will receive instruction on
Commodore 64 computers.
There are plans to launch a computerassisted instructional program for grades one through five in the
1983-84 school year. New equipment is being purchased, primarily
Texas Instruments 99-4A computers.

Because the program is constantly evolving and the industry ischanging rapidly, Plains has decided to establish a permanent review
committee for the computer program.
The committee is currently
considering these questions:
1,

What innovations are likely in hardware and software?

P.6

2.

What impact will introducing microcomputers in theelementary grades have on high school requirements andknowledge?

3.

Are the program's goals and principles current andeducationally valid?

Additional Information
For additional information about microcomputers in the Plains
Public Schools, contact:
Bob Briggs
Plains Public Schools
School Di :strict No.

Box 549
Plains, MT 59859(406) 826-3666

1

ALEXANDER LOCAL SCHOOL DISTRICTALBANY, OHIODISTRICT SUMMARY

Rural Appalachian district
eight miles from Athens, Ohio

Teaching staff of 102

Chief employer is Ohio
University

Started in 1980 with an
Apple II Plus, currently
has 17 microcomputers ofvarious brands

Small, far-reaching school
district with a K-12
enrollment of 1,680

History

The Alexander Local School District in Albany, Ohio, is nestled inrural Appalachia.
It is a consolidated school district serving small,
low-income communities.
Three years ago, Ms. Susan Holzaepfel wrote a Title IV-C grant tobring computer awareness into the district.
She was a teacher of gifted
and talented children and was interested in computer-assisted instruction
as well as computer literacy. The grant was funded for the 1980-81
school year and the Albany Elementary School received an Apple II+
microcomputer.

Parents and teachers greeted this new addition with caution.
Microcomputers were associated with video games and arcades.
Someparents objected to the fact that only gifted and talented students would
be exposed to the microcomputer; others considered it a waste of money.
In general, it seemed like a bad idea and served only to further strain
the relationship between the school district and the community. A rift
had occurred in 1979 when teachers went on strike.
Despite these negative feelings, the district was convinced that._microcomputers were an important part of the curriculum. Gradually, thecommunity was also able to view the use of micros as a positive
experience.
The arrival of a new superintendent and the help of aregional education service agency served as important catalysts to sway
the community and to ease staff anxiety about technology. Superintendent
Yeagley had a-background in computing and an interest in the new
microcomputers on the market.
Occasionally, he brought the school's
microcomputer into his office, sharing ideas with staff on ways to use

A.1

Dr. Robert Weinfurtner was the Executive Director of Southeasternit.
Ohio Vocational Education Cooperative (SEOVEC), a regional education
He was using a regionally-sponsored minicomputer forservice agency.
local school administrative services and reports. SEOVEC offeredinservice training for administrators in the district. Administrators
became more comfortable with the idea of microcomputers and passed thenotion on to the staff. When Ohio University in nearby Athens, Ohio,
offered a free training program in computer literacy, Dr. June Slobodian,
the Assistant Superintendent, was designated to attend the session.
Slowly, the staff at the Alexander Local School District was beginning tounderstand the microcomputer and what it could do for students.
a Community
In 1980, members of the staff and the community
a Basic
This
committee
developedaproposal
Education Committee.
These
funds
allowedteachers,
administrators,
andparents
Skills grant.
to work together to improve basic language skills and to "improve
consumer economic concepts through application of principles of themarketplace." Once a week in the evening, parents and their children met
Thetogether to learn how to be knowledgeable, discriminating consumers.
district learned that by bringing together groups of parents and children,
they could establish "a bridge to bond, together their educational andpersonal goals as they worked cooperatively to gather the skills andknowledge necessary to,be literate in,the present and future society." 1/

It wasn't long before the microcomputer became a part of theCommunity Education Program. The students who had been exposed to themachine in the gifted and talented program_had responded well and were
Now that teachers were also supportive
very motivated by the computer.
of a computer literacy program, only the parents and the school board
District officials believed the best way to accomplish
needed convincing.
that would be through their children.

The Apple II Plus microcomputer the district had received was moved
School board
to the Superintendent's office at Alexander High School.
members and their families were invited to a demonstration of the
microcompcer and an introduction to the concept of computer literacy.
While their children anxiously waited their turn on the computer, Board
members decided that they would approve a computer program in the school
district. They worked with the district staff and the Community
Education Committee to devise a five-year plan to integrate computer
literacy, as well as computer-assisted instruction, into all levels of
the curriculum at the Alexander Local Schools.

' Slobodian, June J., Ph.D., and Yeagley, Raymond, Ed.D.; "The Seed fromThe Development of a-Basic Skills Computer
Which an Oak Tree Grows:
Literacy and Computer Education Programs in the Rural Alexander Local
School District of Ohio." Alexander Local School District, Albany, Ohio;
1983.

A.2

The Assistant Superintendent, Dr. June Slobodian, was charged withseeking additional funds to purchase more microcomputers for the
district. Many proposals were written and the district
received aConsumer Economic Education grant from the state, a Basic Skills grant,
for which they were awarded $11,000, as well as a $5,000 Computer Unit
grant.
These funds enabled the district to purchase more microcomputers
without affecting the local budget--an important consideration in winningover any skeptical members of the community.
In 1982, three microcomputers had been added to the original Apple II
Volunteers kept students moving through the Superintendent's
office so that everyone could have an opportunity to work on the machines.
School- opened early in the morning and the doors were not locked untillate in the evening, thanks to these dedicated volunteers.
One man, Don
Dillinger, was an unemployed accountant who decided to spend some timewith local students as a volunteer.
He was so proficient with themachines that the district wanted to hire him as a computer consultant.
A limited budget, however, made it difficult to hire anyone for a fulltime position. Because Mr. Dillinger is disabled, the district was able
to get CETA funds.
In 1981, Mr. Dillinger was hired as a Computer
Production Assistant, and he eventually became the Coordinator for theCommunity Education Program.
Plus.

Teaching About Computers
Teacher Training

Dr. Raymond Yeagley recalls the first time that teachers in Albany
were confronted with microcomputers:
The first thing that made me think about computers for our school
was that I looked into our school records and found that thegrade point averages and several other things had been figured
on several different systems. They didn't agree, and I'decided
that we needed to have them agreeing with one another, so I wrote
a program on a micro that we had here
to figure thq grade
points.
Then I pretty much handed down a decision to theteachers:
everybody is going to use this computer with myprogram and figure the grades and do the permanent records thatway.
The first year the teachers tried it, they really hatedit
The second year we tried it, everybocy could hardly
wait to get on it.
.

.

.

.

.

.

.

The teachers and staff at Albany were trained in a variety of ways.
Several teachers enrolled in the statesponsored inservice program offeredthrough Ohio University.
Some were trained by consultants sent by the
Office of Public Instruction and the Appalachia Educational Laboratories
n Charleston, West Virginia. Others learned on their own, from eachother, Or from faculty who had completed the inservice prOgrams outside
the district.

A.3

Computer Awareness for Students
Students in the district were thrilled to have computers as a part oftheir daily lives. The small town of Albany has little to offer in theway of commercial entertainment after school--movie houses and arcades
are rare.
Spending time on the computers before and after school and on
the weekends was viewed by the parents as a learning experience and by
the students as a form of entertainment.
Students at all grade levels spend roughly half an hour on thecomputer per week. All students--from gifted and talented to learning
disabled--are assigned computer exercises.
This arrangement helps torelieve the overcrowdin7 that is a serious problem in most of Albany's
four school buildings.
Parent volunteers monitor groups of students whoare sent in shifts to the library or another area to work on
computer-related activities.
The district has noticed a remarkable shift in test scores andlearning attitudes of children.
For perhaps the first time ever,learning disabled students are proud of what they have accomplished in
5r:hool.
Their self-confidence is boosted and a kind of role reversal has`aken place.
Many of them responded to the computer so well that otherstudents--not necessarily learning disabled--look to them for guidanceand help on the machines.
Dr. June Slobodian, Assistant Superintendent, explains the positiveeffects the microcomputer has had on the students.
I truly don't think you'll be able to stop any student who puts
his hands on a computer from wanting to do something tocommunicate with that computer, and to create. That's acomplete reversal'from the way I felt originally.
I think thisis one of the most highly creative kinds of learning experiencesa youngster can have. It calls for you to reason very logicallyand to apply and organize what's been learned. It teaches;children that there are different ways of reaching the sane
results, some more efficient '-han others.
It's been rather
exciting to watch what's happened just in a visual loo!f. at our
test scores. Our students score'somewhat higher, significantly
higher in many cases, in the skills area of a particularsubject than they do in the application.
They know very well
how to sound out words, but when they sound them out and readthem, they do not do nearly as well at understanding what
they've read: They know how to add, subtract, multiply, anddivide. TheY-may not know when to do each function.
It'sobvious that the skills have very little value to them without
the application.
The computer has forced them into theapplications.
It has forced them to reason, to think.

A.4

The microcomputer serves as a supplementary-teaching-tool-for-drifl
and practice, enrichment, remediation, or demonstration in all subject
areas.
Extracurricular uses of the machines include activities such ascomposing the copy for the school newspaper on the computer's word
processing' program.

Parents

If any parents in Albany remained unconvinced of the microcomputer'svalue in the schools, the Community Education Committee served topersuade them. The precedent of parents, children, and teachers meeting
together at school one night a week had been set with the consumer
education program.
Don Dillinger became coordinator of these "parent nights" and brought
microcomputers to the agenda: Mr. Dillinger gave a slide presentation to
the parent/child teams to provide a basic familiarity with the equipment
and vocabulary.
He then assigned them to machines for exercises designed
to make them more comfortable with the equipment.
It was from this groupof paren'ts that the district recruited its substantial pool of volunteers.
As the ranks of- volunteers grew, the-demand_for_ev_ening_and weekend
classes increased. The Superintendent, Assistant Superintendent, andteachers from the Alexander staff spent their spare time teaching thesecommunity education classes and encouraging parents to volunteer during.
the school day.
Kit Daily,.a parent volunteer and former teacher,notes:If I were to go back to the classroom now, I would want a
computer th my room; and I would like for the textbook company
to supply me with some sort of floppy disk that would go along__with the textbook.

Selection and Use of Hardware and Software
The district has been careful to choose a variety of hardware
They own Apple, Commodore, Sinclair, and Radio
Shack machihes.
Dr. Yeagley explains the rationale:
for the sc.:Wools.

We like the variety because we don't want the kids to just learn
one kind of instruction or one set of commands for the computerand just memorize, those. When they get out into the businessworld or wherever they're going to go, they may not have allApples or they may not have all TRS 80s. They may be on amainframe. We want them to be able to handle new situations,
new computers, and to get the idea across that it's allbasically the same logic. They just use some different words.

To ensure easy accessibility, the micros in the high school are generally
kept in the Superintendent's office, the library, the cafeteria, and in
the halls on rolling carts. At the smaller elementary schools, themachines are placed in a separate classroom. Students are sent to thisarea in groups to work on sJpplementary programs in spelling or math.
Parent volunteers monitor and give assistance to needy students,
eliminating the need,for extra teaching staff. Many students, however,
can't get enough time with the computers; they work on them during thelunch hour, before class, after school, and with their parents one nighta week in the high school library.
Software in the district comes from many sources. A large number ofthe programs are developed internally.
As Computer Production Assistant,
one of Don Dillinger's responsibilities is to write software for teachers.
We don't have to buy software for them to teach around. We
develop the software so they can use the software in teaching
the way they want to teach.
It also enables them to talk to me
about how they want a program set up.
Early in the computer program, the Alexander Local Schools wereselected by the Appalachian Educational Laboratories (AEL) in Charleston,West Virginia, to pilot test reading software. The only prerequisite wasowning a microcomputer. The district had inherited a machine from thegifted and-talented program grant when Sue Holzaepfel, the head of the
program, left.
AEL provided the district with reading software designed
for ninth graders in remedial reading classes. The lab sent a consultant
to the district to train two secretaries in the Superintendent's office
to serve as teacher aides.
Parents were able also to take advantage ofthe consultant's services.
In exchange for training, they agreed tovolunteer their time after school and in the evenings to allow parents
and students to work on the microcomputers.
Electronic Learning contacted the district and offered a cooperative
software review arrangement.
The staff agreed to review software sent by
Electronic Learning in exchange for the privilege of keeping any
programs they considered worthwhile. Additional programs are purchasedfrom vendors or through journals.
Computer Applications

The district uses microcomputers with students from grades K-12.
Drill and practice, remediation, and enrichment comprise the majority of
Activities include programs written by the staff touses in the schools.
help students in math, reading, spelling, and grammar. These programs
are designed to drill students and reinforce their skills in theseareas.
The district also uses microcomputers to teach typing, andSome of these programs arevarious aspects of math and reading.
Students use word processing to revise and edit
developed locally.
compositions and reports, as well as articles for the school newspaper.

A.6

In the upper grade levels, students use the machines to learn
programming and for business applications in areas such as accounting.
The district staff buys and designs software to teach students how towrite programs of their own. Students also use authoring programs tobuild programs for other students. Teachers use these pilot programs todesign coursework for their classes, The superintendent recently
developed a microcomputer program to prepare and revise the district's
language arts curriculum.
In the administrative offices the machines are primarily used forword processing, inventory, payroll, scheduling, grade reporting, andfood service management.
Additional Information
For more information about the Alexander Local School District inAlbany, Ohio, contact:
Dr. June Slobodian
Assistant Superintendent
Alexander Local School DistrictBox 337
Albany, Ohio :-45710.(614) 698-8831.

References"The Seed from Which an Oak Tree Grows: The Development of a
Basic Skills Computer Literacy and Computer Education Program in
the Rural Alexander Local School District of Ohio." June J.
Slobodian, Ph.D., Assistant Superintendent, and Raymond Yeagley,
Ed.D., Superintendent.

Q)
A.7

CINCINNATI, OHIODISTRICT SUMMARY

Urban school district inSouthwestern Ohioe

Major employers include large
corporations, such as Proctor
and Gamble, General Electric,
Milicron, and Federated
Department Stores
District enrolls approximately
51,000 students K-12
Mixed student population,
more than 50% minority
enrollment

Began using a timeshared main
frame in the late 1960s to
improve basic skills instruction;
the district uses mainframe
computers for instructional
management and is moving tomicros for instruction at theschool level

All secondary schools and morethan 75% of the elementary
schools have at least one micro;
a mix of brands is used including,Apple, IRS-80s, Atari, and Texas
Instruments; approximately 220
microcomputers in the district's
78 schools

History

Cincinnati began using a mainframe computer in its instructional
program in 1968 to support basic skills instruction. Terminals in theschools were connected to a central computer to deliver drill and practiceprograms.
Administrative function (such as payroll and accounts
payable), and management functions ,,are supported on a separate computer.
The various uses of the computer placed considerable demand on the
When there was competition for computer time, administrative
functions typically won because;:they had the highest priority.
The
instructional units became frustrated by their low prioritY-on the system
and generated support for a separate network for instructional andmanagement applications. They:,,beaed with a minicomputer that eventually
grew tc four machines for instruction and management. By the end of the
1970s the district was concernecrebout the expense of operating two
independent systems that at times duplicated effort. A move was initiatedto consolidate in one system.
system.

Also during the late 1970s, schoollevel administrators became
frustrated with the-centralized approach to computer usage for
instruction.
Disruptions of class schedules and lesson plans occurredeach time the mainframe computer went down.
School administrators began
looking for standalone devices that could deliver instruction in theschools.
The microcomputer presented itself at that time as a viable
alternative to a centralized approach to delivery of instruction.
Principals and teachers began exploring this new technology and acquiring
it for their schools.
.

gslThe introduction of microcomputers started in a decentralized mannerin Cincinnati. As
numbers of microcomputers grew, the central officebecame aware of the need to exercise some control and direction, It has
instituted training' courses for school personnel, centralized guidelines
for purchasing hardware and software, and a microcomputer clearinghouseto support the schools' activities.
John Grate is Director of the Resource Planning and Development
Branch, the group responsible-for managing instructional computerHe, describes the district's current decisions on when to
applications.
use micros and mainframes.
We made a decision in this district to retain on the mainframe
computer those pieces of the program, such as instructional
management, that would allow us to follow a student wherever he would
go in the district, but that we would sever our delivery of direct
instruction to a student. That proved to be a very important decision
for us in that it freed up a great deal of resources to loCate things
directly at the school.
If there is a malfunction it wouldn't knockout huge numbers of students and numbers of schools at one time. It
enabled us to provide a greater terminal capability than we could
For a fraction of the cost, we obtainedwith the mainframe computer.
color and voice, as well as graphics.
The district has used its funds to support instructional record
keeping on the mainframe. State and federal funds for disadvantaged
students, gifted and talented students, and block grant money have been
Much of the pUrchasing has been dot
used to purchase microcomputers.
Each school is given an instructional
locally by the individual schools.
supply account,-which is, a portion of the general fund that can beSome principals have elected, to use
allocated as the school sees fit.
these funds to purchase microcomputers for their schools. In addition,
the'distritt'haS-instituted a local school budgeting process that has
provided fUnds for purchasing microcomputers and operating computer
programs, John Grate explains that this process permits "principals
working with teachers, parents, and community people to review thestandard allocation to the school and to reassess the way that allocationis 'spent. They can make changes to provide program funds in another area.
An exampleof that kind of activity would be the decision to do away withcustodian position and then use that money for a computer program theywant to imPlement: '.-Gonations by PTAs and private'companies are other.
Cincinnati has had active
sources of-funding used in Cincinnati."
support for its program from the community and the business sector.

CompUter litaracYwesnot- the central thrust of Cincinnati's early
efforts. MicrocoMputers were used to support basic skills instruction,
The distritt is now interested in aparticularly reading and math,skills.
computer literacy:OrograM..and has developed a program for selected-gradesin the past twolyears-,. 'Administrators hope to have a district- wide- K-12

-computerliteracv-Curriculum soon-. They are studying commercial literacy
programs, .as well aSthose developed by other districts, and expect to beable tO,..put:tOgetKer_a program from those resources.

CI.2

Learning About Computers
Teacher Training
Teachers and administrators are learning how to use microcomputers on
their own time through programs organized by the district, the schools,
and outside courses. The district sponsors a Professional GrowthInstitute that offers credit and non-credit courses on a wide variety of
topics ranging from swimming lessons to computers.
In the fall of 1982
the district sponsored five computer-related courses. Tony Valerius, thehead of Cincinnati's microcomputer clearinghouse, describes these courses.
One course "deals with a very basic introduction--how do I turn thecomputer on, how do I put in a disc and start a piece of software? The
other classes get into programming--manipulating the computer--so thatteachers are actually writing their own programs in BASIC or PILOT." Heexplains that classes are limited to about 18 people so that all
participants have adequate time for hands-on practice. All school staff
from cafeteria help to teachers and administrators can participate.

Schools have organized their own teacher training programs.
Frank
Mack, the principal of Hyde Park Elementary School, involved parents inthe training program at his school. "One father has really guided us onpurchases and he helped Mrs. Browsh set up the training. The initialtraining was for all teachers; they signed up for a ten-week course.
Then another father came in to help. He was unemployed at the time andwas glad to help. Between the two of them we did get some goodtraining." At another school, the principal, Betty Ottesen, also notedthat a parent who was a university professor provided two classes forteachers on an introduction to microcomputers. Her aproach has been to
slowly introduce teachers to microcomptuers. "I haven't made anybody doanything, I've suggested. We had two sessions during regular staff
meetings; every one of the teachers attended. We have had five leople,
including an instructional aide, take courses at the Professional GrowthInstitute."
Many of the school leaders in microcomputing are self-taught. Ginny
Browsh, the computer literacy aide at Hyde Park Elementary, is typical ofthis group.
I was hired in the fall of 1980 to come in and help with an
instructional management system that the Cincinnati public schools
had been using.
There wasn't anything to do right then and we had
the microcomputer in the school.
Mr. Mack said, 'Why don't you startworking on the microcomputer?' I had never even done anything with amicrocomputer before that time, and I sat down and I just started
working with it, and then we started trying to decide how to utilize
it within the framework of the school.
Computer Literacy for Students

Individual schools have created computer literacy programs at thebuilding level.
Lloyd Watts describes the content of the computer

CI.3

literacy course he is teaching.
"The course contains materials on
learning the importance of the computer, the history of the computer,logging on with the computer, flow charting, and writing basic programs.
We think all these skills are necessary at this level."

Ginny Browsh's elementary level computer literacy program works withgroups of about 10 students at a time.
She teaches the group one hour
per week for 10 weeks.
Her curriculum is organized into two five-week
segments with a break in the middle for students "to mull it over intheir minds, get some more exposure to computers, and then come backagain." She works with all 400 children in the school, grades K-6, andstructures each class to the age and ability level of the students.
"What I do with the older kids is give them a lesson in which we go oversomething together, and then write an assignment on the blackboard. Manytimes they help me write the assignment...
We write the assignment downone, two, three, four--almost like a flow chart you would do inprogramming.
So they get the same idea in several different ways."
Cincinnati is now involved in compiling a K-12 computer literacy
program for the school system as a whole.
John Grate, Director of theDivision of Resource Planning and Development, says,
We feel that a computer literacy program has to go in place pretty
quickly.
We are piloting the Montgomery County, Maryland, materials
at one school and we have a number of things going in some of thejunior highs. We are looking at what they should be doing, but wereally ha\en't defined in a very concrete way where we expect to be
next year.
That's a job to be done.
Selection and Use of Hardware and Software
Cincinnati established a Computers in Education Articulation
Committee..(CEAC) in 1979 to stimulate use of computers in education andto foster computer literacy for teachers and students. CEAC establisheda subcommittee on microcomputer coordination to:develop and periodically review guidelines for selecting
hardwareformulate criteria for selecting and using microcomputer
software; andestablish a clearinghouse for microcomputer software.

This subcommittee developed hardwue specifications and software
review procedures.

.

The district evaluated various brands of microcomputers against
criteria relating to memory, support disk drives, language capabilities,
Initially they approved three brands:
resolution, and maintenance record.
Later
two
more
brands were approved: Texas
Apple, TRS-80, and Atari.
Instruments and Commodore PET. John Grate explains that several brands

CIAwere approved because universal software was not available and the
district did not want to be limited to so-tware for only one brand of
microcomputer. They are now questioning whether five brands is too many
because the district is trying to provide software, maintenance, andinservice support for all micros in the schools. The district reviews
all microcomputer purchases, even those made with PTA funds.
To help schools make wise hardware and software decisions, Cincinnati
operates a microcomputer clearinghouse.
We have most of the approved computers in the system on display here,
including Texas Instruments, Atari, Radio Shack, and Apple.
They areavailable for teachers to come dciwn and use along with software, suchas the MECC software (we're an institutional member of thatorganization). Radio Shack and some of the others have left demos
here, things for us to show the teachers... We try to provide
magazines and books that would also help to broaden teachers'
knowledge and keep them up to date. (Tony Valerius, Clearinghouse
Director)
The clearinghouse publishes a catalog of approved software.
It isdesigned to be inserted in a threering binder so that it can be updated
regularly.
The district uses commercial software, public,-dOMain software, andsoftware developed internally. As an institutional member of theMinnesota EJucational Computing Consortium (MECC), Cincinnati has accessto all MECC courseware; it is available to district schools free ofcharge.

Commercial software is carefully reviewed before schools are allowed
to purchase it.
Supervisors and teachers review instructional software
before it,receives approval from the central office. Procedures for thereview were changing at the time of the site visit because the district
was beginning to work with the EPIE Institute to evaluate software.
Courseware is listed in the clearinghouse catalog only after it receives
a positive review.
Provision has been made for cases where a teacher finds somecommercial software he or she would like to use that has not yet beenreviewed centrally. The school may convene teachers from the appropriate
subject area to review the material and make a recommendation to theprincipal. With the principal's approval, the software may be purchasedby the school; however, it still must undergo central review before it islisted in the clearinghouse catalog and is approved for purchase district
wide.

Teacher and districtdeveloped software are also used.
This past summer we had about seven high school students who wererecruited from our computer science classes in the district; they
were employed throughout the summer on an hourly basis to develop

some of our minimal competency instructional units for the Apple.
Later we'll translate them to other equipment that we have in the
district.
These units had already been developed by teachers; they
had gone through pilot testing in a paper and pencil mode and what wewere trying to do was to provide an alternative on microcomputers forthe paper and pencil mode. The units that the students developed
have been very successful.
(John Grate)

Teachers develop software for use in their own classrooms. For example,
one teacher, working with her high school son, developed a spelling
Another teacher prepared a
program to accompany the spelling text.
program for a Latin class.
The district has a mixed view of teacher-developed software. It
recognizes the motivational effect of allowing teachers to prepare theirown software, but it is concerned about the time required to do theprogramming, the quality of the materials, and copyright ownership.
Because of concern about the quality and shelf-life of commercial
software, teachers are exploring other methods of obtaining materials.
Kathy Donovan, a teacher at Burton Elementary School, states that her
school has found that leasing courseware is a good alternative.
In a couple of areas, we"Textbook companies are leasing programs.
decided to lease a program for our Apple rather than buy it because in
the next year or two we may decide that it's already antiquated and we
So we'll put $100 into leasing as opposed towant something different.
$1,000 for purchasing..."Computer Applications

Computers are used in Cincinnati for instructional applications,
Examples of each type of use
managing instruction, and administration.
are presented below.
Instructional Applications

Burton Elementary School has more than 30 microcomputers, many
donated by Texas Instruments in a cooperative effort with the
publishing firm, Scott-Foresman. The machines are being used topilot test basic skills materials developed by Scott-Foresman.
Kathy Donovan, an elementary school teacher, has written a Latin
vocabulary program for fourth, fifth, and six graders to
reinforce what they learn in class. The program reinforces Latin
vocabulary and introduces students to English derivatives.
Ginny Browsh has lunch classes and other programs forelementary school students who are particularly interested in
Each grade is assigned a day of theworking with the computer.
on the appropriate day, teachers select students to go toweek:
the computer lab during lunch. The children decide whether theywant to play games, practice programming, or do another activity.

Ms. Browsh also has a club called Order of the Apple.
Children
who pass a computer literacy test become club members; they
arethen eligible to help teachers who want to use micros in theirclassrooms.
Nancy Hoffman has an Apple and a Texas Instrument computerina computer center in her first grade classroom. The children
use the computers to run reading and math programs. She says,"It's immediate feedback.
I'm not always right there to tellthem if they are doing it correctly or incorrectly, but thecomputer is able to do that.""I'm using the computer in calculus class to demonstrate somegraphic functions.
In the statistics class I'm using computers
to do the arithmetric.
In other words, the students do not learn
anything about programming; they just take a program, type it in,
get the computer to run it, and get the answers.
In the computer
programming classes, the students are actually learning how toprogram." Chester Kalb, teacher at Woodward HighSchool.
Lloyd Watts, a high school teacher, teaches programming but
does not emphasize this application.
He is introducing teachersand students to simulations on the microcomputer. We use themicrc:omputer "in geology for earthquake simulations and mineraland rock identification. We use it in biology withenvironmental
simulations, animal simulations, food chain simulations.
In
chemistry, we're using it with titrations, studying the laws ofmolecular motion and diffusion. And it's being used in physics
for studying harmonics and wave motion."

Lloyd Watt describes how the computers are distributed in theschool.
"We have been using computers in a number of different
situations as far as class size is concerned. They are moved
around into individual classrooms as teachers need them.
Insome cases, we use them on a remedial basis where we have one,
two, three or a small group of students using them. We use themin classroom size simulations. We also have the ability to usethem in large group situations--up to 80 students.
We have asmall auditorium with four monitors spaced around the room andthe teachers and the students can interact."

Computer-Managed Instruction
The district has developed the Cincinnati Instructional Management
System (CIMS) to help teachers manage information about their students.
The program is run on a mainframe computer and is used district-wide.
CIMS is a criterion-referenced testing system that monitors students'
progress in the basic skills.
It acts as a computerized "file cabinet"of all data on the student and the skills he or she has attained.
It
produces information on the skills covered in a course of study andindicates which of them each student has acquired. The system has theability to produce reports, by student, for teachers and parents.
It canalso identify all students who have the same deficit. Specific skills in
CIMS are considered minimum competencies for students in grades three andReports on the minimum competensc:y skills can be used to schedule
six.
remediation.
Teachers are developing their own management tc.ols for the
Kathy Donovan, for example, has written a management
microcomputer.
program that records her students' scores. She believes it saves her a
lot of time.

Administrative Applications
Chester Kalb developed a variety of computer programs for Woodward
High School.

We type in all the absences and tardies and early excuses andsuspensions each day, and then the computer generates an absentee
The teachers get an alphabetical list of every one that's
list.
absent in the school. The administrators that have grade levels geta list that's just the kids at their grade, and each counselor
responsible for a grade level also gets one of those lists. The
computer also can generate referrals for the truant officer, it canmake alphabetical lists of any class, it can make numeric lists, it
can print out address labels, lists of phone numbers--just about
anything you want.
It also does all of our state foundation
attendance reports.
We've noticed over three to four years that the reliability of
information is tremendously improved. We had teachers recording
information in their grade books in different ways, and it was hard toNow everybody's recording the information
decipher that information.
the same way and it's more standardized.
Initially
These programs are all run on the district's mainframe.
there was no other alternative, but in the past year microcomputers withthe capacity to handle this information have come on the market. Mr. Kalb
believes the school could save enough money by switching to pay for thecost of the microcomputer.

Spring 1983 Update
An Educational Technology Task Force has been established to develop
a long-range plan for the systematic use of technology to improveeducation in the Cincinnati Public School system. Where appropriate, theTask Force will also make recommendations for the involvement of otherpublic and private institutions in the plan. The Task Force will review
and study present and projected applications for the most effective andcost-efficient means of delivering services. It will also makerecommendations to the Board of Education and administration regarding
purchase, installation, programming practices, and cooperative ventures
for the various types of technologies.

101
CI.8

The membership of the task force includes representatives from theCincinnati Public Schools Board of Education and administration, the cityadministration, local business and industry, local colleges anduniversities, social agencies, parent groups, and community organizations.
The task force has identified four subcommmittees to facilitate
its
Computer Literacy, Instruction, Management, and Training. The
group is expected to complete its work by July 1983.
efforts:

Additional Information
For further information on the Cincinnati Public Schools,
contact:
Mr. John Grate
Director of Resource Planning and Development
Cincinnati Public Schools
230 East Ninth Street
Cincinnati, Ohio 45202(513) 369-4870
References

The following items have been written about the district's programs.
1.

Cincinnati Public Schools. "Process of Management and Use of
Microcomputers and Associated Software and Courseware." May 6,
1982.

2.

Cincinnati Public Schools. "Educational Uses of Technology
1982-1983." April 27, 1983.

FAIRFAX COUNTY, VIRGINIA.

DISTRICT SUMMARY
Suburban county in the
Washington, D.C. Metropolitan
area

Government and high-techindustries are chief employers;
median family income $41,600 in
1981

Tenth largest school district in
the U.S.; enrolls 122,600
students, K-12

Began using time-shared mainframe in late 1960's for dataprocessing and computerscience; now using micros forthese subjects and computer
literacy in K-12
Estimated 584 micros, primarily
Atari and NEC, in the 159
schools in Fairfax County

History

Fairfax County began using a time-shared system for administrationand high school computer science instruction in the late 1960s. The
focus was on teaching about computers, rather than computer-assisted
instruction (CAI), because not enough equipment was available to support
a CAI program. The county continued with this emphasis throughout the
1970s.
By the mid-1970s, the system was not adequate to handle thenumber of students enrolled and problems of delayed turnaround and long
downtime were common. A need for greater local control was recognized,
but funds for purchasing new equipment were not available.
In addition,
there was interest in expanding the computer literacy program to the
middle and elementary schools.
However, with funding limited andproblems with the time-shared system, this did not seem a realistic goal.

At this time, Mr. Marvin Koontz, the County Director of Instructional
Technology, met Dr. Richard Lavine, principal of one of the elementary
schools.
They discovered a mutual interest in establishing a computer
literacy program at the elementary level and began working together todevelop a small program at Dr. Lavine's school. After-school classes
were held for teachers using a terminal hooked to the county's centralcomputer.
Out of these efforts grew a preliminary computer literacy
curriculum for grades K-6 that did not require extensive hardware
and that could be incorporated in the existing curriculum. This approach
was informally tested at several elementary schools in the late 1970's.
The emphasis on technology and computer literacy began in 1980 when a
new superintendent, who had a background in technology, was selected.
He
was surprised that the county was not more advanced in its use ofcomputers for instruction and administration. The Superintendent,
Dr. Linton Deck, as well as Mr. Koontz, Dr. Lavine, and other interested
educators, began an effort to convince the school board that computer
F.10technOlogy should become a more integral part of the curriculum and theschool system. They used informal and formal channels to influence thedecision makers. Activities included hands-on sessions where educational
applicAtions of the technology were demonstrated. A blue-ribbon
commission was set up to advise on the proposed technology directions forthe district. The commission was composed of executives fromorganizations in the area that use high technology in their work; they
supported an increased emphasis on technology and recommended that an
outside consultant with expertise in computer technology be hired to help
develop a long-range plan. The school board and Superintendent accepted
this advice and hired the firm of Cresap, McCormick, and Paget to assess
the county's needs and suggest methods of addressing them. The
consultant's report recommended that funding be provided for a major
computer initiative in the schools and for increased use of computers foradministrative purposes.
A limited computer literacy program was recommended to gain first-handexperience before expanding any technology effort county-wide. The
limited program utilized a "pyramid concept" that involved introducing thecomputer literacy curriculum at two high schools and at one feeder
Thus aintermediate and one feeder elementary school per high school.
group of students could begin in an elementary school and experience anintegrated K-12 curriculum. A planning committee that included Dr. Lavine
and other principals decided that each participating school would receive
four micros, four disk drives, four monitors, and one printer. Fourpieces of equipment were considered the minimum number of computers
The first
needed to provide adequate hands-on exposure for students.
pyramids were built with funds from Title IV-B of the Elementary andSecondary Education Act; no county funds were involved.
Parent and community pressure rapidly overtook the planned slow
implementation policy:
We had a plan that said we would buy a certain number ofmicrocomputers and over a five-year period we would be able to cover
all elementary schools. Well, money was shifted last year to theintermediate school program through expressed concerns of certain
school board members who wanted to make sure that all the highschools and all the intermediate schools had the equipment. If we
outfitted our elementary schools prematurely we might have certain
gaps in our pyramid that would not be understandable to the public
who would want to know "Why can't my child have a continuing
So PTAs have shown leadership and have acquired a
program?"significant number of microcomputers. We will have more than 40
elementary schools ready to partially or fully implement the K-6
computer literacy program next year.. (Marvin Koontz, Director of
Instructional Technology).
In addition to purchases by PTAs, microcomputers are being purchased by
the district office using a combination of local and Federal funds.

F.2

Learning About Computers
Teacher Training

Initiating a computer literacy program requires trained teachers whoare comfortable with the technology and can use it in their classrooms.
Fairfax County has developed its own teacher training program to meetthis need. Training is voluntary and involves onlyinterested teachers.

"The elemntary training program emphasizes training some teachers
from a given school and then letting those teachers be the missionaries
within their own schools," says Dr. Richard Lavine. One of the earliest
teacher training programs was at Wolftrap Elementary where he was thenprincipal. For three years Marvin Koontz worked with teachers andstudents at Wolftrap.
He began with "a CRT in a little closet in alittle room in a little school building.
In other words, we had accessto no real equipment, but there are a lot of things that can be taught
teachers and students that don't need a whole lot of equipment," says Mr.
Koontz.

The elementary training emphasizes how computers can be integrated
with the existing curriculum, rather than computer programming.
"What I
tell teachers is that it's not so important to learn a language, but it
is important to know how to use what's out there.
Information retrieval,being aware of the kind of software that's in the field, being comfortablewith the keyboard, being aware of the implications of computer literacy
for children and adults--these are more important things than learning
BASIC," according to Dr. Lavine.
Many teachers who were involved in the early teacher training programat Wolftrap became interested in the technology and sought additional
training on their own.
Fay Morrisson, a former teacher at Wolftrap andnow an area resource teacher for computer literacy is typical of thisgroup.
She explains:
We had in-service time on Mondays and Mary Koontz came to the school
and trained teachers on our time and his time.
I
sat in on a lot of
those sessions.
It was very heavily programming and I enjoyed it.
I
didn't see any use for it in my classroom because I was a first- andsecond-grade teacher but I was fascinated with the math angle and,being a former math teacher, it appealed to me: The following year I
took a data processing course as part of a doctoral program, becamevery interested in it, and as my project wrote a curriculum for K-2.
At that same time a committee was working in the county and most of
the teachers involved in it were in my school.
They were trying todevelop a program for grades K to 6.
Pworked with them. We got
four micros into the school the next year; I brought one into myclassroom and tried to see how much I could do with the children.
Itjust grew with my interest and the children's interest.

F.3

The secondary teacher training program has become more formalized
over the years.
A packet of materials was put together for teacher
training, and after-school classes were organized. During 1982-83, morethan 20 classes were taught each semester.
Margaret Hook, one of theteacher trainers, describes the content of the course:
We're doing essentially the same things we do with students. We
teach them computer concepts, what a computer is, the limitations ofcomputers, the impact they have made on our society, and how toprogram a computer. We have some teachers who are now ready to delve
into software development... and we taught them programming to dothat.

Computer Literacy for Students
A student computer literacy curriculum for the students was written
over a summer by di:trict teachers.
It was field tested during theschool year and revised the folloWing summer.
Fran Gallagher, a former
teacher now serving as elementary school computer specialist for the
district, explains the development of the elementary school computer
literacy curriculum.
"Everything that was written had already been triedin the class.
So if it said ' tirst grade,' it had been tried in thefirst grade.
This has really been a fine selling point for our teachersthat it was developed from classroom experience and not some specialist
up here (i.e., district office) telling you this had to be donc.""The elementary school curriculum is entirely irtegrated. We havetaken the elementary Program of Studies and developed strategies thatwill integrate, so the teachers do not feel an extra burden."
Ms. Gallagher explains that the program has four units: (1) how thecomputer works, (2) computer applications, (3) impact on careers, and (4)She emphasizes that only the last segment of theusing the computer.
curriculum depends on access to equipment.
Pat Minnis, one of the authors of the intermediate school program,explains the focus of that curriculum:
The materials were designed to be used in all math classes, no matter
what level--advanced or students who have difficulty in math--a very
It goes through some of the programming
general curriculum guide.
A lot of the activities involve computer applications.
statements.
Students have articles to read, projects, movies to view, and at theIt covers the whole scope ofsame, they have programs to write.
programming, computers in the home, computers in the future, computersin careers... The county is now publishing the booklet and it willprobably be available in January 1983.

R.C: Bosley, principal of Kilmer Intermediate School (one of theschools involved in the original pyramid), explains that the elementary
program is very basic, the curriculum becomes more involved at theintermediate level, and covers more computer applications at the highschool level.
This approach is satisfactory for the moment, but hepredicts a need to revise the curriculum soon.
"Our program will be goodfor two or three years.
After that we're going to have to change it
because youngsters will be coming up with more knowledge than what we're
presenting (in the intermediate school) at the present time," This
concern has created a thrust for a computer lab at the school, that would
permit greater use of microcomputers in the instructional program.
Selection and Use of Hardware and Software'Fairfax County relies largely on Atari microcomputers for its computer
literacy program.
The initial purchase decision was made on the basis of
a competitive bid. The MECC model was used for writing an RFP; it
specified that the vendor had to provide one year of on-site maintenance.
This provision was added because the county lacked money to fund amaintenance program.
Only one vendor included this provision in its bid,and that bid was for Atari equipment.

The county has continued to buy Atiri equipment and encourages
elementary schools that buy their own equipment to select Atarimicrocomputers as well. Other brands may be purchased with school or PTA
funds, but the county provides maintenance and training only on Ataris.
This restriction has proven a powerful incentive for most schools tolimit their purchases to the county-approved brand.
Atari computers were fairly new at the time Fairfax County began
buying them and little software was available for them. This situation
did not worry planners because they intended to use the county-developed
computer literacy curriculum. They believed that by the time they wereready for educational software it would be available.
This assumption
has proven correct, according to Marvin Koontz.
Various hardware deployment patterns are used in different schools,
and patterns have changed as teachers gained additional experience andschools acquired more equipment.
At Kilmer Intermediate School, theeight micros are on carts that are stored in a locked closet at night androlled into the classroom during the day.
"The first year we set up foreach teacher to have four microcomputers for a three-week period....
Last year we did a similar thing first semester, but we did it for three
weeks, and then second semester each teacher had four computers once
every two weeks....This year we have eight computers and each teacher
gets eight computers every eight or nine days," according to Pat Minnis.
She handles her math class by dividing students into groups.
The day
before the computers are planned for her classes, she sets up a scheduleso the students know who goes first and what they are to work on.
Students work in pairs.

F.5 1.07,/

one for computer
Woodson High School has two small computer labs:
Thelabs housescience and one for business and data processing.
microcomputers and terminals tied to the district's mainframe.
Additional microcomputers are on carts that can be rolled into a
The school is planning to build a new computer wing where allclassroom.
the microcomputers and terminals can be housed together.

Fairfax County relied heavily on teacher-developed software to begin
One reason was that little educational software wasits program.
available for Atari microcomputers at the time. Several teachers"Software's a realpreferred to develop their own software anyway.
problem," says Barry Sperling, a teacher at Stephen Foster Intermediate"For one thing there are so many things to be done that you're
School.
going to wait hundreds of years before you find a program that will doexactly what you want it to do. Therefore you really must write your own
software." Margaret Hook explains, "You wouldn't think of using someone
Would you think of using someone else's software?
else's lesson plans.
You develop the software to meet your needs."
An effort is now being made to identify appropriate commercial
Fran Gallagher at the central office reviews and evaluatescommercial software as part of her job. She maintains that much of theearly commercial software provided "a shallow experience for students."
She continues "When I look at software, I'm looking for generic types ofsoftware, generic intellectual skills--problem solving, critical thinking,directionality, visual discrimination, visual memory--skills that can beapplied to any situation....I look for ..he software's appropriateness interms of content, format, reading level, documentation, and whether or
Ms. Gallagher frequently previews theriot I have preview rights."
software with the curriculum specialist to determine what grade.it isappropriate for.
software.

"One of the
But a focus on teacher-developed materials continues.
things we've been trying is to have teachers develop skill in specifying
what they want and then working with students to develop the program,"according to Gerry Barry, a district administrator involved in assistingteachers with microcomputer use at the secondary level.

Computer Applications

In addition to the computer literacy thrust already described,
teachers are finding many other ways to use microcomputers in the schools.
Applications at the Elementary School

The Atari PILOT language, similar to LOGO, is used in Fairfax"We want
County's elementary schools to teach problem solving.
the children to realize that they need to think in small
modules--that they piece the puzzle together, and the order inwhich they put the puzzle determines what the result will be on
the screen." Fran Gallagher describes that they begin bylearning how to draw a box and then ask children what they would
do next to turn the box into a house.

1.0S3
F.6

A word processing program is being used at Greenbriar East
Elementary School.
Fran Gallagher explains how it works: "Thechildren are writing their compositions with paper and pencil
and parent volunteers are typing the compositions into the word
processor.
Once the parents have the compositions typed (andthe hardest thing is not to correct as they are typing it), they
print a hard copy for the children. And with a small group ofchildren, they go through it and look for the errors that havebeen made, whether it be spelling or grammar or if they have to
move blocks of text, or whatever. Once they go through that
proofing, the children go to
keyboard and do the editing."
A music teacher uses a music composition program that allows
children tb compose in four voices.
She explains that the
program helps student learn pitch, rhythm, and harmony.
Fay Morrisson used a variety of programs with first andsecond grade students.
"Some on telling time, some on the orderof 'Concentration Game' where the children would match symbols
and letters, perceptual kinds of activities.
We also used the
PILOT linguage...as a predictive activity.
I would put a lineof program on the screen and have the children predict what it
would do."Games are being used with LD students to motivate and tostrengthen handeye coordination.
Applications at the Intermediate School"We're trying to design an instructional lab in which thecomputers would be used for computerassisted instruction,practice problems, or anything we can get our hands on to get
into the content area," explains R.C. Bosley, principal at
Kilmer Intermediate School.
Barry Sperling speaks of the applications at Stephen Foster
Intermediate School:"We can make the machine talk to kids so
we can use it as a surrogate teacher for CAI....Then we started
looking at other things we could do....For example, ourlibrarian has written a program to explain how reference books
are used.
For ESL students, the students type in something intheir own language and the computer answers in that language."
Applications in the High School

Sue Kunihiro teaches a Consumer Math Class for slow
"They are very insecure about their basic skills, so
learners.
they feel when they do an exercise they want to check the answer
with me.
(The computer) is another way they can check. Theycan,sit down and there's nobody saying 'No, you're wrong'...
there's no human being giving you negative feedback."
The business classes learn data processing and word
processing.
There is also a computer science curriculum.

F.7

3 n.r.)

Spring 1983 Update

The number of microcomputers in Fairfax County continues to growrapidly.
County officials expect to haye 700 microcomputers in theschools by the fall of 1983.
This growth is related in part to an

acceleration of the plans for equipping the elementary schools. Becauseof community pressure, the county has requested funds to place at least
one microcomputer in each elementary school by December 1983 and to havetrained at least three teachers in each school by that time.
Additional Information
For further information on Fairfax County, contact:
Mr. Marvin Koontz
County Director of Instructional Technology
Fairfax Public Schools
Masonville Instructional Center
3705 Crest Drive
Annandale, Virginia 22003(703) 698-7500

F.8

PANEL DISCUSSIONS AND VIDEO NEWSLETTERS

The panel discussions and video newsletters were originally telecast
as segments of the four major Project BEST video teleconferences.
Reaction to these segments was so positive that we believe they could
stand alone and be used as discussion stimulators for inservice training
sessions.
Consequently, discussion guides were developed to accompany
these video materials.
The panel discussions involve persons with experience in technology
implementation.
Panel members share experiences, engage in an exchangeof ideas, and respond to questions posed by panel moderators, program
viewers at the state sites, and other panel members. These panel
discussion segments address various issues related to an overall topic.
Discussion leaders are urged to preview both guide and tape.
Titles of the panel discussions are:State Education Agencies and the New Technologies
October 1982

telecast

School-Industry Cooperation. and High Technology -- telecast
January 1983

Becoming Literate with the New Technology

telecast MAy 1983

Guidelines for Hardware and Software Selection -- telecast June
1983

Computer Applications in the Schooltelecast June 1983

The Project BEST Video Newsletters were designed to give Project BESTparticipants current information about federal, state, and local
They showcase
activities in the use of technology in the schools.
training and staff development materials, curriculum guides, and otheravailable audio and video materials. The guides for these newslettersprovide an overview of the content of the newsletters and information on
how to obtain showcased materials.

PROJECT BEST VIDEO NEWSLETTER #1

October 27, 1982, TeleconferenceThis first video newsletter formed part of the October 27, 1983,
teleconference (Organizing for Technology at the State Level) in which
information on technology and/or basic skills education was disseminatedto the Project BEST State Team Leaders. The 30-minute video newsletter
was an experimental effort of Project BEST to distribute current
information on educational products, activities, and services in a video
format at the local, state, and national levels.
The newsletter
demonstrated the power of video technology to present specialized
information to an audience that can make immediate use of it.
This first Project BEST video newsletter was transmitted via
satellite during the down-time on the October 27 teleconference andrecorded on a videocassette at each receiving site.
During thetransmission, the 41 state sites participated in a 40-minute audio
teleconference.
At the conclusion of the audio bridges, the sites wereable to view the video newsletter.
In the process cost-effective use wasmade of the 2-hour block of satellite time purchased for theteleconference.
once the video newsletter is screened by all interested parties, thecon--int, which has a .shelf-life of 30 to 45 days, can be erased and thetape can be used to record subsequent newsletters.

GUIDE SHEETINFORMATION PRODUCTS PRESENTED ON OCTOBER 27, 1982
PROJECT BEST VIDEO NEWSLETTER

ITEMS
1.

SOURCE/CONTACT

Videotapes from Virginia.
"Videotape, Disc, or.?""Microcomputers and Instruction".

2.

Mary E. DaltonSupervisor, Telecommunications
Virginia Department of Education
P.O. Box 6Q
Richmond, VA 23216.

Handbooks from the Stateof Washington
Introduction
So You Want to Use Computers
Programs
Resources
Practitioner's Directory.

Sue Collins or Elden Egbers
Office of the Superintendent of
Public Instruction
Division of Instructional
Programs and Services
Old Capitol Building
Olympia, WA 98504

3.

Videotapes from North Carolina"The Micro Challenge""Micros in the Media Center"

Elsie L. Brumback
Deputy Assistant Superintendent
Area of Support Services
Room 250
Department of Public Instruction
Raleigh, NC 27611

4.

Videotape and floppy disk from
Basic Skills Management
Program in Tennessee(Basic Skills First)

Mr. Beecher Clapp
Assistant to the CommisSioner
State Department of Education
813 Broadway at Gill
Knoxville, TN 37917

5.

Books from CEMREL:
Catalog of State Basic Skills
Products

Harriet Doss Willis
CEMREL, Inc.
3120 59th Street
St. Louis, MO 63139

Basic Skills Issues andChoicesFar West Laboratory for Educa
tional Research and Development
1855 Folsom Street
San Francisco, CA 94103
Contact:
Richard Clifford

2.1

113

(5.

.

.

continued)

Frank Porter Graham Child
Development Center
University of North Carolina
Room 500, NCNB Plaza
Chapel Hill, NC 27514
Margaret Robinson
Contact:
The Network, Inc.
219 South Main Street
Andover, MA 01810
John Collins
Contact:

Northwest Regional Educational
oratory
30U .).W. Sixth Avenue
Portland,'OR 97204
Contact: Jack Allen6.

NDN Projects
Project Coffee -- Oxford, MA
Project CAM --Hopkins,-MN
CAI -- Chelmsford, MA
Utilizing Computers in
Teaching Mathematics
Asbury Park, NJ
Project MARKS -Norris City, IL
Project "I PASS" -Pawtucket, RI
CADPP
Dilwyn, VA
Project Clover -Little Rock, AR

Lee Wickline
National Diffusion Network
Riviera Building
Room 8021832 M St., N.W.
20036
Washington, D.C.

7.

Computeronics

Pristen Bird, Director
Gifted Child Project
2757 W. Pensacola St.
Tallahassee, FL 32304

8.

"Informational
OTA Study:
Technology and Its Impact on
American Education"(Free Summary)
Office of Technology Assessment
Publications
20510
Washington, D.C.
(Full Report)
GPO Stock No. 052-003-00888-2($8.00)Superintendent of Documents
U.S. Government Printing Office20402
Washington, D.C.

2.2

114

9.

Belvidere Center School(Vermont's one-room school
house)

James Lengel, Director
Division of Federal Assistance
Vermont State Dept. of Education
Montpelier, VT 05602

115
2.3

U.S. DEPARTMENT OF EDUCATION TECHNOLOGY CONTRACTS
Contact:

Frank Withrow

CONTRACTGRANTEE

1.

Utilization of Technology in
the Development of Basic Skills
Mathematics
Instruction:(October 1980-September 1983)

Ohio State University
Columbus, Ohio 43210

2.

Utilization of Technology in theDevelopment of Basic Skills
Instruction: Reading
September 1983)(October 1980

WICAT, Inc.
Orem, UT 84057

4.

Facilitation of Development andExchange of Computer Courseware
Among Educational Agencies(October 1982 - September 1984)

Education TURNKEY, Inc.
Falls Church, VA

5.

Needs and Development Opportunities for Educational Computer
Reading and Writing
Software:

The American Institute for.
Research (AIR)20007
Washington, D.C.

6.

Needs and Development Opportunities for Educational Computer
Software:Math and Science

Technical Education ResearchCenters (TERC)
Cambridge, MA 02138

7.

Needs and Development Opportunities for Educational Computer
Foreign Languages
Software:

University of Iowa
Iowa City, IA 52242

8.

Computer Literacy Survey inElementary and Secondary
Education

Educational Testing Service (ETS)
Princeton, NJ

World of Work

Technivision
Falls Church, VA.

2.4

Department of Education, Division of Educational Technology
INSTRUCTIONAL TELEVISION SERIESTITLEPRODUCER(S)1.

Moving Right Along

WQED-TV Pittsburgh
Scholastic Magazines-Inc.
Educational Testing Services

2.

Tales in a Golden Groove

The Rainbow Television Works
Los Angeles, CA

3.

Somebody Else's PlaceSouthwest Center for_ Educational(Television (SCET)
Austin, TX

4.

Powerhouse

Educational Film Center
Annandale, VA

5.

A Legacy Unfolded

Perspectives International, Inc.
Washington, D.C.

6.

Multicultural Children's TV

Far West Laboratory for
Educational Research andDevelopment
San Francisco, CA

7.

Rainbow Movie of the Week

The Rainbow Television Works
Los Angeles, CA

8.

Villa Allegre

Bilingual Children's Television(BCTV)

Oakland, CA

9.

K-I-D-SCouncil for Positive Images
Los Angeles, CA

10. Spaces

Greater Washington Educational
Telecommunications
Association, Inc. (WETA-TV)
Arlington, VA

2.5

117

11. 3-2-1 Contact

Children's Television Workshop
New York, NY 10023

12. Y.E.S., Inc.
(formerly Coming Together)

KCET Community Television
Los Angeles, CA

13. Voyage of the Mimi

Bank Street College of Education
New York, NY

118
2.6

STATE EDUCATION AGENCIES AND THE NEW TECHNOLOGIESOCTOBER 27, 1982
TELECONFERENCE

Objectives
This 30-minute videotape segment of the October 27, 1982
teleconference addresses the State Education Agency's (SEA) role inorganizing technical assistance, information dissemination, training, andother activities designed to introduce communications technologies into
the schools.
It is intended to:enhance knowledge of what SEAs can do to expand their staff's
technology capabilities; anddeminstrate that the SEA can play an important role in_ui ding LEA capacity to handle technology.

Users of the Videotape
This videotape is appropriate for administrators in SEAs who have
responsibility for planning SEA use of technology or who are involved inencouraging the expanded use of technology in the schools.
Administratorsof intermediate school districts and large local districts also may beinterested in viewing this tape.
Content

The videotape presents a panel of state government personnel
discussing what their State Education Agencies are doing in educational
technology. The discussion centers on three major topics:
where the responsibility for technology planning anddirection is situated within the SEA;
how the SEA is using technology internally and modeling its
use for local education agencies (LEAs); andservices SEAs can provide to help LEAs learn to use the newtechnologies.

The panel is moderated by Virginia Robinson, editor and publisher of
Education Times.
Participants are Robert Allen, Director of theInformation and Computer Services Division of the State of Georgia; Jolly
Ann Davidson, a member of the Iowa State Board of Education andchairperson of the State Educational Radio and Television Facilities
Board; James Phelps, the Associate Superintendent for the Bureau of
Elementary Education in the Michigan Department of Education; and Robert
Scanlon, then Secretary of Education in Pennsylvania.

3.1

Panel members discuss how the SEA can provide appropriate leadershipwhen field-based experience with computers in education is limitea andthe old view of the need for a centralized control of all computerfunctio'ns is being questioned.
They agree that the appropriate role for
the SEA is to facilitate the learning process for both SEA and local
personnel. Appropriate SEA-level activities include sponsoring
laboratories and workshops for SEA personnel, serving as a software
clearinghouse and mechanism for disseminating public domain software, andproviding training materials for preservice and inservice programs toprepare teachers to work with technology.
Modeling effective use is stressed as an important method fordeveloping LEA experience with technology. Electronic mail, public
television, and video teleconferencing are examples of using technolOgy
to transmit information.
Effective management of technology is achieved
through interagency task forces and other cooperative approaches toplanning.
Pre-Viewing Activities

An issue paper entitled "State Education Agencies and the New
Information Technologies" was prepared to accompany the panel discussion.
A reproduceable copy of the paper is included in this packet. The paper
outlines issues SEAs are facing as they begin to use the newer information
technologies and to help LEAs use them; it also describes actions SEAs
are taking to ensure effective use of the technology. You may want to
distribute tKe paper and ask participants to read it before coming to thesession.
You may ask them also to consider what the agency could do tofoster awareness of and comfort with technology within the organizationand for teachers.
Post-Viewing Activities
After viewing the videotape you may want to discuss the following
questions:
What problems are we having in planning for and using the new
information technologies? Are they similar to problems
referenced in the videotape?
Are any of the approaches described in the videotape
appropriate to our needs and problems?
What can our agency do to enhance the staff's comfort withtechnology and its ability to intelligently plan its use?
What can we do to help schools and teachers who want to learn
to use technology effectively?

120
3.2

Resources

For those who want more information about what SEAs are doing toorganize for the new technologies, a bibliography is included in thispacket.
It may be reproduced and distributed with the above-referenced
issue paper or after viewing the videotape.

Project
ISSUE

PAPc
PLEASEOC iOBER READ

671;.1.cer

J. ,READZGTE'

27

wit-mic
MATICKILTICS
LANC:UAGL ARTSSTATE EDUCATION AGENCIES

and theNEW INFORMATION TECHNOLOGIES

by

Lewis A. Rhodes
Associate Director
Project BEST

October 1, 1982

Prepared under Contract No. 30G-S1-0421
U.S. Department of Education
OERI/OLLT/DET
The content does not necessarily ref..
tne position or policy of that Agency,
and no official endorsement of :nesematerials snould oe inferreo.

Association for Educational Communications and Technology
1126 Sixteenth Street, N.W., Washington, D.C. 20036

4.1(202) 466.4780

122

R

PRIOR
.1982

7'0

STATE EDUCATION AGENCIES

and theNEW INFORMATION TECHNOLOGIESExecutive Summary

Something different is happening

.

.

.

businesses, and at state education agencies

in schools, in homes and.

.

A school superintendent in a small Western district needs a new
budget. projection for that evening's school board meeting.
Withih hours, a high school student, working with amicrocomputer, develops the information for him.
Block grant funds were distributed to schools recently in one
southern state. Within two days $1 million was spent by local
schools for microcomputers.
State Board of Education members, in one State, each have a
microcomputer and use them to communicate with each otherbetween board meetings.
Parents, .PTAs, local businesses are buying microcomputers andPrincipals and teachers, too, are using
giving them to schools.
local funds to purchase these new tools for their schools andSchool officials in one suburban school district
classrooms.
realized that thisnu expected and uncontrolled growth would soon
result in a plethora of brands with differing training,With no funds for equipment
maintenance, and software needs.
available at the district level, they determined that their roleshould be to provide guidance to those who do purchase it. To
strengthen this advice, maintenance and trdiTing support isprovided only to schools that follow their guidelines.

A Midwestern state education agency, faced with reduced budgets,
staff cutbacks, and the demand from schools for new services(related to microcomputers), provides a range of new support
services at no cost to the agency's budget.Staff representing
all branches of the SEA--instruction, vocational education, dataprocessing, research, special education--have voluntarily formed
an internal Microcomputer Committee. Each member of thecommittee works with microcomputer-using educator groups in one
region of the state. They support local group meetings whereideas and problems are shared and hold computer problem-solving
Ideas and concerns from the regional
contests for students.
Twomeetings are fed back to the committee at the state level.
statewide workshops are held each year to address the identified
In addition, theinstructional and administrative issues.
committee produces a newsletter about computers in educationthat has 8,000 subscribers within the state. Every six weeks
the committee conducts an in-service session for the agency's
own staff.
4.2

A new form of personal technology--the microcomputer--is beginning toappear in education.

While its effects on students are not yet evident,

the above instances demonstrate, that it is beginning to affect theadults who manage_the educational process,Traditional roles,

relationships and services are being questioned and re-designed.
This paper explores this situation from the viewpoint of a state
education agency and is meant to serve as background to an exchange of
information among states during a Project BEST teleconference on October
27, 1982.

After a brief discussion about what is different about thisnew technology, this paper explores the reported effects of thistechnology on SEA operations and ways that these conditions are being
addressed.

The organizational concerns explored include:

placement of responsibility for these tools within the agency.
Do they belong with media, management services, or in a separate
configuration?

use in the uency's own management. Is the centralization of-all data processing (once justified to avoid the duplication oflarge, costly equipment) still appropriate? How can training
and support be provided to the agency's own staff so that theiruse of these management and instructional tools can serve as
effective role models for the schools?
new services required for effective and efficient use in theschools. What roles can a SEA play when there is little in theway of relevant experience or knowledge on which to rely?
The paper concludes with a description of some of the ways SEAs are
responding to these issues.

This section will be expanded, after theteleconference, to include the specific workable ideas provided during
the teleconference by the 41 states participating in Project BEST.
Several questions are posed at the end of this paper to provide a bridge
to each state's consideration of its own organizational concerns.

ACKNOWLEDGMENT.

The development of this Project BEST issue paper has evolved over the
past several months through a careful review of relevant documents and aseries of collective and individual discussions among Project BEST staff,
outside resource people, and members of the 41 SEAs in Project 3EST.
We
are particularly indebted to those memoers of the project Advisory 3oara
who offered to review the document.

4.3

STATE EDUCATION AGENCIES

and theNEW INFORMATION TECHNOLOGIES

Project BEST (Basic Educational Skills through Technology) is
designed to improve school-based instruction and learning of the basic
skills.

Why, then, will the first of its four national video

teleconferences deal with organizational concerns at the state education
agency (SEA)?

Are there really issues that need to be discussed now?
Is something different about the new information technologies(microcomputeTT7EFTRommunications) compared to previous
technological innovations?
What is the connection between how an SEA is organized and what
happens in schools?
What unique functional role can the SEA perform?
This paper suggests answers Lo these questions, outlines organizational
issues and concerns related to the new technologies that are reported by
the SEA participants in Project BEST, and provides a framework forunderstanding these specific concerns and SEA responses.
A caveat isneeded, however.

Our perspective is limited.

The readers and the writerof this paper are participants in (rather than objective observers of)the situations we describe.

Moreover, we all seek to understand asituation in its early evolutionary stages--a situation that is also
affecting the world around us.

These new technologies, the microcomputerin particular, are having visible impacts on institutions other thaneducation (e.g., business, home) and future development of thetechnologies well may be influenced more by these other uses.

125
4.4

Why an organizational concern, now?

With these significant constraints on our perception, why spend time
now trying to understand what is happening?
had to deal with these issues yet.

After all, not all SEAs haveSome may never have to, and it may be

too early to see all the dimensions of the issues since some aspects may
surface only after SEAs start to deal with them.

The answer seems clear

to us.

Our generation of educational practitioners controls what happens

next.

The small steps we take may not appear to be related to the"futures" that are desired or promised, but they can have a uniqueinfluence on that future.

This paper and the subsequent teleconference,

therefore, look at actions that are practical today--in particular thoseactions an SEA can take at this time and within the limits of its own
authority and resources.

Our focus, therefore, is on the arena the SEA

most directly controls--itself.
The SEA, as an organization, can be defined in many valid ways.

To

keep the focus on the practical aspects of SEA management, we aredefining the organization as.the people who work at or for the SEA andthe formal and informal relationships that connect them to each other andto the purposes of their daily activities.
There are new challenges today.

Faced with shrinking budgets andreduced staff, many SEAs are aware of the calls for a "re-structuring" ofthe state education agency,'as well as schools, to meet the challenges ofa modern technological society.
phenomenon in education, however.

Demands for change are not a new
Periodically new ideas, techniques, orother potential improvements in the educational process have been
advocated.

Because the schooling process is built on a network ofindividual practitioners whose jobs and roles are somewhat
interdependent, changes in one component invariably require modificationsin others.

The, advocates of these changes, therefore, have spent a great

deal of energy trying to get these others to modify their traditional
behavior to accommodate the new ideas.

They raise the spectre of thecollapse of the institution, they portray children unable to cope withreal world responsibilities, they use words like "outmoded,""irrelevant," "traditional," and call for "comprehensive change."

4.51 r,

These images and demands for schools and SEAs to change traditional
purposes and relationships are appearing again today in the professional
and lay press in articles about the new "technology revolution." Thefirst question we must address, therefore, is whether the conditions
accompanying the introduction and use of the microcomputer andtelecommunications technologies in education are just another example ofthe demand-for-change process at work--or is somethirs.really different
this time?

What may be different?
Four areas appear to be clearly different from what has gone before:
the technologies themselves,

related events in the society outside the school,
the depth of the knowledge base available for introducing andusing the technologies, andhow they are being introduced into the schooling process.
1.

The Technologies.

discrete.
revolution.

Different technologies no longer appear

The "edges" are blurring as a result of the microelectronic
For example, the same piece of equipment can serve as a word

processor, teaching machine, electronic mail source, data processor, andtelevision display screen.
carry any of the above.

Or the same cable or channel can be used to

The old idea that media and technologies could.

be categorized as "instructional" or "administrative" is no longer
valid.

Today we are dealing with technologies that can be applied toboth management and instruction (and perhaps cannot be applied
efficiently unless they are used for both purposes).
Another important difference is that these new technologies, becauseof miniaturization and mass production techniques, are becoming smaller,
less expensive, and easier for the non-expert to work with.

This affects

two critical dimensions of technology use--control and access.
Control is not an issue related to the "on-off" switch as much as it
is one of whose problems the technology is helping to resolve.
Individual administrators and teachers are paid to control theenvironment in which learning can take place.

4.6

They cope with a steady127flow of conditions and concerns that occur daily, weekly, and monthly.
Many times in the past new technologies have introduced additional
problems to this environment instead of aiding in its management andcontrol.

For example, within this environment the responsive

administrator or teacher tries to modify available resources (e.g., time,
space, materials) to respond to the changing needs of students as well asteachers. This ongoing problem-solving process cannot be separated fromwhat we normally think of as instruction.

It has a major influence on

the quality of instruction--first, because it takes up a significant
amount of time of those who deliver the instruction, and second, because
it allows for creative responses, thus providing a potential source ofjob satisfaction. Many past attempts to apply technology to educational
problems have impacted negatively on some element of this "real-time"
instructional management process.

We had inflexible schedules,

curriculum materials that could not be modified easily, and in the caseof administrators, data analyses and summaries that could be generated
only once .a quarter.

All these were perceived as negatively affecting

the teacher's or administrator's ability to control the overall situation
for which s/he was responsible, regardless of the intrinsic value of thetechnology-supported curriculum materials for their intended audience inthe classroom.
Today the lower costs, smaller size, and relative ease of use maKe
new technologies such as the microcomputer attractive to the teacher andthe building administrator.

These educators, like their businesscounterparts, perceive possible applications to the current problems that
impede their own effectiveness.

Access is of course a critical factor in whether one uses some formof technology to accomplish a task.
effort required?

Are the results worth the time andThis question is posed by administrators deciding

whether it is worth going to another floor to use a conference phone,teachers determining whether they should go to another room to use anaudiovisual device, or any of us deciding whether to drive to work or
take a bus.

Again, the size and cost of the newer technologies allow'them to be located in the workplace (classroom or office) and thusincrease the likelihood that they can be used to deal. with problems at

hand without undue effort or loss of time.
4.7

2.

Public Understanding and Support.

Past attempts to introduce

technology into the schools have had to deal with underlying resistancefrom the public upon which the schools depend for support and whose
values they reflect.

The school is the one social institution with which

practically everyone has had experience.

As a columnist noted recently,"We are almost all veterans or victims of the school system, connected byour childhood or our children."This common experience of schoolingserves as the public's reference point when determining whether or how
something new is "basic" to the process of education.

Anything that does

not fit can easily be perceived as a "frill."
What is different today is the very real possibility that these new
information technologies will first gain acceptance as practical tools
for personal communication and problem solving in the community.

Their

low cost, flexibility, and sophisticated marketing from one of the few"growth" industries in today's economy are making it possible for the
public to gain independent experience with these tools.

By the mid-80s

microcomputers may appear in 10 percent of all U.S. households and be a
primary work tool for about 25 percent of all jobs.1/.
Although the technologies may not have been around long enough tohave immediate effect on the threshold of public experience, we are
already seeing early consequences.

Close to 20 percent of microcomputerpurchases for schools are being made by PTAs.
What is important about this rapid expansion of computeruse in schools is that there is every reason to believethat computers will become a part of the core technology
of schooling, with the broad and insisteht_support of
middle and upper-middle class parents in,every nook andcranny of the land. No parent of the 50s ever felt that
his or her children would badly damage their career
opportunities if they failed to master the 8-mm loop
They did not send their kids to TV camp, or
projector.
buy them home language laboratories. Something
different is happening here.?/3.

Knowledge/Experience Base.

decision!

No one wants to make a wrong

The greater the potential consequences of a decision, the more

one looks for assurance that it is the correct choice.

4.8

J2:)

As part of thesearch for assurance, one attempts to demonstrate that the decisionreflects what is known -.that it derives from a sound base of informationor knowledge.

What is different today is that we have.more information thanknowledge.

(Information is an educated guess untested by the results ofactual decisions.

Knowledge is information tested by experience.

The

experience that transforms information into experience can be one's own,that of someone believed because of his/her repeated experience (e.g.,
research), or that of someone trusted because of subjective
factors.2!)

Educational leaders are now being asked to make decisions

related to the new technologies in areas where they and most others lackthe personal experiences that convert information into knowledge.

Eventhose who have worked with "audiovisual and instructional technology findthat the interactive technologies of today...are from another family ofsystems and approaches to system use."1/

Thus we have few"authorities" today, only some people with more experience than others.
To cope with thisgrassroots computer-user clubs, newsletters andmagazines have prospered as ways to exchange and build on this experience.
4.

Introduction into the Schools.

To the extent that "introduction"means systematic activity planned by those attop, the technologies

we are talking about--primarily microcomputers and telecommunications -are not being "introduced" into education.

FirSt, we have not had thetime or resources to develop the knowledge or experience on which to baselarge-scale plans.

Second, the technologies are not remaining static;

their features change and capacities improve almost monthly.

Because of

the control and accessibility features, the technologies are usually
coming into education "at the bottom"--in the classrooms and in theoffices of middle managers.

To a great extent these users are applying

them to their concerns, gaining practical experience thereby, and thendiscovering additional uses.**Historians might note that the major characteristic of a real revolution
is that it starts at the bottom so that by the time formal leadershipdevelops, a solid base of commonly-felt need and support has been built.

4.9

13d

This "grassroots" development process is in sharp contrast to
previous more systematic attempts to bring technology into education fromthe \.op down (i.e., plan first, develop the materials, buy the equipment,
and then train the teachers).

Several local districts have reported

interesting effects when the two processes "meet."

Just as classroom

teachers have students who know more about computers than they do,
central administrators, curriculum and media specialists are finding
building personnel with greater experience with the new technologies thanthey have.
"Teacher participation in planning" may have been a goal in
the past.

Today it is a necessity.

What Is Needed and Why Should SEAs be Concerned?
If we accept the above indications that something different may be
happening with technology in and around the schools, we must still ask
why this should now concern an SEA.

Are there needs that are different,

and is the SEA the most appropriate organizational entity to meet them?
(Assuming we were all born before 1958, we may find these "needs" by

exploring briefly our own feelings when we think about using technology
in our own work.)

Most of us are missing the hands-on experience of using thesetechnologies to address some of the operational problems we face eachday.

This is both a training and organizational issue.

We need to know

how to use these tools, and we also need to have opportunities (once weknow how to use them) to "mess-around," to experiment, to try them in
different situations or with different problems.

In other words, we need

opportunities to think about and integrate the technologies into our
problem-solving processes--to develop a sense of what we can do withthem.

If we do not discover, ourselves, what can be accomplished withthese new tools, there is a higher probability that they will be applied

only to reach the "old," more limited objectives we are already achieving
without them.

Much like architects in the years immediately following

the invention of the elevator, we might be putting elevators in two-andthree-story buildings.

131
4.10

We are also missing a sense of the consequences of the use of these
new technologies.

We have all heard the old saw that "teachers teach theway that they were taught."

MoSt of us also manage the way we have been

managed (and even parent the way we have been parented).

The point isthat our experience at the receiving end of these processes is an
important influence on the way we later apply them ourselves and isqualitatively different from the experience of learning how to teach,manage, or parent in an instructional situation.
Thus we have a major need today for opportunities to experience theconsequences of the functional use of the new irformation technologies byothers.

For example, we need to:learn job-related skills or information via these technologies;

be part of work groups in which supervisors use technology
functionally to support their communication with us and thedecision-making processes that affect us;
receive benefits and services that might not be available if
technology were not being used (for example, access to peers
dealing with a similar problem, more time for analysis of
information, support at the time it is needed).
At the present time we have few opportunities in the educationalorganizations in which we work, or to which we relate, to gain thesetypes of experience.

Finally, one of the most pressing needs today, given the depth andnature of the "knowledge-base," is for the sharing of experiences.

The

phenomenal growth of educational microcomputer user newsletters,
magazines, clubs, and networks attests to the primary need that educators
have to stay current in this fast-developing field.

The universal

problem, however, is ascertaining who has relevant experience and gaining
access to it while it is relatively current, without undue cost or burden.

What Could SEAs Do?

"Because needs exist" is not per se proof that an SEA is the mostappropriate organizational entity to respond to them.

SEA roles varyfrom state to state, and in many places "legislatures expect SEAs to

4.1-1-3Z2

serve as bureaucracies for the enforcement or enablement of minimum
standards for school operations" rather than as "general-purpose,broad-band" educational improvement agencies.-V

Therefore we cannot

deal here with the issue of whether an SEA should respond to these needs,
only to what it could do.

What responses are needed and what advantages

would accrue to the SEA that provides them?
The various responses to the current information needs discussed
above include these:
The SEA can provide opportunities and mechanisms to facilitate
experience sharing--for example, human resource directories,
newsletters, materials exchanges, meetings, and referral
services.
The SEA can provide hands-on experience with the newtechnologies, directly or through the support of training inother institutions.
The SEA can provide opportunities to experience the effects andconsequences of regular technology use by making effective useof it in its own work.
Experience Sharing.

Like other professionals, educators want to stay

current, exchange solutions to common (and uncommon) problems, andcontinue to learn.

These goals are usually met most effectively throughface-to-face interaction at meetings and conferences.

More formal

support mechanisms to accomplish these purposes have been attempted(e.g., national clearinghouses that gather, index, and make available
print materials, also dissemination systems to distribute packaged

curriculum materials) but they have been largely unsuccessful in meetingthe needs for interactive exchange of ideas at the times they are needed.
This type of support that can provide relevant information

on atimely basis requires an external agency that has an establishedorganizational relationship with the schools.

It must be distant enoughto ensure'access to a sufficient and broad base of experiences, yet closeenough so that those who request information can feel they are dealing
with someone who "understands" their situation.

It must also be able tomaintain a steady two-way flow of information.

Interestingly, theproblems in facilitating experience sharing are less those of getting

13
4.12

the information "out," and more of identifying and getting it "in."That

is, to be close enough to daily practice to know who is doing what (or toknow who does know), and to have regular, nonburdensome ways to document
and gather-the information.

Finally, the effective information broker

must be trusted and perceived as non-threatening.

No surer barrier toinformation exchange exists than the perception that expression of a needfor information makes you look less than competent, or will be usedagainst you, or that someone else will take credit for your ideas.

For several reasons the SEA can be a suitable vehicle for the
information brokering that is needed.

As a permanent organization

established under state laws, it has continuing relationships with those
who want experiential information and those who have it - -the schools in
its state.

It has established reporting and communication channels andis usually close enough, geographically, to be accessible and responsive
to requests.

The need for this neutral brokering role between schools that haveexperience and those without it offers the SEA an opportunity to address
what some have termed their leadership dilemma.

It is difficult," onestate administrator noted, "to lead the parade when some people in theparade are afraid you'll take them down the wrong road."

Local educators

mistrust state educators just as those at the state level mistrust the"feds."

Each rightly questions the capability of the higher level tounderstand fully its situation 'and see what is needed.

Conflict occurs

when that next higher level assumes' that it does know as much about asituation as those who are part of it.

The present knowledge situation,

regarding these new technologies (in which there are no authorities)
offers the SEA an opportunity to play a needed facilitating role, onethat acknowledges the value of local experience.
Experience with the technologies.
two dimensions.

As noted earlier, this need has

Educational practitioners in teaching, supervision, andadministration need to experience both "ends" of technology usage:(1)

as a problem-solving tool for their own use, and (2) its effects andconsequences when used by others.
The staffs of SEAs and LEAs both need the first type of assistance,
but the SEA's responsibility and resources, in most cases, do not extena
4.13

t
13

beyond providing that type of practical experience for its own staff.
This type of learning requires more than a hands-on workshop.
Time isneeded to provide opportunites to experimeht, test the technology's

potentials, and adapt its features to individual needs.

In the second
situation, however, we have a critical need now for an external agency
that has regular interactions with LEAs to provide a functional model.

Model, in this case, does not mean demonstration of correct use.
Instead, what needs to be modeled is the process of educational
practitioners working through the issues and problems encountered as theyattempt to improve their efficiency and effectiveness by using the new
information technologies.

Using these technologies within the SEA, andespecially as part of its interactions with the schools, could give local

educators opportunities to learn personally about the capabilities oftools they may soon consider for local use. To the extent that an SEA
can begin to use microcomputers and telecommunications as functional
management tools, confront the organizational issues that will be
spawned, and share its learnings with the schools, the SEA can uniquely
impact the future use of technology in local schools.

What Issues Must Be Addressed?
So far in this introduction to the October 27 teleconference, we haveattempted to describe the factors that indicate the new information
technologies carry with them larger cross-cutting implications for SEA
oplirationcit mod PYPritwnl technology use in the schools.

implications have an experiential base.

These

In their feedback to us the SEA

teams that are part of Project BEST are describing, the issues they are
confronting and telling us how they deal with them.

States are atvarious stages in their awareness and actual use of microcomputers andtelecommunications technologies.

Nevertheless, the reported concerns* atthis early stage of technology use seem to group themselves in threeareas:*Interestingly, the problems and organizational tensions that businessand industry are experiencing as microcomputers are introduced arelargely the same as those being reported by the SEAs.
(See "The Fortune
500 Microcomputers," Popular Computing, September 1982.)

1.

boundaries, authority, and relationships

2.

management uses within the SEA

3.

services to the schools

This section presents the various dimensions of each of these issues
and some of the ways that states are addressing them.

Additional ideas
will be exchanged as part of the October 27 teleconference activities.
We address only microcomputer-related issues here because that iscurrently "where the shoe hurts!"

The issues are much the same fortelecommunications, although they may currently be less intense.

Boundaries, Authority, and Relationships

Until now most SEAs have been able to define and keep largely
separate their instructional services and administrative/management
operations.

Computer-related activities have been assigned mainly to theadministrative/management area.

Because large volumes of data are needed

for accountability and reporting, these computer operations have involved
large (mainframe) computers with all of the data going into it at one
time (batch processing) and with fixed reports whose elements had
previously been determined.

Moreover, most of an agency's dataprocessing has been centralized to avoid wasteful duplication ofequipment and special personnel.

The microcomputer, with its low cost and potential for more individualized input and interactive reporting, has wreaked havoc on old
definitions of centralization and decentralization, and on the organizational separations that went with them.

Within any one SEA, it ispossible to find those who view the micro as an instructional tool
because it is used in schools; others who see it as a valuable resource
for the planning and service delivery needs of the agency's own middle
managers; and still others who see it as a peripheral extension of theagency's main computing resources.
create some tension.

These multiple views can naturally

Among the issues of concern are:who will control purchases of microcomputers
who determines who gets them and how they will be used
how to maintain standards and cost controls

4.151who provides training and software support
where word-processing fits inwhose office gets the electronic mail access terminal?
Some states are experiencing directly the effects of not having answers
to these questions.

For example, in one state where agency management

and instructional services were seen as totally separate functions of theSEA, a contract was let to an outside group to address the agency's word
processing (office automation) needs.

The subsequent study, therefore,

did not recognize that the terminals to be placed around the agency could
also be used to access and manipulate a variety of data and resource
files that the department maintained for the support of middle management (such as health records, federal nutrition reporting requirements,
and the tracking of private school placements in special education).
Many, of the states facing these issues are using some form ofinterdivisional committee, workgroup, or task force to open communication, acknowledge the separate interests involved, and promote moreproductive relationships.

In placing the responsibility for micro-

computers in an appropriate niche, a range of approaches appears.

Someagencies assign responsibility to instructional media, others to dataprocessing or management information systems departments.

At least one

state has determined that technology is too important to be put in any

one division, thus has placed it under a Technology Executive Committee
chaired personally by the chief state school officer.
In many states the original responsibility for microcomputers may be
fortuitous, i.e,, it is assumed by the person who is interested.
the agency also influences responsibility.

Size ofLarger SEAs have less trouble

assigning responsibility to full-time staff and therefore may have moredifficulty if they want to diffuse responsibility for microcomputer use
throughout the agency.

Conversely, the smaller SEA may find it easier tospread responsibility across divisions and avoid specializing.

Management Uses within the SEA

These functional issues appear to center on two concerns--how to getstarted, and how to provide SEA staff with appropriate experience andsupport.

13
4.16

One would anticipate that getting started, in light of the fiscal

conditions in most states today, might be an imposSible task.
surprising, therefore, to find how much is being done.

It isThis may be

because it is usually easier to understand (and sell) the uses oftechnology for management and administrative purposes than for
instruction. The payoffs are more obvious and immediate, and the boards
and publics that support the SEAs have more experience in these areas.
Thus in some cases microcomputers are coming in on the "coattails" of
improvements in agency clerical efficiency (word processing). In othersituations, however, expenses have been justified by starting with apractical management problem that clearly demonstrates the technology's
value.
For example, one state employed nine people to loge by hand,
school bus mileage reimbursement data.

They were 2-1/2 years behind.

The activity is now performed by two people using microcomputers and they
are only two months behind.
Some states are beginning with rational, systematic planningapproaches.

One state superintendent, for example, announced that no

microcomputers could be purchased with state funds until the state had amicrocomputer policy.
Others are starting with explorations of goals,
objectives, roles, and functions before moving ahead.

On the other hand,some are proceeding to develop understanding and experience before they
begin systematic planning. These states appear to be bringing people
within the agency together in looser organizational frameworks to look at
mutual needs and interests and to develop attitudes and support fromwithin.

To develop the range of experiences that SEA staff require--fromawareness through the ability to use the technologies as functional
management tools--many states are starting with staff development
workshops.
Some provide separate training for clerical staff. For thecontinuing support that is needed, one state has created a staff computerlab.

It houses all the technologies accessible at the SEA and two full-time professional staff members.

SEA staff can use the facility at any

time to get formal or informal assistance or just to try out their own
ideas.

4.17

133

Services to the Schools

We have described a number of internal issues being addressed by
SEAs, but the agencies' major concern still lies with their services toschools.

In this area they are dealing with two issues--identifying

needed services associated with the use of microcomputers in the schools,
and determining the appropriate organizational format for providing thoseservices.

Among the services being considered (and in many cases provided) are:Information and experience exchange--This includes human andmaterial resource directories, consultant files, and computer
user groups.
Software evaluation/review--States perceive the need for avariety of services in this area. Central among them is helpingSomeschools deal with the proliferation of software vendors.
SEAs have set up a central library where software developers canplace their materials for review. This enables schools to
examine a range of products, and permits developers to havetheir materials reviewed by potential users without fear of
having them copied.
Some SEAs are comparing their roles in software review toShould there be an approved list
what they do with textbooks.
of software, for example?
Additional related services being offered or considered include:
servin as a clearinghouse within the state for
loca y-deve oped software--

establishing standards for software--

reviewing software through curriculum committees.

Hardware evaluation andbeing identified -by theurchase--Among the needs and services
As are:--negotiation of state contracts with hardware manufacturers
to assure discounts for local school purchases--

evaluation and approval of brands and types of equipment--

provision of funds for purchases; several states are
considering or using block grant funds for this purpose; inone, $1 million has been set aside for mini-grants toteachers ($4,000 each)--establishment of centers where all approved brands ofequipment are available for those who wish to test them.

Curriculum development Almost all states have recognized theneed in the field for some direction in terms of the over-usedterm "computer literacy." Some are conducting formal and

4.18

.13J

informal, surveys and literature reviews to determine how others
define and deal with it. Some have established committees todevelop their own definitions and their own materials.
In atleast one state the computer literacy curriculum and materials
developed by the SEA are being distributed out-of-state througha commercial publisher with the state receiving a 10 percent
royalty.

Training--Many states have been involved in direct training or
the support of training through other agencies (i.e., colleges,intermediate units).
Some states are considering a computer
literacy requirement for teacher certification.
Awareness activities--Because of the interest being expressed by
local schools, most SEAS are providing some form of support for
general awareness activities. This takes the form of teacher
and/or administrator conferences, special publications, and in
at least one case, the development of a set of videotapes
showing uses of the microcomputer and how to plan for theiruse.
These are being distributed commercially outside the state.
The organizational formats that are in use or being explored include:
support for a separate agency (e.g., MECC)

placement of the responsibilities in intermediate service
agencies
establishment of a special office within the SEA
provision of a staff expert in each major instructional area
use of outside consultants.

SummaryThis background paper began by questioning why a national project
whose overall goals address the content of instruction (specifically theteaching of basic skills) should devote its first video teleconference tothe process--that is, how people organize and relate to one another todeliver instruction.

Our answers suggest that at this early point inunderstanding the relationship of information technologies to education,
the content and process issues are almost inseparable.

The medium

affects the message and vice versa.

We have also added a third element to the content and process mix:

people who have to deal with the related content and process issues while
they are still learning about them.

When the future of technology in

education is discussed, one usually hears of two interrelated
concerns--hardware and software.

We are focusing on a third--"people-

.4,19

.

ware."

The first two will be continuing concerns for some time and are

currently locked into a "chicken or egg" situation.

Some leaders say,"Start with software--there can be no effective school involvement until
the quality of the software improves."

Others say, "Start withhardware--one computer per school or even per classroom is insufficient.
Provide enough hardware and the software will 'follow--some of it

developed by the teachers and students themselves."
Regardless of the outcome of that debate, the third area--people--is,in practical terms, all there is.

People exist--in SEAs, on state boardsof education, in intermediate service agencies, and in LEA administrative
offices, school buildings, and classrooms.
developed.

Nothing new has to be

They already have the "required software"--a concern for the

improvement of teaching and learning in the basic skills and derivative
questions about how the new information technologies relate.

They do nothave all the answers to those questions or access to the information andexperience from which answers can be derived.

This is the situation that

Project BEST addresses through its teleconferences and other information
services.

It is providing connections for these people to find answers

for their present concerns and to help education find longer-range
answers for tomorrow's.

The October 27 Project BEST teleconference reflects our belief thatsolutions do not have to wait for a complete understanding of theissues.

Solutions and understanding can proceed concurrently.

This

October teleconference and related state activities are designed to starta process of developing mutual understanding among those who are dealingor may soon have to deal with the implications.
This issue paper will be expanded after the teleconference to include
the issues and ideas exchanged by the states.

To, stimulate that

discussion and add more specific content to-the revision of this paper,please consider the following questions:
Are the issues outlined in this paper concerns in your stateagency? Are there other issues related to the new technologies
that are equally important?
How are these issues being addressed? What are the strengths
and weaknesses of your approaches?
What would you do
differently?

4.20

141

END NOTES

liPogrow, Stanley.
"On Technological Relevance and the Survival of
U.S. Public Schools," Kappan, May, 1982.

VTucker, Marc.

"The Turning Point:
Education and Telecommunicationsin the 1980's" to be published in the Journal of Communications, Fall,
1982.

3 /Knott and Wildaysky.
"If Dissemination Is the Solution, What Is the
Problem?" Knowledge, June 1980.

4/Johansen, McNeal, & Nyan. Telecommunications and Developmentally._
Disabled People:
Evaluations ofMaio Conterences, Personal Computers,
Computer Conferencing and E ectronic Mail, Institute for the Future,
1981.

5/Brickell, Henry M. "The Role of State Education Agencies in
Dissemination," Far West Laboratories, National Institute of Education,
1981.

4.21

142

SCHOOL-INDUSTRY COOPERATION AND HIGH TECH--THE FEELING IS MUTUAL
JANUARY 24, 1983
PROJECT BEST TELECONFERENCE

Objectives

This 50-minute segment of the January 24, 1983 videotape
teleconference is designed to:create interest in cooperative working relationships between
schools and high-tech industry;enhance knowledge of what the private sector can offer theschools; andprovide information on how schools can approach the private
sector for assistance.
Users of the Videotape
This videotape is useful to district administrators and school
personnel who are developing proposals or who are considering otherattempts to involve the private sector in the school system.
It offers
ideas on how to approach the private sector and what types of companies
can help.

Content

The videotape includes a 10-minute segment of comments from educators
who have experience working with the private sector and a 40-minutequestion-and-answer session with representatives of high-tech industries.
The interview clips provide an overview of districts' experiences incooperative working relationships and summarize what has been learned
about establishing such relationships. The question-and-answer segment
addresses many of the concerns most frequently voiced by educators.
Educators shown in the interview clips represent five very different
communities:
Fairfax County, Virginia; Plains, Montana; Cincinnati,
Ohio; Albany, Ohio; and Ann Arbor, Michigan.
The panel of experts
represents firms in high-technology industries.
Panel members were:
Chris Bowman, formerly National Manager of Educational Marketing at Atari
Computers, now with Apple Computers; Dr. Pauline Jordan, Corporate
Manager for Learning Technologies at General Electric; Michael Odom, from
Digital Equipment Corporation, who is on loan to two school systems in
Massachusetts; and Glen Polin, Manager of Educational Market Development
for Apple Computers.

The educators and the representatives of high tech industries agree
that the private sector can be broadly defined to include local "hightech" businesses, employers who hire technology-oriented personnel,
parents knowledgeable about technology, and volunteers in the community.
They indicate that private support should be broadly defined to include
assistance with staff training, curriculum development, classroom
instruction, and hardware/software !,election, as well as donations ofhardware and software.
Specific suggestions are offered for identifying
potential firms and approaching them for help.
Pre-Viewing Activities

A short paper entitled "Schools and the New Information Technology:
Fostering Public-Private Sector Cooperation" is provided with thispacket.
It describes the experiences of several school districts thathave worked with the private sector and impediments to public-private
cooperation.
Copies of this paper may be reproduced and distributed toparticipants with the invitation to view the videotape. This will allow
viewers to read the paper and focus on the topic of public-private
cooperation before the meeting.
Post-Viewing Activities

You may want to lead a discussion after the videotape has been
Possible agendas include the following:

shown.

Invite speakers from your district cr neighboring districts
to talk about cooperative projects they have with the private
sector.

Invite speakers from private industry who have a history ofworking in the schools or who have expressed interest in
developing a cooperative relationsh;p to discuss theirexperiences.
Conduct a brainstorming session to generate ideas on:-- -how your district could use help from the private sector;
firms you could approach; andbenefits to the schools and to the company from developing
cooperative relationships.

Resources

A background paper on public-private cooperation in the schools
Fostering Public-Private(Schools and the New Information Technology:
Sector Cooperation) is included in this packet. It contains abibliography for those interested in additional reading.

i44
5.2

SCHOOLS AND THE NEW INFORMATION TECHNOLOGY:
PUBLIC-PRIVATE SECTOR COOPERATIONFOSTERING

Prepared by:

Carol A. Wolinsky
Henry T. Ingle
PROJECT BEST
Basic Education Skills Through Technology
ASSOCIATION FOR EDUCATIONAL COMMUNICATIONS AND TECHNOLOGY (AECT)1126 16th Street, N.W.
Washington, D.C.
20036
January 1983

_i_ 4 5
6.1

INTRODUCTION

Several factors contribute to the current interest in exploring
public/private sector cooperative arrangements in using or technology,
such as the microcomputer, in schools.
First, federal funds foreducational programs are not as readily available as they were 10 years
ago.
Thus, school systems are forced to consider other sources of funding
for projects and special programs that cannot be defrayed out of regular
operating budgets.
Second, declining test scores on national achievement
tests, high student drop-out rates (particularly in inner city schools),
and conditions that some are describing as low student motivation andlack of discipline have become a concern for oarents, teachers, school
administrators, and employers. They search for alternative approaches
that might improve student learning and motivation. Technology and career
education are possible solutions-- technology because of its perceived
powers to motivate and teach and its growing prevalence in the society,and career education because of its emphasis on training students, whilestill in school, about the expectations of employers and about the skills
they need to find and to hold jobs.
Finally, businesses are finding thathigh school graduates (and sometimes even college graduates) lack thebasic math, reading, and communications skills needed to succeed in theworld of work.
One solution is to become involved in the school system
to ensure that future graduates are better prepared for employment.
Examples of how the private sector can become involved in supporting
the educational system have been documented:
The Boston Compact is a cooperative agreement between the
Boston public schools and local businesses in which the school
system has agreed to improve the quality of its graduates andlocal industry has agreed to employ them. The school system has
accepted a variety of administrative reforms designed teimprove
accountability and upgrade classroom teaching; in return, thePrivate Industry Council is supplying coordinators who link
students to employers for part-time work while in school and forfull-time employment after graduation (Peirce, p. 7).
In Washington, D.C., the school system is working withnational and local businesses to create several career-oriented
high schools in fields such as communications, finance, andPrivate industry donated materials andinformation science.
executive time to create the course. Again, the intent is tofoster good work habits and to help students develop contacts
with employers that may lead to permanent positions after
graduation (Rosenau, pp. 6-7).
Oxford, Massachusetts, has developed a partnership with theDigital Equipment Corporation, a high technology firm that
One element of the relationship isdevelops computer hardware.
Project COFFEE, which features a hands-on experience for14
6.2

adclmnts who have a history of school failure. The project
Hers 7.raining in a combination of basic skills and occupational
its n fttgh- technology fields.
Digital has helped Oxford:-....1cc:1:-ir-other ways also, including teacher training andrmtratrimg for teachers who lost their jobs (Rosenau, p. 6).
..1&-liapolis has initiated Partners in Educaton (PIE) as acooperative effort of the city schools and the Chamber ofCommerce.
This project matches schools with one or more
employers on renewable one-year contracts.
It brings businesspeople into the schools to work with teachers and students andbrings students and teachers into business and industry.
The
intent is to assist each in learning the needs of the other andto help teachers and students prepare for the demands ofindustry (Gilbert, p. 9).

These examples suggest that business and industry can contribute to
the educational system in various ways:
They can provide instructional materials and special curricula
for use in the classroom.
They can offer resource people who can serve on advisorycommittees, speak to classes and at special programs, or teachselected units.
Business and industry can provide work awareness and experiencethrough tours of the plants, summer jobs, and part-time employment
during the school year.
Industry can provide equipment by donating it to the schools orby opening its own facilities to students during off hours.
Private industry can make funds available to finance special
projects or to purchase equipment.

DISCUSSION

The kinds of contributions listed above may support many different
educational activities, including those involving the introduction oftechnologies, such as the computer, into the classroom. And local school
districts are turning to private industry as a partner in introducing andusing computers in schools. School systems maintain that with declining
enrollments, limited budgets, and the limited availability of federal
funding, private sector help in selecting and purchasing hardware,training teachers, and training students is welcomed.

Hardware manufacturers have responded by donating equipment,
establishing foundations to award mini-grants, advocating Federal andstate legislation for tax exemptions on business donations to schools,
and offering computer training to teachers and administrators. Software
manufacturers have established partnerships with school systems to pilot
test courseware.
Participation in planning and advisory committees,
assistance in curriculum design, and offering technical assistance areother ways the private sector has responded.
Despite the interest in such cooperation, distrust, miscommunication,and failure to establish substantive cooperative efforts are still common.
Indeed, current research (Useem, June 1982) concludes that "...for themost part school-industry ties are fragmentary, weak, and of shortduration," and that "despite new interest in industrial-education
partnerships, it is highly unlikely that corporations will be able toprovide schools with the resources traditionally supplied by government
funds" (Useem, June 1982, p. 1).
What are the barriers to building effective working relationships?
The writings of Rosenau (November 1982) and studies by Useem (1981, 1982)
on the relationship between high-technology industries and the schools in
the Silicon Valley of California and along Route 128 in the Boston
metropolitan area reveal some of the difficulties in achieving aneffective partnership.
Dr. Useem cites the following obstacles to collaboration:
The dynamism and rapid growth characteristic of new hightechnology firms require that corporate resources be directed
inward to foster new product development and growth rather thanoutward to the schools.
Rapid growth fosters equally rapid organizational change,
including mergers, spin-offs, and changes of assignment thatmake it difficult to establish ongoing working relationships andto build trust.
Businesses tend to be short-term oriented, wanting to see
immediate results from their investment. The long-term planning
cycle of most school systems inhibits the developmc;t ofmutually beneficial projects with tangible results that are
visible in a relatively short time span.
Industry's support of tax-cutting initiatives in both
California and Massachusetts was perceived by educators as anegative position toward education that created distrust andanimosity.

Many business people feel frustrated when they try to figureout the school system and see where their input can actually
make a visible difference.
Consequently, they prefer to workwith institutions of higher education or specific schools where

6.4143

results are more apparent and may have immediate pay-off forindustry.

Limited budgets make it difficult for school systems toassign personnel to maintain regular contact with industry.
School officials maintain that industry is interested
primarily in benefits to itself--when companies need personnel
they establish ties to the schools and cut them again when labor
shortages ease.
Educators resent the low regard in which they are held byindustry personnel. They believe business people consider
educators poor administrators who allocate public funds
inefficiently and wastefully; this is one reason, educators
maintain, for industry's lack of support for increased publicfunds for education.
Despite these obstacles, there are more optimistic signs.
Some ofthe older "technology" industries, including Hewlett-Packard, IBM, theDigital Equipment Corporation, and Bell & Howell, are cited as taking
active, supportive roles in education. Also, liaisons based on personal
contact and mutual interests do occur. For example, one of the schools
visited by Project BEST recently received a contribution from a
corporation to help build a computer lab.
A student's parent works forthe firm and was instrumental in obtaining the funds.
Floretta McKenzie, Superintendent of the Washington, D.C., publicschools, maintains that establishing working relationships between theschools and private industry must involve benefits For both sides.
She
says:

It's time for the managers of public resources to stop trying topick corporate profits, and to start helping our private sector
companies find cost-justified approaches to coupling businessinterests of their shareholders with the educational interest ofyoung people (Rosenau, p. 6).

BIBLIOGRAPHY

1.

Gilbert, Janean.
"Education Is Everybody's Business."
Leadership. Vol. 40, No. 2, November 1982.

2.

Gold, Gerard. "Public Education and the Private Sector."
Educational Leadership. Vol. 40, No. 2, November 1982

3.

Peirce, Neal.
"School-Business Compact Guarantees Jobs."
Administration Times, December 1, 1982, pg. 2.

6.5

14

Educational

Public4.

Rosenau, Fred. "Beyond Philanthropy."
Vol. 40, No. 2, November 1982.

5.

Seeley, David.
"Education Through Partnership."Leadership.
Vol. 40, No. 2, November 1982.

6.

Useem, Elizabeth.
"Education and High-Technology Industry:
The Case of Silicon Valley."
Unpublished paper, August 1981.

7,

Useem, Elizabeth.
"Education in a High-Technology World: Problems
and Successes in Collaboration."
Education Times.
July 26,

Educational Leadership.

Educational

1982.
8.

Useem, Elizabeth.
"Education in a High-Technology World: The Caseof Route 128." NIE Funded Research Project. Northeastern
University:
Institute for Interdisciplinary Study of Education,
June 1982.

6.6

PROJECT BEST VIDEO NEWSLETTER #2
May 1718, 1983, TeleconferenceThis second video newsletter was broadcast on May 17.
The newsletter
is about 23 minutes long. It presents updates on publications, software,filmstrips, slides, videotapes, and other programs and activities dealing
with computer literacy. It also includes upcoming Project BESTactivities and proposed new informational resources for use byparticipating BEST states.
The items in the newsletter have a suggested
shelf-life of only 30 to 45 days. The attached Guide Sheet contains alisting of the key products, services, and activities announced in the
newsletter.
Because the program moves too quickly to copy down addresses
and phone numbers, the attached listing of addresses and resources is an
important complement to the video newsletter.

The diskettes demonstrated in the newsletter, offered through the
ERIC Clearinghouse of Syracuse University, were mailed to each ProjectBEST State Team Leader under separate cover for use with the May 18
teleconference.
Similar diskettes are being prepared by the ERIC
clearinghouse on the topic of hardware and software evaluation.

7.1

15i

Guide Sheet

Informational Products Announced
on May 18, 1983
Project BEST Video Newsletter

1.

Diskettes (2) from ERIC
Clearinghouse
Selected Information Resourcesfrom RIE and CIJE on
Computer Literacy

Produced (for BEST State Teams)
by:Dr. Donald Ely, Director
ERIC Clearinghouse on Information
Resources
Syracuse University
School of Education
Syracuse, NY 13210

2.

BEST NET Bulletin Board (Beginning June 1, 1983)
Software Information Exchange

Available to BEST NET electronic
mail users on an experimental
basis.
Source: Mrs. Bobby Goodson

Computer Using Educators
Box 18547
San Jose, CA 95158

3.

Videotape of teleconference fromNew York:"Computing Strategies for
Success"

Carmen Paigo
Center for Learning Technologies
Media Network
Cultural Education Center C-7
Albany, New York 12230
($40)

4.

Books from State of Tennessee
Department of Education
Computer Skills Next:
A Planfor Grades 7 & 8
Microcomputers in the Schools:
An Educator's Guide

Dr. George Malo, Director
Division of Research andDevelopment
Tennessee Department of Education
135 Cordell Hull Building
Nashville, TN 37219

5.

Handbook from Santa Clara County
Office of Education
Computer Education Handbook

Bonnie Pardue
Microcomputer Center
Mail Code 237
Educational Development Center
Santa Clara County Office of
Education
100 Skyport Drive
San Jose, CA 95115($25 + $5 shipping and handling)

8.1

6.

Guide from Educational Software
Evaluation Consortium1983 Educational Software
Preview Guide

Available to State Team Leaderslimit of one copy each uponrequest.

Cheryl Petty Garnette
Project BEST/AECT, Room 214
1126 Sixteenth Street, N.W.
Washington, DC 20036
Other persons should contact:
Kathy Parks
TECC Clearinghouse, Software
Library
San Mateo County Office of
Education
333 Main Street
Redwood City, CA 94063

7.

Book from the American
Association for Higher Education
Meeting Learners' Needs ThroughTelecommunications: A Directory and Guide to Programs

Marilyn Dressel, Director
Center for Learning and
Telecommunications
One Dupont Circle NW, Suite 600
Washington, DC 20036($40 to non-members)

8.

Book from Office of Technology
Assessment, U.S. Congress
Informational Technology andImpacts on American Education(includes case studies byLinda Roberts)

Superintendent of Documents
U.S. Government Printing Office
Washington, D.C.
20402
GPO #052-003-00888-2 (S8.00)

9. Videotapes from Project BEST
(Available after June 30, 1982)"Teaching with Computers- What Can I Do!""Computerwares:
Hard & Soft
Decisions"

Producer:

Project BEST/AECT, Room 214
1126 Sixteenth Street, N.W.
Washington, D.C.
20036

10.Guide from Project BEST
(Available after June 30, 1983,
to BEST State Teams)
Users' Guide to Project BEST
Products (Print and Non-Print)

Author:Project BEST/AECT, Room 214
1126 Sixteenth St., N.W.
Washington, D.C.
20036

133
8.2

BECOMING LITERATE WITH THE NEW TECHNOLOGYPROJECT BEST TELECONFERENCE #3

May 18, 1983

Objectives

This was the third in a series of four video satellite
teleconferences ndertaken by Project BEST. Entitled "Becoming Literatewith the New Technology," the .one-hour teleconference was transmitted on
May 18, 1983.
The teleconference was designed to:clarify issues raised in the video module "Learning andTeaching ABOUT Computers," andprovide viewers with an opportunity to query experts about
their computer literacy concerns.
The teleconference focused on five issues in computer literacy:
1.

What is it?

2.

How do educators become computer literate?

3.

Competencies, such as programming, that need to be addressed.

4.

Support needed by staff beyond introductory computer literacy
workshops.

z).

Whether to integrate computer literacy into the curriculum or°offer. a separate course?

Users of the Videotape
This videotape is appropriate for SEA and school district
administrators who have responsibility for planning and developing K-12
computer literacy programs.- It can be used also in staff development
programs to make teachers, administrators, and volunteers comfortablewith using microcomputers in school settings.
Content

Clips from the 30-minute covpter literacy video module tray
ittsd
earlier to the viewing sites were shown to focus panel discussion linrit
call-in questions from viewing sites.
Members of the teleconference panel included Bobby Goodson, Computer
Resource Teacher in Cupertino, California; Fran Gallagher, Program Analyst
for Fairfax County Public Schools in Virginia; Marvin Veselka, AssociateCommissioner for Professional Support, Texas Education Agency; and

154
9.1

Jenelle Leonard, Assistant Director of Computer Literacy for the Districtof Columbia Public School System.
Questions were received from more than 20 viewing sites, including
places as far away as Puerto Rico, Alaska, and California.
Illustrative
topics and questions addressed during the teleconference were:I.

Differences in attitude and interests between boys and girls incomputer literacy courses.

2.

Evidence of the effects on thinking, logic, and reasoning skillsof learning particular programming languages.

3.

Have any states established computer literacy as a minimum
competency required for graduation?

4.

What types of instructors are states using to conduct computer
literacy workshops?

5.

What are states doing to teach computer literacy skills toadministrators and managers?

6.

Pros and cons of allowing teachers to take computers home forhands-on experience.

7.

Involvement of parent groups in computer literacy school
programs.

Pre-Viewing Activities

We recommend viewing the 30-minute video module "Learning andTeaching ABOUT Computers" before viewing the teleconference. The video
module can be repeated several times and stopped at crucial points fordiscussion.
The video module provides background information that will
enhance learning from the teleconference.
Post-Viewing Activities

After viewing the videotape, you may want to discuss the following
questions:
How are we defining computer literacy and what competencies
do we want students, teachers, and adminstrators todevelop?
How are teachers and administ
learning about microcomputer' :i3.14

in this districtcan we help them?

What are the students, currently beirn taught?
what we want them to be learning?

Is thisRetources

For those who would like more information about the subject ofcomputer literacy, a bibliography iOncluded in this packet. It may be
reproduced and distributed with the above referenced video module andteleconference videotape.
9.2

Selected Bibliography of Print and Non-Print
Information Resources on Com uter Literacy
ompi e by
Project BEST
Association for Educational Communications & Technology
1126 Sixteenth Street, NW - Room 214
Washington, DC 20036
May 18, 1983 Computer Literacy Teleconference**BOOKS

Anderson, R., Krohn, K. & Sandman, R.
User Guide for the Minnesota Computer
Literacy and Awareness Assessment. St. Paul: Minnesota Educational Computing
Consortium, 1980.
Billings, K. & Moursund, D.
Dilithium Press, 1979.
Bork, A.

Are You Computer Literate?

Learning with Computers.

Forest Grove, Oregon:

Bedford, Massachusetts:

Digital Press, 1981.

Bradbeer, R., Bono, P. & Laurie, P. The Beginner's Guide to Computers.
Massachusetts: Addison-Wesley Publishing Company, 19827.
Center for Learning Technologies, State Education Department.
An Introduction.
Albany, NY, 1982.

Reading,

Computer 1.1.LItIa:

Elgarten, A., Posamentier, A. & Moresh, 5; Using Computers in Mathematics.
Menlo Park, California: Addison-Wesley Publishing Company, 1983.
Heller, R. & Martin, C.D. Bits 'n Bytes About Computing: A Computer Literacy
Primer.
Rockville, Maryland:
Computer Science Press, 1982.
Horn, C.E. & Poirot, J.L. Computer Literacy: Problem Solving with Computers.
Austin, Texas: Sterling Swift Publishing, 1981. Accompanying Instructional
Manual by Horn, C. & Collins, C.
Hunter, B.C.
An Approach to Integrating Computer Literacy into the K-8
Curriculum. Alexandria, Virginia:
Human Resources Research Organization, 1980.

Luehrmann, A. & Peckham, Herbert. 'Computer Literacy: A Hands-On Approach.
(For the Apple).
New York, New York: McGraw-Hill Book Company, 1983.
With
Teacher's Guide for the Apple and Diskette for Apple II DOS 3.3.
Moursund, D.

Basic Programming for Computer Literacy.

New York:

McGraw-Hill, 1978.

Introduction to Computers in Education for Elementary and Middle
School Teachers.
Eugene, Oregon: University of Oregon, International Council
for Computers in Education, 1981.
.

Precollege Computer Literacy: A Personal Computing Approach.
Eugene, Oregon: University of Oregon, International Council for Computers in
Education, 1981.
Richman, E.
New York:

Random House Spotlight on Computer Literacy and Teacher's Guide.
Random House School Division, 1982.

Taylor, S., Editor. The Computer in the School: Tutor, Tool, Tutee.
Teachers College Press, Columbia University, 1980.

New York:

Cambridge,
Computer Literacy: What Schools Should Be Doing About It.
Watt, D.H.
Massachusetts: Artificial Intelligence Laboratoiy'58assachusetts Institute ofTechnology, 1980.
10.1

**ARTICLESAssociation for Su ervision and Curriculum Development Curriculum U date:
October 1982.

Computer litervy.
Gawronski, J.D. & West, C.
225 North Washington Street
Alexandria, Virginia 22314
AEDS Journal:

Anderson, R.E. & Klassen, D.L.
computer literacy instruction.

A conceptual framework for developing
Volume 14, no. 3 (1981): 128-50.

An alterhative curriculum for computer literacy development.
Denenberg, S.A.
Vol. 13, no. 2 (1980): 156.
Vol. 11,

Dennis, J.R. Training preservice teachers to teach with computers.
no. 2 (1978): 25-30.

Classroom Computer News:
Anton, J.

Close encounters of the comfortable kind.

Anton, J.

Two pioneers in computer literacy.

Getting to know your computer:
Burke, L.
a time. May/June 1982: 41-42.

March 1983:

April 1983:

25.

71.

A practical approach--one byte at

Kelman, P. interviews. Arthur Luehrmann. Computer literacy:
19-21, 23.
November/December 1982:

What it's all about.

Computer Decisions:

Turning reluctant users on to change.
Lesden, M.
93-100.
January 1981:

Vol. 13, no. 1,

The Computing Teacher:
K-8 computer literacy curriculum revised 1982
Goodson, B.,' Better, J., et al.
by Cupertino Union School District. March 1983: 7-10.
The holistic approach to introducing computer systems.

Lawson, H.
43-49.

Moursund, D.
Zinn, K.

Pre-service:

In-service:

Self-service.

April 1982:

Steps toward increased literacy with technology.

October 1982:

3-4.

November 1982:

3-6.

Creative Computing:Mathes, S.L.

Using microcomputer graphics to train teachers.

April 1982:

88, 90-94.

The Education Digest:
Anderson, R., Klassen, D. & Johnson, D.
March 1982: 19-21.
comprehensively.
10.2

Why we need to review computer literacy

157

Educational Computer:
Bitter, G.

January/February 1983:

Computer literacy for teacher certification.

22.

September/Creating an effective computer literacy training model.
October 1982: 42.

Making the transition to computers easy--steps to take in inservice
Johnson, J.
July/August 1981: 16-19.
training.
Slesnick, T.

Teacher inservice in computer education.

March/April 1983:

16-18.

Educational Technology:
Developing computer literacy in children:
Holzman, T.G. & Glaser, R.
observeions and suggestions. August 1977: 5-11.
The coming of computer literacy:
Molnar, A.R.
January 1981: 26-28.

some

Are we prepared for it?

Electronic Learning:
Anderson, C. Teaching computer literacy: Guidelines for a six-week course
November/December 1981: 30-31.
for teachers.
Bitter, Dr. G. The road to computer literacy (five part series).
60-63.
September 1982:
A scope and sequence model.
Objectives and activities for grades K-3. October 1982: 34-37, 85-86.
November/December 1982: 44-48, 90-91.
Objectives and activities for grades 4-6.
January 1983: 40-42, 46-48.
Objectives and activities for grades 7-9.
February 1983: 54,56,50.
Objectives and activities for grades 10-12.

Computer literacy is biggest micro application in schools, says NCES survey.
February 1983: 23,
Hopping, L.

Do it yourself in-service training packages.

Nansen, C.
24,31.

Teaching computer use--not programming.

February 1933:

38, 45.

November/December 1982:

InstructAonal Innovator:
I(

Rawitch, P.G.
34-35>--,1

Minnesota's statewide push for'computer literacy.

February 1982:

The Journal of Computers in Mathematics and Science Teaching:
Sherwood, R.D., Conner, J.V. & Goldberg, K.P. Developing computer literacy
Volume 1, no. 2
and competency for preservice and inservice teachers.
(Winter 1981): 23-24.

10135

Mathematics Teacher:
Carpenter, T.P., et al.
for secondary students.
Gawronski, J.

The current status of computer literacy:
December 1980: 669-73.

Computer literacy & school mathematics.

November 1981:

Johnson, D.C., Anderson, R.E., Hansen, T.P. & Klassen, D.L.
what is it? Volume 73 1980: 91-96.
Luehrmann, A.

Computer literacy - what should it be?

NAEP results

613.

Computer literacy- -December 1981:

682-690.

NEA Today:
Debate:McGee, J.
23-24.

Must every student become computer literate?

October 1982:

Phi Delta Kappan:
Milner, S.D. Teaching teachers about computers:
April 1980: 544-546.

A necessity for education.

Tha School Administrators:
Bristol, J.L.
January 1982:

Assuring computer literacy for all students:

A workable plan.

31-33.

Training/HRD
Neher, W. & Hauser, L.
February 1982: 48-50.

How computers can help adults overcome fear of learning.

**MULTI-MEDIA
Film.
Adventures in Computer Education.""Don't Bother Me, I'm Learning:
Color, 24 minutes. P.O. Box 641, Del Mar, California 92014: CRM/McGraw-Hill,
16mm $405.
Videocassette $305. Three-day rental $41.
1981.

Eau Claire, Wisconsin: National Business
Kit.
Elementary Computer Literacy.
Teacher Handbook, Student Activity Handbook, Filmstrip (651982.
Institute.
frames), Cassette Tape.

Learning and Teaching ABOUT Comouters. 30-minute videotape produced by ProjectBEST documenting the computer literacy experientes of six school districts in
A print profile on each district also is available. Contact
the United States.
Project BEST: Association for Educational Communications and Technology(1126 16th Street, NW - Suite 214, Washington, DC).
Kit.
Microcomputers in Education: A Scholastic In-Service Training Program.
Leader's Guide, Participants Handbook
Scholastic, Inc. 1983.
New York:(Poirot, Dr. J. & Billings, K.), 35mm slides (277), Electronic Learning
Magazine, BASIC Tutorials (Optional), Computer Literacy textbook (Horn, C.E. &Poirot, J.L.) (Optional).
,

10.4 15D

OPPORTUNITIES TO LEARN

Project BEST was designed to provide SEA personnel with experience
using the new information technologies and an opportunity to learn fromthat experience.
Video teleconferencing, videotapes, audio
teleconferencing, and electronic mail were the technologies demonstrated
by the project.
The following paper, VIDEO As a Medium for Sharing Experience,
discusses the Project BEST staff's insights about uses of video as aneffective method of communicating.
The paper presents our learnings
about video teleconferencing and videotapes.
It highlights why these
media were selected and what producers need to consider when using these
media.

A second paper on insights about audio teleconferencing andelectronic mail will be developed if participating state teams express aninterest in this activity.
All comments aQout experiences with these
media should be addressed to the Project BEST staff.

Project
IfkLec-ELEITTm-f:atitm

SEct:Ez lraptui;-:;:z'1'.1:22a©11©gy
ADDING

MUTING

NATMDIATICSLANGUAGE AM

No. 1

VIDEO

as a Medium
for Sharing Experiences
Prepared by:

Lewis A. Rhodes
Associate Director

May 6, 1983

Prepared under Contract No. 300-81-0421
U.S. Department of Education
OERI/OLLT/DET
The content does not necessarily reflect
the position or policy of that Agency,
and no official endorsement of thesematerials should be inferred.

Association for. Educational Communicatiois and Technoloby
1126 Sixteenth Streat, N.W., Washington, D.C. 20036

12.1

161

(202) 466-4780

VIDEO AS A MEDIUM FOR SHARING EXPERIENCE"...In addition to giving us a reason and opportunity tocommunicate with each other, we will also have an opportUnity tolearn about the potentials, effects, and consequences of thesetechnologies we'll be using..."Project BEST orientation videotape, June 1982.

PURPOSE

Learning is an exciting process when our own experiences provide
the information that feeds the process.

Unfortunately, once we leavechildhood we rely increasingly on information derived from other people's
experiences (research, publications, etc.).

Opportunities for direct

experience with totally new situations become infrequent.

In that sense

one of the "fortunate" aspects of living through this early stage of theinformation technology revolution is that the research and previous
experience do not exist.

We have to give credence to our own feelings,

judgements and perceptions.

One of Project BEST's purposes is to stimulate that personal
process--to use the new technologies as tools in the conduct of projectwork, then to provide opportunities to reflect on that use and to see
what can be learned from our own reactions.

The intent of this paper isto trigger and expand that reflective process.
During this year we have systematically solicited and collectedyour feedback by phone, mail and electronic mail.
our own perceptions.

We have also documented

These reactions have.been an invaluable element of

12.2

this process.

They have allowed us to reflect on our original intentions

and assumptions, as well as our actions, and to ask "why?".
to that question are presented in this first "learnings"

Our answers

paper.

We hopethey prompt reactions and further exchange that will allow this process
to better inform the future technology decisions each of us may be called
upon to make.

INTRODUCTION
People are. usually surprised when wr; tell them that Project BEST is

not a "microcomputer" project, for most of the content of ourcommunication deals with this revolutionary new technology.

Our own viewof the project's purpose is more accurately portrayed in our
logo--"People-to- People:

the BEST Approach."

We are attempting to use

information technologies to connect people who share similar concerns inways that will facilitate their ability to solve their own problems.

January 1982, the project described its intentions as follows:
As a dissemination project, Project BEST is in the business ofcommunication--communicating about technology. As Drucker
notes, real communication is not created by technology.
Technology can only provide the links or structures that extend,enhance, and/or connect certain mutual needs to exchange
information.
Each of the project's uses of technology,
therefore, will be determined within a broader context of the
purposes of the two-way communication of which it is part....
...We will choose our media against the reference point of what
we are trying to accomplish and communicate (about both thecontent and the medium we are using to communicate it).
Our
choices also will be functionally appropriate to the task inwhich the project and the states are engaged.
Task-relating thetechnology is important to counteract the history of "technology
demonstrations" where the participants' role is limited toobservation or "playing" with the technology.
Thus they
possibly come away impressed, but with no personal experiencethat ties the technology to the real world conditions they
face.

...We will provide functional experience with the new
information communication technologies so that participants
experience the benefits and generalize them to their own
situations.

12.3

163

can

In

We now have a year's experience using four technologies toaddress project communication needs:
satellite telecasts for broad dissemination ofmaterials and expertise;videotape to record current school experience withthe, new technologies;

electronic mail for pointtopoint exchange andaccess to current resource lists; andaudio teleconferences for interaction, questioning,
and idea exchange.
The subjects of this paper are the two video technologies.

A

second paper, to be distributed as part of the June, 1983 ProjectBEST teleconference, will address the more-interactive technologies
of electronic mail and audio conferencing.

The framework for presenting the information on each of thevideo technologies is:

our intentions and assumptions;

our observations of what occurred; andour reflections, generalizations and tentative
learning!.

12.4

SATELLITE TELECONFERENCES:
1.

PRESENTATION OR COMMUNICATION?

Intentions

When Project BEST was being developed the thought was that the
teleconferences would serve as work sessions involving project staff andstate team members.

The focus for the live communication exchange would

be the video modules and other awareness/training materials that the
project was developing for SEA use.

The satellite video teleconference will serve as a meeting between
During thethe developers and users of the video materials.
teleconference, contextual information will be presented about issues
or principles involved in the examples through discussion withexperts and, in some cases, the educators involved in the practice.
Underlying issues related to the use of the materials will also be
discussed.
At this point in the. project, with three satellite video"teleconferences" under our belts and two more being developed, we canlook at what actually happened and begin to ask "why"?

2.

Observations

Expectations for, and early applications of, any new tool are

shaped by prior experiences with similar tools, by presumptions of
purpose, and even by the terminology used.
In the January 1982 project design document, we noted that "theterm 'teleconference' is beginning to take on generic meanings that makeit difficult to know what is being described when it is used."
have the personal experience to confirm that.

We now

It is increasingly popular

to label anything that is broadcast via satellite as a teleconference.

Yet the greatest share of what is transmitted this way (on our
teleconferences, and those of others we have viewed) is one-way
presentation that does not contain (or sometimes even need) the viewer
interaction that the term "conference" implies.
We have observed that this general use of the label"teleconference" can raise expectations in the viewer's mind that can
result in dissatisfaction with a presentation that was never intended to
be anything more than a presentation.

12.5
1 6 5-

It has appeared, at times, that the confusion about terminology isparalleled by a similar lack of clarity about the purposes or role of thesatellite telecast.
This confusion seems to affect both the producers
and the receivers of the information.

For example, because theinformation is transmitted and received as "television", it is easy toperceive the activity in terms of the medium as we have known it until'now--that is, a presentation as opposed to a communication medium.

In

most purposeful television presentations, audience needs andcharacteristics are anticipated but not specifically known.

Audiences,

therefore, are perceived in generalized terms such as "elementaryteachers", "SEA staff", etc.

Because the specific audience needs are notknown it must be assumed that the presentation may "miss" some viewers
who may neither want nor need the information.

Consequently,

production effort must be devoted to techniques to capture and holdattention.

Satellite telecasts however are not usually aimed at generalaudiences.

Typically they have a more limited target audience why is

known, can be specifically described, and whose needs can be more
directly determined (e.g., Project BEST state team leaders, state reading
specialists).
In these cases, it may be assumed that the audience members
want to receive or give information or they would not take part in theactivity.
The audience can be perceived and dealt with as participants,
not viewers.

At these times the television activity can be perceived in acommunications context with direct effects nn both the content andproduction techniques.

One direct consequence of "old rules" and assumptions being
applied to a new situation appears to be a failure to employ for
effective communication several of the advantages that are inherent tosatellite telecasting.

These are:the effectiveness of organized audio and video
presentations;the relatively low total cost for its use when the
expense of moving people to one central meeting location isfactored in; and

12.6

6G

the lack of time limitations usually found on open-circuit
broadcast channels.
Instead, these same features sometimes are applied to producing
longer, one-way presentations of information as well as "shotgun"

presentations (reach as many as possible with as much information as
possible).

Token interaction may be included, and appears to be based on

an assumption that interaction means an exchange between presenter andreceiver.

Usually only one person at a site has access to a phone or

microphone, and even then, there is seldom sufficient time for all sites
to participate fully.

We have noted more effective interaction (i.e., in terms ofcontributing to :!the communications purposes of the teleconference) when

the interaction can be among viewing sites or among the participants at
any one site.

3.

Reflections, Generalizations and Tentative. Learnings

As part of determining how satellite telecasts might facilitate
Project BEST communications, we have begun to develop some generalthoughts, perceptions and rules-of-thumb about video teleconferences(i.e., telecasts used in an interactive communications context).

As we reviewed a number of teleconferences from education andbusiness organizations (as well as our own), wc became aware of somesimilarities and differences in the ways that teleconferences were being
used by these two sectors.

First, teleconferences are, in the main,

being used as purposeful tools by organizations with a communications
problem or task.

This led us to look at the broader picture of the typesof communications problems all organizations deal with.

It was here that

we noted that two communication systems exist in most of our work
settings.

One, formal communications channels and mechanisms provided

to ensure that decisions are carried out efficiently.
information flow through these channels is one-way.

Most of theSecond, andco-existing with these forilial cvanizational channels, is an informal
system of communications.

Most of an organization's problems areresolved via these channels.

Why?

The channels, or linkages, are12.7 167

purpose or task-related, the participants have more control over the
structure of the system and the content, it Is more interactive, andthere is a greater degree of trust because the participants know one
another.

Yet this process is seldom given legitimacy as a "system" andis kept relatively invisible.

Nevertheless, when we looked at where teleconferencing and otherinteractive telecommunications media appeared to be of most value today,
it was apparent that it was for these "informal" organizational
communications.

(Note the increasing number of television commercials

for audio and video teleconferencing--they always show a group of people
who know one another in a problem-solving situation.)

Yet in education,

as opposed to industry, the largest proportion of video teleconferencesthat we observe:' were employing the medium for formal, predominantly.one-way, organizational communication (e.g., to announce a decision, present
new information, etc.).

Interactivity, when it was included,was usuallyof the clarifying or challenging question type.

Time for it was usuallytacked on, was too short and too limited, i.e., on1;,

one person at eachsite could talk.

Why does education seem to differ from industry in using thesetechnologies to enhance its own capabilities to resolve its problems?
Two reasons may be:

Most educational professionals are dealt with as "independentpractitioners." They do not have jobs that legitimately requirethem to interact with individuals outside their offices orclassrooms to solve problems.
This latter type of interaction
is done, usually on one's own time, at professional meetings,
through phone calls to peers, and indirectly via access toresearch.
In education there is relatively less experience using
telecommunications (till now, television and radio) as amanagement problem-solving tool.
Over the years, the earnest
endeavors to discover unique contributions of these media toteaching and learning have focused more on the content ofeducation than its process.
The concern has been more for what
and how to present information to students via media than how tosolve the problems that constrain good teaching and learning
situations. Telecommunicati.ns technologies, therefore, have
had few opportunities to be used for improving the lot of those
who deal on a daily basis with the problems of "running theshop."

163
12.8

Some aspects of the above situations are not going to change rightaway.

Most of us in education will continue to solve our problems

primarily with the resources available at our sites.

However, there are

educators who frequently conduct work with individuals who are separated
by distance. Among these are the two primary organizational
participantsof Project BEST--state education agencies and educational professional
associations.

The question is whether we can begin to apply this technology tothe processes of education that we influence.

Can we take the little

bit we already know about interactive telecommunications from ourlife-long experience--for example, with telephones--and combine it withwhat we know is effective with small work groups? Can we provide
fufv:tional mojels fo,. ourselves and our members or constituents fromwhich we all can leaii?
What could the benefits be?
be changed.

Many have said that education cannot

True, but that is nct the same as saying that education

cannot change itself... if it had a way to connect itself to its own
resources to solve its own problems.

This is not centralization, butrather connecting decentralized decision-makers

so that they have accessto each other's experience to enhance local decisions.

To further that end, here are some of the rules of thumbswe aredeveloping for our own use in producing Project BEST's satellite video
teleconferences:
1.

Transmission of a video presentation by satellite may add an airof importance to an activity. However,,the novelty quickly
wears off if the information being presented does not meet aneed of those receiving it.'-We now have the capability todeliver information to specific individuals and groups to meet
specific needs.
Be clear about the purposes of the satellite
telecast and its relationship to the needs of the primary
audience(s).

2.

Do not be afraid to be "too specific,"
Understanding of any
particular information is enhanced when the presenter structures
it toward a specific need. This doas not mean that others
cannot also receive and understand that inform:- 'on. We do thisevery day--learning from information intended,r others.
It isthe clarity resulting from having a specific target that
produces the more effective presentation of the information.

12.9

.169

3.

Determine the organizational relationships of theparticipants and how the teleconference relates to their work.
Are the reception sites organizationally under the
Is the"control" of these developing the presentation?
purpose to have them all get the same things out of theactivity?
Is there a national agenda that is structuring themeeting? Or is the television presentation supporting
local agendas at each reception site?

4.

If the receiving sites are, in fact, "participants" and notsemi-passive "viewers," you will need a receiving site
If thespokesperson who does more than manage logistics.
centrally-televised portion of the conference is to be useful,
you will need a way to anticipate its relevance to the varying
local situations. After all, it will be their objectives forthe meeting (not yours alone) that determine whether yourcommunication is successful.

5.

Be clear about the nature and extent of interaction that will
be possible. Make sure that the teleconference participants
have these same expectations.

Interaction with the presenters of the material is no morenecessary for video presentations by satellite than it is forvideo presentations by cable, broadcast, or other means.
Interaction or involvement with the ideas being presented isInteraction
important, however, for effective communication.
can serve several needs of the participants:
to clarify informat4on through questions;to internalize information thrcugh discussion; andto add to or exchange information.

Determining who should be involved in the interaction should be
one of the first considerations for the satellite videocommunicator. Options include:
discussion among participants at each viewing site;

interaction among viewing sites; andinteraction between viewing sites and thepresenters.

When the interaction takes place should also be considered.
Unless there is some developmental purpose for feeding
information back into the "live" communication process, it does
not necessarily have to be part of the satellite broadcast.

6.

Does every video element have to be part of the real-timetelecast? Consider transmitting ahead of time thosepresentational portions that might be shown at the local site atother times, before or after the broadcast.

7.

Make sure the human relationships that the telecommunications
linkage is reinforcing are provided for--that is:
Don't expect open communication if the participants don't,
to some extent, know or trust one another.
Don't expect a common response unless participants havea mutual concern or need.
Expect to devote some effort to verifying and/or
establishing these relationships before the teleconference.
It will ensure communication and decrease the need for
nonfunctional attention holding television production
techniques.

12.11171

VIDEOTAPE AS AN EXPERIENCE-LINKER"Mentionsrroject BEST's plan to develop videotaped mate..ials that states

could use with local schools responds to three conditions.

First is thelack of a research or experience base for schools to turn to as they
consider the use of microcomputers.

They have to rely on each other, as

evidenced by the great number of local user networks and new practitioneroriented computer magazines and newsletters.

Second is the evolving

nature of the information schools are seeking.

Changes in hardware andsoftware and continuing development of new classroom applications make itpractically impossible to provide specific how-to-do-it information.
Moreover, what most people really seek is sufficient data to give themthe confidence to make their own decisions.

This type of information can

include the fact that others are making similar decisions without greatrisk, or that they already have the data to make the decision but did not
realize it.

Third, and finally, the project recognizes that television is nota medium best used for communicating "facts"

As Neil Postman has noted,

television presents experience, not commentaries about experience.*
Consequently, it makes sense to capitalize on this strength of the medium
lnd use it to deal with the current need for experience exchange in local
schools.

Thus an early Project BEST planning document stated:

Videotape Case Studies
These videotapes will document the key experiences of school
practitioners who have been using microcomputers effectively inbasic skills education.
They will-be short, organized in amanner that will allow variations in use, and not become outdated in a short time.

Each video module will be designed for an audience of adults
who work in or with education. These people know what children
look like and are not turned on by pictures of kids being happy
with hardware (although a review of most "demonstration"materials might suggest otherwise). What they seek instead*"Engaging Students in the Great Conversation", Phi Delta Kappan,
January 1983

:172
12.12

(observe their behavior in meetings with peers) is informationfrom others in situations like theirs, for example:
what thn technology allows them tc do or accomplish;
what's involved and how they handle it;--

how they feel;

what didn't work and what they learned from it;
what constraints they had to deal with and how.

The project set out to develop four of these videotapes ormodules.

Each tape was designed to address a concern of local educatorsthat was likely to continue for a number of years.

The topics selected

were:getting started with the new technologies;'learning and teaching about computers;

deciding about hardware and software; andteaching with microcomputers

Each tape module illustrates how a number of schools with varying
resource bases dealt with a common issue.

(Six very different school

districts served as sites for videotaping:

Cincinnati, Ohio; Plains,

Montana; Cupertino, California; Fairfax County, Virginia; Albany, Ohio;and Ann Arbor, Michigan.)

The final modules are intended to be used as

triggersthat is, to create the interest and awareness necessary to
motivate viewers to seek further information, appropriate and relevant totheir specific situations.

At the point where these observations and tentative generalizations
are being documented, all of the field taping is completed.

However,

only one of the modules has been disseminated to the states, one is partof the May teleconference activities, and the remaining two will becompleted in time for the June activites.

The following should be read,

therefore, remembering these limitations on the extent of our present
experience.

Observations

2.

A.

What the Viewer Brings to the Viewing Experience:

We havenoted that people with local school experience -eact to the modules
differently than those with other orientations.
.

This might have been

To communicate effectively, one has to find a "handle" in themind or t''ver to grab hold of.

Since our primary audience is at

the local school level, we chose problems and experiences that most lo al

educators would immediately relate to (e.g., parent pressures, feelwhen students know more than teachers, troubles getting technology towork the way it's supposed to).

These may not be issues that policy

makers, academics, or technology specialists find of primary
importance.

Without one's own experience to-link and give meaning to theinformation on the videotape, a viewer might see nothing but the pictureson the screen.

Instead of triggering personal pictures of possibilities

in the viewer's mind, the tape would appear to contain nothing but
talking heads and computer classrooms.
B.

Capturing and Portraying the Multi-Dimensions of Reality:

Printed articles and case studies can seldom capture themulti-dimensional realities of a school.

When we made the first of our

two visits to each school district, we quickly discovered that theprinted materials and references on which we had based our site selection
had seldom captured the complete picture of what was happening.

By theirnature, articles and other printed materials reflect the point of view ofthe writer, intentionally or not.
Whether or r:ot the video modules will better capture themulti-dimensional reality of the school is yet to be seen.
is there.

The potential

In several cases, we were able to get varying points of viewon the same event that can be used for contrast or to show the range ofperception and understanding that can exist.
C.

Unanticipated Consequences:

Our taping produced unanticipatedeffects on the school districts we visited.

The interview process was

structured'to elicit what it was like to be that person at that time inthat specific situation.

We wanted people to talk only about what theyknew from their own experience, not what they believed others should do.

1 74

12.14

To get this information, the interview process focused on specific issues
or concerns but within a personal framework of what the speaker had doneor was doing, what his/her problems were, and what he/she had learned
from them.

This reflective process proved successful in generating the typeof experiential narrative that communicates so effectively.*

It hadunanticipated, effects for the schools we visited, however.

In almostevery case, we have received direct feedback that the reflective act ofproviding information to us gave the districts new insights that resulted
in improvements in their activities.

Thus the situation at each site is no longer what it was when wevisited it.

This is an additional reason not to view the video modules

as case studies of the districts visited.

3.

Generalizations

We believe we are learning something about the value of television
for connecting people so they may profit from each other's experiences.

We are also learning something about the effects of education's 25-year
ITV experience on our perceptions of "good" and "bad" use of themedium.

Television is an attention-centered medium.
only once.

material.**Information goes by

You can't goback, scan, and repeat as with printed
If information is to be communicated by television the mindof a viewer must be kept "connected' to the picture and sound.

*Recent brain research suggests that the mind organizes information in anarrative format.
It tries to understand and make sense of information
by tying it together into a logical "story." This may explain why somepeople find information encapsulated in personal experiences easy torecall.

**This is les.; true with TV via tape or disc, but it still requires moreenergy and time than the almost-instantaneous process of glancing backat a page.

12 .

11

7.5

Techniques such as pacing, visual effects, interesting compositions,etc., can help.

These are only enhancements however.

"connector" must come from the viewers themselves.
interested in what is being communicated.

The basic

They must want or be

One of the strongest

connectors is a perception that the information is useful and relevant to
one's own needs.

The dilemma we had to face in putting the modules together fromthe taped personal interviews was whether or not persons talking about
their own experiences would hold viewers' attention.

Did they need to beenhanced with semi-related pictures that attempted to recreate what was
being described?

From our own ITV experience, many of us have an aversion to what
we saw as "talking heads."

This may be because in the past these were

heads that were talking about rather than recreating the experience.

Inmany cases, television teachers played the role they had played in theclassroom--presenting information about others' experiences.

Since, asnoted earlier, TV is a poor medium for talking about experience,
pictures and production effects had to be added to capture and holdviewer attention.

The "talking head" became a "no-no."

What we may have missed by mindlessly applying that rule is that
there were teachers and others on television, or in a classroom, who
seemed to hold the students' attention without additional effects.
were individuals for whom the subject matter was their life.

These

They loved

and lived their subject to the extent that facts came out flavored withhuman feelings.

The subject matter was their experience.

When this wascoupled with dramatic ability, the viewer could be made part of thatexperience (Leo Buscaglia can serve as a current example).
information and feelings could hi L 7ommunicated.
situation,

Both

In this type ofthe medium achieves wat it does best.

It links the viewer's

mind directly to the presenter's experience.

Our experience, so far, with Project BEST video materials tends toconfirm this view.

Individuals directly involved in an activity cancommunicate, via TV, a sense of what they have experienced to a degree noless than is achieved when one makes a personal visit to a school.
Viewers can come away with information and feelings.

176
-7C:

12.16

This does not mean that these types of videotaped materials shouldbe all "talking heads," or that we are not concerned about the pictorial
quality of what is on the video tapes.

On the contrary, we are very

concerned about a "talking head," but it is not necessarily the one on
the screen.

Rather it is the little voice in the head of the viewer- -the voice that provides continuing commentary on what is being seen andheard.

Ideally, the TV communicator wants this voice to be "in sync"

with the information being presented.

Communication is blocked when thelittle voice starts making social commentary or wondering about elementsof the picture that have little to do with the message being
communicated.

This type of "talking head" continues to be a continuing

concern for us--to know, for example, when a picture of children using
computers in a classroom will enhance what a.teacher is saying about her
particular classroom application, and when it will start the little"talking head" noting that brands of computers are used, how many girls
are in the class, etc.

'

12P7

DIALOGUE

We have provided in this paper examples of what we are learningfrom the Project BEST experience with two specific video technologies.
While many of these thoughts derive from your reactions and feedback, we
do not presume that these are the same things you may be learning.

We doknow, however, that we can both learn more if we can exchange ourviews.

Not all of you may want or need to think about the issues we havedealt with here.
reactions.

For those of you who do, we will welcome yourTo continue the dialogue, we will synthesize your comments

and feed them back to those of you who indicate interest.

AREA EDUCATION AGENCY 16
FT. MADISON, IOWA

SUMMARY

Tax-supported regional service
agency in small rural farming
community in Southeastern Iowa

Serves 13 school districts;
average school population of
1,540; covers 1,620 square miles

Staff of 180

Began computer literacy programusing microcomputers in 1980 for
interested school districts

The Great River Area Education Agency (AEA) #16 in Ft. Madison, Iowa isa tax-supported regional service agency serving 13 school districts in Southeastern Iowa. During the 1978-79 school year, AEA 16 placed an Apple II microcomputer in each of the 13 school districts. In 9 of the districts, the micro
was used to support computer programming courses at the secondary level. The
following year, elementary school principals requested the help of AEA 16 in
In March of 1981,
forming a plan for using microcomputers at the K-6 level.
a computer literacy pilot project was initiated in four of the school districts.
Three months later, the project was expanded to include all public school districts in AEA 16 and was also extended to the junior high school level.
The Great River Area Education Agency was the first AEA in Iowa to
Dr. Jerry Doyle, a math and science conbecome involved with microcomputers.
sultant in the Educational Services Division of AEA 16, responded to the great
demand of teachers and superintendents in several school districts for inserDoyle attended a conference sponsored jointly
vice training on microcomputers.
by the Minnesota Educational Computing Consortium (MECC) and the Association
for Educational Data Systems (REDS) to learn more about educational computing.
He saw a good deal of computer-assisted instruction (CAI) efforts but feltthat CAI was not the approach.AEA 16 should take. It was too expensive because
the ratio of students to computers should ideally be 2:1, and there was not
any software available for CAI that met Doyle's satisfaction. He felt computer
literacy was necessary before any applications could be made.
Many of the school districts were already involved in computer application activities on their own, under the leadership of an interested teacher
or principal, but they had no.cohesive plan. Doyle wanted to give them direction and unity but found it difficult to stay more than one step ahead of
the schools themselves. He solicited the help of high school math teather Ed,
Rolenc (pronounced Rawlins), who was very interested in microcomputers and wat
using them in his classes in the Mt. Pleasant School District.

In the spring of 1981, Doyle began holding half-day inservice classes
for interested teachers. A formal staff development course began the following summer, with teachers getting credit for the 15-hour series of classes.
Other classes are offered during the school year at 4:15 p.m. for teachers
only.
Administrators are given their own inservice sessions at different
times.
Doyle finds that administrators, like teachers, learn best among theirpeers.
"It takes a secure administrator," Doyle notes, "to attend a teacher
workshop." Most of the teachers at the workshops are there voluntarily andhave an interest in learning about microcomputers. Doyle observes, however,that occasionally a principal will "nudge" a teacher to attend an inservice
session. Many community people also attendthe classes. In one instance,eight employees from Northwestern Bell attended a workshop at the suggestionof their supervisor.
In developing the computer literacy curriculum that was used, Ed Rolenc
revised and re-wrote Radio Shack's Computer Education Series Parts I and II
to suit grades 3-8.
He also modified Lesson Seven of Part I of the curriculum,
designed for use with the Model I and III, to suit the Color Computer.
In
November of 1981, AEA 16 purchased 164 Radio Shack Color Computers for the area
elementary and junior high schools.
The move from Apple to Radio Shack wasmade for several reasons:
1.

The Radio Shack computers come with a teaching packet.

2.

It was hard to find servicing for the Apples.
Radio
Shack, on the other hand, has six outlets in Southeastern Iowa.

3.

The Radio Shack Color Computers were purchased at a 22%
discount.

Backup machines are kept at the AEA 16 offices and sent out to any schools
in which the machine(s) is being repaired.
Software for the school districts comes from several different sources,
both internal and external. The AEA 16 disseminates materials that it receives
from educational computing organizations such as MECC, CUE (Computer-Using Educators), and Softswap. There is also a state-wide users group in Iowa and a
newsletter for the Color Computer called De-Bug in which all the articles are
written by teachers. Teachers in the district also write some of the software
programs.
All software is previewed at AEA 16 before going out to the schools.

in the computer literacy curriculum for grades 3-8, AEA 16 set specificgoals for the student.
In a paper prepared by Jerry Doyle, The Area 16 Computer Literacy Project, the following objectives are listed:
The student will1.

be able to enter and run a simple program on a computer.

2.

be able to use the tape machine for saving programs and loading
programs or lessons (CAI) into the computer.

3.

be able to interpret what a simple progrioli will a-..complish
when it is run on a computer.

4.

become familiar with the meaning of selected computer
terms and concepts.

5.

become confident about his/her ability to use and control
a computer.

Although most of the districts are heavily into educational computing,some are very reluctant to get involved with microcomputers. Doyle has special
strategies that he uses to "prime the puMp" in these districts. He finds thatan enthusiastic superintendent will see to it that his or her district initiates
a computer literacy curriculum. However, in instances where the necessary
support from the administration is not there, Doyle works with interested teachers to spread the excitement in a district.
If that fails, he moves to thecommunity.
Parents who want their children to have computer experience are particularly effective as lobbyists and advocates in :a school district that isdragging its heels in getting involved with instructional technology.
AEA 16 is proud of the work it has done for its 13 school districts.
Everything they have accomplished was financed with local tax dollars andstemmed from an interest at the local level.
It was truly a grassroots movement--not a top -down mandate from administration. Doyle believes these two
factorS are important to their success in the computer literacy project. "You're
more committed when you use your own money," he says. Since the initiation ofthis computer literacy effort, AEA 16 has also decided to update its offices
and move to computer-based management for puposes of administration. They
hired Ed Rolenc as a consultant to write business programs to fit their needs.
Much of the inservicing is now the responsibility of individuals in the various
school districts.
Activities in instructional computing are coordinated by.
Dr. William Wise who was hired by the AEA in 1982 as supervisor of computer
services.* For more information about the computer literacy project in Ft.
Madison, Iowa, contact:
Dr. William Wise
Great River Area Education Agency 16
305 Avenue F.
'

Ft. Madison, Iowa
(319) 372-4821

52627*Jerry Doyle left the AEA in August of 1983. He has accepted a similar position
with the Sheboygan, Wisconsin School District.

FM _3

181

WAYNE PUBLIC SCHOOLSWAYNE, NEW JERSEYDISTRICT SUMMARY

A computer "co-op" offeringschools instructional and administrative services on mini-computer time-sharing systems
since 1970
Now offering microcomputerrelated products and services
to Co-op members
A professional society for
instructional computing ",...whose
members include educators through-,out the state of New Jersey..."Works collaboratively withother agencies such as theregional Educational Improvement Center (EIC) establishedby the state of New Jersey
Established a self-governing
network interrelating school
districts to facilitate microcomputer teacher in-service
Staff of 10-15 (Co-op)

Serves over 140 schools inover 90 districts

Wayne Public Schools in Wayne, New Jersey, provides a variety of computerrelated services to over 90 school districts in New Jersey.
In 1970, at thesuggestion of Dr. Henry J. Petersen, Mathematics Supervisor, the Wayne Boardof Education decided to make its time-sharing computers more cost-effective
by offering various administrative and instructional s-arvices to other school
districts at a nominal fee. Petersen recognized the need for low-costcomputer services to school districts with restrictive budgets and, through his
own informal network, obtained verbal commitments from 10 school districts
to start a computer "co-op." The number of users rapidly grew from the original
10 to over 90.
In the late seventies, the focus on computers in education shifted from
central computers to the mtcro.
Co-op users expressed interest in the instructional uses of microcomputers in the classroom, but had no leadership or
source of information. Petersen took advantage of the opportunity to
expandthe scope of the co-op and to draw more users by offering microcomputer services.
With the approval of the school board, he enrolled Wayne Public Schools
as an institutional member of the Minnesota Educational Computing Consortium(MECC). This allowed the co-op to distribute MECC materials to other co-op
users at a discount.
It also provided a databank of instructional computing
resources to co-op members.

The co-op focuses on networking and experience-sharing among its
membership as a means of avoiding the "re-inventing the wheel" syndrome.
It relies on communication between school districts and offers an opportunity for school districts to unify their efforts to integrate the useof microcomputers into the school curriculum. Through MECC, it is able
to offer "products," such as instructional programs, software libraries,
information on purchasing, using and interfacing hardware, etc., which
in turn attract new co-op members.
It also brokers contracts with othersoftware vendors to offer copyrighted programs at a discount.
The new Network for Action in Microcomputer Education (N.A.M.E.) has
assumed a role traditionally held by Educational Improvement Centers (EICs)
in New Jersey.
Since Wayne Public Schools organized the co-op before theregional EIC became involved with instructional computing, they wereable to continue working in the microcomputer area and had developed aworking relationship with the EIC to jointly serve as a resource for New
Jersey schools.
The EIC spread the word about the co-op to other school
districts.
It offered some in-service classes for interested teachers andprovided them with a demonstration center where they previewed hardware andsoftware, including MECC materials on loan from the Wayne co-op. As partof a 1983 state educational reorganization, the regional Educational Improvement Centers ceased to exist.
Former EIC resources, consultants, contacts
and knowledge are now being collectively applied by N.A.M.E. N.A.M.E. hasteacher in-service as its initial focus.
It is a true "grass-roots" effort
stimulated by the EIC vacuum N.A.M.E. is a logical outgrowth of theWayne co-op.

Last year, Dr. Petersen, working with concerned educators, establisheda microcomputer users group called CLUES (Computers, Learners, Users, Educators - Association). Modeled after California's CUE (Computer Using Educators), CLUES is a "professional society for instructional computing" inthe state of New Jersey.
CLUES offers a variety of services to its members
including discounts on computing journals, information on hardware and software, tips on maintenance, a newsletter, meetings, workshops and other computer-related activities.
CLUES is affiliated with the International Council
for Computers in Education at the national level and the New Jersey Education Association at the state level.
These contacts provide avenues throughwhich computer information can be delivered to individual educators at alllevels.

Between CLUES, N.A.M.E. and the Wayne co-op, Dr. Petersen keeps quite
busy acting as resource person, trouble-shooter, promoter, and liaison forschool districts in New Jersey.
These organizations serve important roles
for schools and educators faced with the dilemma of needing current information on microcomputers in education.
They also offer an interesting model
for local and regional cooperation in technical assistance, resource sharing,
For more information about
and information dissemination to the schools.
the Wayne co-op, CLUES, and N.A.M.E., contact:
Dr. Henry J. Petersen
Wayne Public Schools
50 Nellis Drive
Wayne, NJ 07470(201) 694-8600

Prole ct,

Sat:z
TK-LtIoriorc7.75
READINGWRITINGNUTHEMAT1CSLANGUAGE ARTS

No. 1

VIDEO

as a Medium
for Sharing Experienceslay 6, 1983

Prepared under Contract No. 300-81-0421
U.S. Department of Education
OERI/OLLT/DET
The content does not necessarily reflect
the position or policy of that Agency,
and no official endorsement of thesematerials should be inferred.

Association for Educational Communications and Technology
1126 Sixteenth Street, N.VV, VVashington, D.C. 20036

184(202) 466-4780

VIDEO AS A MEDIUM FOR SHARING EXPERIENCE"...In addition to giving us a reason and opportunity tocommunicate with each other, we will also have an opportunity tolearn about the potentials, effects, and consequences of thesetechnologies we'll be using..."Project BEST orientation videotape, June 1982.
PURPOSE

Learning is an exciting process when our own experiences provide

the information that feeds the process.

Unfortunately, once we leavechildhood we rely increasingly on information derived from other people's
experiences (research, publications, etc.).

Opportunities for direct
experiente with totally new situations become infrequent. In that sense
one of the "fortunate" aspects of living through this early stage of theinformation technology revolution is that the research and previous
experience do not exist.

We have to give credence to our own feelings,

judgements and perceptions.

One of Project BEST's purposes is to stimulate that personal
process"to use the new technologies as tools in the conduct of projectwork, then to provide opportunities to reflect on that use and to see
what can be learned from our own reactions. The intent of thispaper isto trigger and expand that reflective process.
During this year we have systematically solicited and collectedyour feedback by phone, mail and electronic mail. We have also documented
our own perceptions.

These reactions have,been an invaluable element ofthis process.

They have allowed us to reflect on our original intentions

and assumptions, as well as our actions, and to ask "why?".

Our answers

to that question are presented in this first "learnings" paper.

We hopethey prompt reactions and further exchange that will allow this process
to better inform the future technology decisions each of us may be called
upon to make.

INTRODUCTION

People are usually surprised when we tell them that Project BEST is
not a "microcomputer" project, for most of the content of ourcommunication deals with this revolutionary new technology.

Our own viewof the project's purpose is more accurately portrayed in our
logo--"People-to- People:

the BEST Approach."

We are attempting to use

information technologies to connect people who share similar concerns inways that will facilitate their ability to solve theitown problems.
January 1982, the project described its intentions as follows:
As a dissemination project, Project BEST is in the business ofcommunication--communicating about technology. As Drucker
notes, real communication is not created by technology.
Technology can only provide the links or structures that extend,enhance, and/or connect certain mutual needs to exchange
Each of the project's uses of technology,
information.
therefore, will be determined within a broader context of the
purposes of the two-way communication of which it is part....
...We will choose our media against the reference point of what
we are trying to accomplish and communicate (about both thecontent and the medium we are using to communicate it). Our
choices also will be functionally appropriate to t'e task inwhich the project and the states are engaged. Task-refining thetechnology is important to counteract the history of "technology
demonstrations" where the participants' role is limited toobservation or "playing" with the technology. Thus they
possibly come away impressed, but with no personal experiencethat ties the technology to the real world conditions they
face.

...We will provide functional experience with the new
information communication technologies so that participants canexperience the benefits and generalize them to their own
situations.

136

In

We now have a year's experience using four technologies toaddress project communication needs:
satellite telecasts for broad dissemination ofmaterials and expertise;videotape to record current school experience with
the new technologies;

electronic mail for point-to-point exchange andaccess to current resource lists; andaudio teleconferences for interaction, questioning,
and idea exchange.
The subjects of this paper are the two video technologies.

A

second paper, to be distributed as part of the June, 1983 ProjectBEST teleconference, will address the more interactive technologies
of electronic mail and audio conferencing.
The framework.for presenting the information on each of thevideo technologies is:
our intentions and assumptions;

our observations of what occurred; andour reflections, generalizations and tentative
learnings.

1.87

SATELLITE TELECONFERENCES:
1.

PRESENTATION OR COMMUNICATION?

Intentions

When Project BEST was being developed the thought was that the
teleconferences would serve as work sessions invclving project staff andstate team members.

The focus for the live communication exchange would

be the video modules and other awareness/training materials that the
project was developing for SEA use.

The satellite video teleconference will serve as a meeting between
During thethe developers and users of the video materials.
teleconference, contextual information will be presented about issues
or principles involved in the examples through discussion withexperts and, in some cases, the educators involved in the practice.
Underlying issues related to the use of the materials will also be
discussed.
At this point in the project, with three satellite video"teleconferences" under our belts and two more being developed, we canlook at what actually happened and begin to ask "why"?

2.

Observations

Expectations for, and early applications of, any new tool are
shaped by prior experiences with similar tools, by presumptions of
purpose, and even by the terminology used.
In the January 1982 project design document, we noted that "theterm 'teleconference' is beginning to take on generic meanings that makeit difficult ,to-know.what is being described when it is used.".

have the perso-nal experience to confirm that.

We'now

It is increasingly popular

to label anything that is broadcast via satellite as a teleconference.

Yet the greatest share of what is transmitted this way (on our
teleconferences, and those of others we have viewed) is one-way

presentation that does not contain (or sometimes even need) the viewer
interaction that the term "conference" implies.
We have observed that this general use of the label"teleconference" can raise expectations in the viewer's mind that can
result in dissatisfaction with a presentation that was never intended to
be anything more than a presentation.

!13 S

It has appeared, at times, that the confusion about terminology isparalleled by a similar lack of clarity about the purposes or role of thesatellite telecast.

This confusion seems to affect both the producers
and the receivers of the information.
For example, because theinformation is transmitted and received as "television", it is easy toperceive the activity in terms of the medium as we have known it untilnow--that is, a presentation as opposed to a communication medium. In
most purposeful television presentations, audience needs andcharacteristics are anticipated but not specifically known.

Audiences,

therefore, are perceived in generalized terms such as "elementaryteachers", "SEA staff", etc.

Because the specific audience needs are notknown it must be assumed that the presentation may "miss" some viewers

who may neither want nor need the information.

Consequently,

production effort must be devoted to techniques to capture and holdattention.
Satellite telecasts however are not usually aimed at generalaudiences.

Typically they have a more limited target audience who is
known, can be specifically described, and whose needs can be more
directly determined (e.g., Project BEST state team leaders, state reading
specialists).
In these cases, it may be assumed that the audience members
want to receive or give information or they would not take part in theactivity.

The audience can be perceived and dealt with as participants,

not viewers.

At these times the television activity can be perceived in acommunications context with direct effects on both the content andproduction techniques.
0.

One direct consequence of "old rules" and assumptions being
applied to a new situation appears to be a failure to employ for
effective communication several of the advantages that are inherent tosatellite telecasting. These are:the effectiveness of organized audio and video
presentations;the relatively low total cost for its use when the
expense of moving people to one central meeting location isfactored in; and189
5the lack of time limitations usually found on open-circuit
broadcast channels.
Instead, these same features sometimes are applied to producing
longer, one-way presentations of information as well as "shotgun"
presentations (reach as many as possible with as much information as
possible).

Token interaction may be included, and appears to be based on

an assumption that interaction means an exchange between presenter andreceiver.

Usually only one person at a site has access to a phone or

microphone, and even then, there is seldom sufficient time for allsites

to participate fully.

We have noted more effective interaction (i.e., in terms ofcontributing to the communications purposes of the teleconference) when
the interaction can be among viewing sites or among the participants at
any one site.

3.

Reflections, Generalizations and Tentative Learnings

As part 'of determining how satellite telecasts might facilitate

Project BEST communications, we have begun to develop some generalthoughts, perceptions and rules-of7thumb about video teleconferences(i.e., telecasts used in an interactive communications context).

As we reviewed a numberof teleconferences from education andbusiness organizations (as well as our own), we became aware of somesimilarities and differences in the ways that teleconferences were being
used by these two sectors.

First, teleconferences are, in the main,

being used as purposeful tools by organizations with a communications
problem or task.

This lecrus to look at the broader picture of the typesof communications problems all organizations deal with.

It was here that

we noted that two communication systems exist in most of our work
settings.

One, formal communications channels and mechanisms provided

to ensure that decisions are carried out efficiently.
information flow through these channels is one-way.

Most of theSecond, andco-existing with these formal organizational channels, is an informal
system of communications.

Most of an organization's problems areresolved via these channels.

Why?

The channels, or linkages, arepurpose or task-related, the participants have more control over the
structure of the system and the content,

is more interactive, andthere is a greater degree of trust because the participants know one
another.

Yet this process is seldom given legitimacy as a "system" andis kept relatively invisible.
Nevertheless, when we looked at where teleconferencing and otherinteractive telecommunications media appeared to be of most value today,
it was apparent that it was for these "informal" organizational

communications.

(Note the increasing number of television commercials
for audio and video teleconferencing--they always show a group of people
who 'know one -Another in a problem-solving situation.)

Yet in education,

as opposed to industry, the largest proportion of video teleconferencesthat we observed were employing the medium for formal, predominantly oneway, organizational communication (e.g., to announce a decision, present
new information, etc.). Interactivity, when it was included, was usuallyof the clarifying or challenging question type.

Time for it was usuallytacked on, was too short and too limited, i.e., onll one person at eachsite could talk.
Why does education seem to differ from industry in using thesetechnologies to enhance its own capabilities to resolve its problems?
Two reasons may be:

Most educational professionals are dealt with as "independentpractitioners." They do not have jobs that legitimately requirethem to interact with individuals outside their offices orclassrooms to solve problems. This latter type of interaction?
is done, usually on one's own time, at professional meetings,
through phone calls to peers, and indirectly via access to'research.'
In education there is relatively less expe,r,tence using
telecommunications (till now, television and radio) as amanagement problem-solving tool.
Over the years, the earnest
endeavors to discover unique contributions of these media toteaching and learning have focused more on the content ofeducation than its process. The concern has been more for what
and how to present inforMation to students via media than how tosolve:the problems that constrain good teaching and learning
situations. Telecommunications technologies, therefore, have
had few opportunities to be used for improving the lot of those
who dealdn a daily basis with the problems of "running the
Shop:"

Some aspects of the above situations are not going to change rightaway.

Most of us in education will continue to solve our problems

primarily with the resources available at our sites.

However, there are

educators who fmquently conduct work with individuals who are separated
by distance.

Among these are the two primary organizational participantsof Project BEST--state education agencies and educational professional
associations.

The question is whether we can begin to apply this technology tothe processes of education that we influence. Can we take the little
bit we already know about interactive telecommunications from ourlife-long experience--for example, with telephones--and combine it withwhat we know is effective with small work groups?

Can we provide

functional models for ourselves and our members or constituents fromwhich we all can learn?

What could the benefits be?
be changed.

Many have said that education cannot

True, but that is not the same as saying that education

cannot change itself... if it had a way to connect itself to its own
resources to solve its own problems.

This is not centralization, butrather connecting decentralized decision-makers so that they have accessto each other's experience to enhance local decisions.
To further that end, here are some of the rules of thumb we aredeveloping for our own use in producing Project BEST's satellite video
teleconferences:
1.

Transmission of a video presentation by satellite may add 'an airof importance to an activity.
However, the novelty quickly
wears off if the information being presented does not meet aneed of those receiving it. We now have the capability todeliver information to specific individuals and groups to meet
specific needs.
Be clear about the purposes of the satellite
telecast and its relationship to the needs of the primary
audience(s).

2.

Do not be afraid to be "too specific."
Understanding of any
particular information is enhanced when the presenter structures
it toward a specific need.
This does not mean that others
cannot also receive and understand that information. We do thisevery day--learning from information intended for others. It isthe clarity resulting from having a specific target that
produces the more effective presentation of the information.

1y2

3.

Determine the organizational relationships of theparticipants and how the teleconference relates to their work.
--

Are the reception sites organizationally under the"control" of those developing the presentation? Is the
purpose to have them all get the same things out of theactivity?

--Is there a national agenda that is structuring themeeting? Or is the television presentation supporting
local agendas at each reception site?

4.

If the receiving sites are, in fact, "participants" and notsemi-passive "viewers," you will need a receiving site
spokesperson who does more than manage logistics.
If thecentrally-televised portion of the conference is to be useful,
you will need a way to anticipate its relevance to the varying
local situations. After all, it will be their objectives
forthe meeting (not yours alone) that determine whether yourcommunication is successful.

5.

Be clear about the nature and extent of interaction that will
be possible. Make sure that the teleconference participants
have these same expectations.
Interaction with the presenters of the material is no morenecessary for video presentations by satellite than it is forvideo presentations by cable, broadcast, or other means.
Interaction or involvement with the ideas being presented isimportant, however, for effective communication.
Interaction
can serve several needs of the participants:
to clarify information through questions;to internalize information through discussion; andto add to or exchange information.

Determining who should be involved in the interaction should be
one of the first considerations for the satellite videocommunicator.
Options include:
discussion among participants at each viewing site;--

interaction among viewing sites; and--interaction between viewing sites and thepresenters.

When the interaction takes place should also be considered.
Unless there is some developpental purpose for feeding
information back into thl,liive" communication process, it does
not necessarily have to be part of the satellite broadcast.

193

6.

Does every video element have to be part of the real-time
Consider transmitting ahe,d of time thosetelecast?
presentational portions that might be shown at the local site atother times, before or after the broadcast.

7.

Make sure the human relationships that the telecommunications
linkage is reinforcing are provided for--that is:.

Don't expect open communication if the participants don't,
to some extent, know or trust one another.
Don't expect a common response unless participants havea mutual concern or need.
Expect to devote some effort to verifying and/or
establishing these relationships before the teleconference.
It will ensure communication and decrease the need for
nonfunctional attention holding television production
techniques.

194

VIDEOTAPE AS AN EXPERIENCE-LINKER
1.

Intentions

Project BEST's plan to develop videotaped materials that states
could use with local schools responds to three conditions.
lack of a research or experience base for schools to turnFirst is theto as they

consider the use of microcomputers.

They have to rely on each other, as
evidenced by the great number of local user networks and new practitioneroriented computer magazines and newsletters.

Second is the evolving

nature of the information schools are seeking.

Changes in hardware andsoftware and continuing development of new classroom applications
make itpractically impossible to provide specific how-to-do-it information.
Moreover, what most people really seek is sufficient data to give themthe confidence to make their own decisions.
This type of informationcaninclude the fact that others are making similar decisions without
greatrisk, or that they already have the data to make the decisionbut did not
realize it.
Third, and finally, the project recognizes that television is nota medium best used for communicating "facts" As Neil Postman has noted,
television presents experience, not commentaries about experience.*
Consequently, it makes sense to capitalize on this strength of themediumand use it to deal with the current need for experience exchange in
local
schools.
Thus an early Project BEST planning document stated:
Videotape Case Studies

These videotapes will document the key experiences of school
practitioners who have been using microcomputers effectively inbasic skills education. They will be short, organized in amanner that will allow variations in use, and not become outdated in a short time.
Each video module will be designed for an audience of adults
who work in or with education. These people know what children
look like and are not turned on by pictures of kids being happy
with hardware (although a review of most "demonstration"materials might suggest otherwise). What they seek instead*"Engaging Students in the Great Conversation", Phi Delta Kappan,
January 1983

195
11

(observe their behavior in meetings with peers) is informationfrom others in situations like theirs, for example:
what the technology allows them to do or accomplish;
what's -involved and how they handle it;
how they feel;

what didn't work and what they learned from it;
what constraints they had to deal with and how.

The project set out to develop four of these videotapes ormodules.

Each tape was designed to address a concern of local educatorsthat was likely to continue for a number of years.

The topics selected

were:getting started with the new technologies;
learning and teaching about computers;

deciding about hardware and software; andteaching with microcomputers

Each tape module illustrates how a number of schools with varying
resource bases dealt with a common issue.

(Six very different school

districts served as sites for videotaping:

Cincinnati, Ohio; Plains,

Montana; Cupertino, California; Fairfax County, Virginia; Albany, Ohio;and Ann Arbor, Michigan.)

The final modules are intended to be used as

triggers--that is, to crea

the interest and awareness necessary to

motivate viewers to seek further information, appropriate and relevant totheir specific situations.

At the point where these observations and tentative generalizations
are being documented, all of the field taping is completed.

However,

only one of the modules has been disseminated to the states, one is partof the May teleconference activities, and the remaining two will becompleted in time for the June activites.

The following should be read,

therefore, remembering these limitations on the extent of our present
experience.

196
12

Observations

2.

A.

What the Viewer Brings to the Viewing Experience:

We havenoted that people with 1,Jcal school experience react to the modules
differently than those with other orientations. This might have been
expected. To communicate effectively,
one has to find a "handle" in themind of the receiver to grab hold of.

Since our primary audience is at
the local school level, we chose problems and experiences thatmost local
educators would immediately relate to (e.g., parent pressures, feelings
when students know more than teachers, troubles getting technology
towork the way it's supposed to).

These may not be issues that policy
makers, academics, or technology specialists find of primary
importance.

Without one's own experience to link and give meaning to theinformation on the videotape, a viewer might see nothing but the pictureson the screen..

Instead of triggering personal pictures of possibilities
in the viewer's mind, the tape would appear to contain nothing but
talking heads and computer classrooms.
B.

Capturing and Portraying the Multi-Dimensions of Reality:
Printed articles and case studies can seldom capture themulti-dimensional realities of a school.

When we made the first of our
two visits to each school district, we quickly discovered that theprinted materials and references on which we had based our site selection
had seldom captured the complete picture of what was happening.

By theirnature, articles and other printed materials reflect the point of viewofthe writer, intentionally or not.
Whether or not the video modules will better capture themulti-dimensional reality of the schoolis there.

is yet to be seen. The potential
In several cases, we were able to get varying points of viewon the same event that can be used for contrast or to show the range ofperception and understanding that can exist.
C.

Unanticipated Consequences:

Our taping produced unanticipatedeffects on the school districts we visited. The interview
process was
structured to elicit what it was like to be that person at that time inthat specific situation.

We wanted people to talk only about what theyknew from their own experiencectiot what they believed others should do.

To get this information, the interview process focused on specific issues
or concerns but within a personal framework of what the speaker had doneor was doing, what his/her problems were, and what he/she had learned
from them.

This reflective process proved successful in generating the typeof experiential narrative that communicates so effectively.*

It hadunanticipated effects for the schools we visited, however.

In almostevery case, we have received direct feedback that the reflective act ofproviding information to us gave the districts new insights that resulted
in improvements in their activities.

Thus the situation at each site is no longer what it was when wevisited it.

This is an additional reason not to view the video modules

as case studies of the districts visited.

3.

Generalizations

We believe we are learning something about the value of television
for connecting people so they may profit from each other's experiences.
We are also learning something about the effects of education's 25-year
ITV experience on our perceptions of "good" and "bad" use of themedium.

Television is an attention-centered medium.
only once.

material.**Information goes by

You can't go back, scan, and repeat as with printed
If information is to be communicated by television the mindof a viewer must be kept "connected' to the picture and sound.

*Recent brain research suggests that the mind organizes information in a
It tries to understand and make sense of information
narrative format.
by tying it together into a logical "story."
This may explain why somepeople find information encapsulated in personal experiences easy torecall.

**This is less true with TV via tape or disc, but it still requires moreenergy and time than the almost-instantaneous process of glancing backat a page.

198
14

Techniques such as pacing, visual effects, interesting compositions,etc., can help.
These are only enhancements however.
The basic"connector" must come from the viewers themselves.
They must want or beinterested in what is being communicated. One of the strongest
connectors is a perception that the information is useful and relevant to
one's own needs.
The dilemma we had to face in putting the modules together fromthe taped personal interviews was whether or not persons talking about
their own experiences would hold viewers' attention.

Did they need to beenhanced with semi-related pictures that attempted to recreate
what wasbeing described?
From our own ITV experience, many of us have an aversion to what
we saw as "talking heads." This may be because in thepast these were
heads that were talking about rather than recreating the experience.

Inmany cases, television teachers played the role they had played in theclassroom--presenting information about others' experiences.
Since, asnoted earlier, TV is a poor medium for talking about experience,
pictures and production effects had to be added to capture and holdviewer attention. The "talking head" became a "no-no."

What we may have missed by mindlessly applying that rule is that
there were teachers and others on television, or in a classroom, who
seemed to hold the students' attention without additional effects.

These
were individuals for whom the subject matter was their life.
They loved
and lived their subject to the extent that facts came out flavoredwithhuman feelings.
The subject matter was their experience. When this wascoupled with dramatic ability, the viewer could be made part ofthatexperience (Leo Buscaglia can serve as a current example).
information and feelings could be communicated.
situation,

Both

In this type ofthe medium achieves what it. does best.

It links the viewer's

mind directly to the presenter's experience.
Our experience, so far, with Project BEST video materials tends toconfirm this view.
Individuals directly involved in an activity cancommunicate, via TV, a sense of whattthey have experienced toa degree noless than is achieved when one makes a personal visit to a school.
Viewers can come away with information and feelings.

15

199

This does not mean that these types of videotaped materials shouldbe all "talking heads," or that we are not concerned about the pictorial
quality of what Is on the video tapes.

On the contrary, we are very

concerned about a "talking head," but it is not necessarily the one on
the screen.

Rather it is the little voice in the head of the viewer- -the voice that provides continuing commentary on what is being seen andheard.

Ideally, the TV communicator wants this voice to be "in sync"

with the information being presented.

Communication is blocked when thelittle voice starts making social commentary or wondering about elementsof the picture that have little to do with the message being
communicated.

This type of "Wking head" continues to be a continuing

concern for us--to know, for/example, when a picture of children using

computers in a classroom will enhance what a teacher is saying about her
particular classroom application, and when it will start the little"talking head" noting what brands of computers are used, how many girls
are in the class, etc.

2O

1'

16

DIALOGUE
We have provided in this paper examples of what we are learningfrom the Project BEST experience with two specific video technologies.
While many of these thoughts derive from your reactions andfeedback, we
do not presume that these are the same things you may be learning.
We doknow, however, that we can both learn more if we can exchange ourviews.

Not all of you may want or need to think about the issues

we have
For those of you who do, we will welcome yourTo continue the dialogue, we will synthesize your comments

dealt with here.
reactions.

and feed them back to those of you who indicate interest.

20j
17Project
B&&
EiCkWeltorm

SIB aaanzant

Tcof©oWOMoMMOoMMMILIWS
LAW:1)=MM

No.2

BEST NET:ELECTRONIC MAIL as a Medium

for Educational
Information Exchange and Networg-Ing

Prepared by:

Cheryl Petty Garnette
Henry Thomas Ingle
Lewis A. Rhodes

August 19, 1983

Prepared under Contract No. 300-81-0421
U.S. Oepartment of Education
OERT/OLLT/OET
The content does not necessarily reflect
the position or policy of that Agency,
and no official endorsement of thesematerials should be inferred.

Associ'tion for Educational Communications and Technology
1126 Sixteenth Street, N.W., Washington, D.C. 20038

13.0(202) 466-4780

TABLE OF CONTENTS

CHAPTERPAGE

Introduction
I.

13.1

The B.E.S.T. Electronic Information Network

13.3

Organizations, Groups and Individuals Involved

13.3

BEST NET in Comparison to Other EMS Systems

13.6

Summary

II.

III.

BEST NET:

13.8

Analysis of System Use and Operation

13.11

Characteristics of System Users

13.11

Usefulness and Impact of the System

13.11

Illustrative Uses

13.11

Patterns of Use

13.15

Operation and Maintenance

13.21

Other BEST Products Prompted by EMS

13.22

Lessons Learned

13.24

Guidelines for EMS Operators

13.25

Guidelines for Users

13.26

Guidelines for Developers

13.27

AppendicesA. Example of CONFER Bulletin Board
B. Example of BIBLIO Bulletin Board
C. Example of TELECONFERENCE Bulletin Board
D. Example of NEWS Bulletin Board
E. Example of PROBMO Bulletin Board
F. Example of SOFTIE Information Array203

EXHIBITS

Exhibit 1 -- Examples of BEST NET Information/Message Exchange

13.2

Exhibit 2 -- Users of BEST NET Electronic Mail System

13.3

Exhibit 3 -- Comparative Characteristics of EM Systems

13.9

Exhibit 4 -- Characteristics of BEST NET EMS

13.10

Exhibit 5 -- Selected BEST NET Inquiries

13.12

Exhibit 6 -- Example of BEST NET Message Requiring Postal
Service Response

13.12

Exhibit 7 -- Example of Legislative Segment

13.13

Exhibit 8 -- Rank Ordering of Topics Requested

13.13

Exhibit 9 -- Example of a BEST NET Questionnaire Response

13.14

Exhibit 10 - Ranking of Electronic Mail Usage by State

13.16

Exhibit 11 - Monthly Use of BEST NET by Budget Expenditure(State Accounts Only)

13.17

Exhibit 12 - BEST NET Use by Geographical Region

13.18

Exhibit 13 - BEST NET Use by State Student Enrollment Data

13.19

Exhibit. 14 - BEST NET Use by Participating Resource Organization

13.20

Budget Dollar Expenditures

Exhibit 15 - Description of BEST NET Bulletin Boards
Exhibit 16 - BEST NET User Software Products

ii

204

13.23
13,23

INTRODUCTION

Through BEST NET, a total of 70 institutions and state education agencies acrossthe United States were given the opportunity
to electronically access a variety of information resources on topical content areas
relating to educational technology.
Italso provided a message exchange service
to facilitate common problem-solving needs
and to disseminate current practitioner
experiences and first-hand knowledge about
the use of technologies, such as the microcomputer, in schools.

the necessary networking of project staff
with each other and the participating states
as well as from one state or group of stateswith each other...during the life of the
project."2This task objective led to the implementation and support of the BEST NET
electronic communication network that linked
together 41 State Departments of Education
and an array of leading information resourcesand educational practitioners concerned with
the new information technology in education.
BEST NET was initiated during the summer of1982 under funding from the Office of Libraryand Learning Technologies, U.S. Departmentof Education and continued its operation
through September 1983.

BEST NET was the fourth technology in an
arsenal of several communication media which
Project BEST (Basic Education Skills throughTechnology) used in carrying out its role toprovide technical assistance, disseminate
current information and facilitate a functional"hands-on" experience for State Education
Agencies (SEAs) in the application of the new
k information technology in education. Other'media included audio and video teleconferencing,
video tape, printed materials and facsimiletransmission.1

This paper reports on the use ofthis Project BEST technology as ameans of communication between edu-*
cators; it also synthesizes thesignificant learnings and experiencethat the opportunity to use the technology has provided Project BESTparticipants. The paper ends
with a set of conclusions having
possible implications for the use ofelectronic message systems in
education.
It underscores the potential of electronic networks of thisnature for altering the ways in whichpeople traditionally communicate andaccess information resources important to educational improvement
and technological innovation.

As an interactive telecommunications
media, BEST NET offered its users an opportunity to exchange ideas and request current
information and materials from a variety ofsources across the United States concernedwith the use of new information technologies
for basic skills instruction.
Exhibit 1
illustrates the types of ideas and informationthat were exchanged.
The BEST NET was designed "...to provide
a mechanism for sharing current information
about the use of technology, such as the
microcomputer, in education and...to promote
active state participation in the developmentof Project BEST materials...and to facilitate

Cheryl P. Garnette
Henry T. Ingle
Lewis A. Rhodes

lAn earlier paper prepared by Project BEST outlines significant learnings about the use of teleconferencing and related video technologies for the dissemination of educational information.
k This paper was distributed in May, 1983, as Paper No. 1--Video As A Medium For Sharing
1 Experiences.

2Excerpt from Technical Proposal submitted to the U.S. Departmentof Education by the
Association for Educational Communifations and Technology in response to RFP #81-94,
July 6, 1981.
15,4

4: Op

/OSW

+4St

EATvrecs.e

ENO*

SOThA&E. AaA rESEA,cES,> ZZ'UNES

cpy prOttct OThb pDCS4W. *X

cccta
c4tcu* so' qt OWtGIt'
ntwsysa. XnorSr tdsi :Ui th1 StUt1O4h SOCil oc t' :.rces of
stve' 4Iar3.

cindt-os .no.of L nabr'

r4aptW

Exhibit 1--Examples of BEST NET

Infoation/Message Exchange

4tfl. ofev tca* tM

nrfOP u$&ofl
th*cr3?t.o1* inycn+kcoa*
iofts*rc uittnt1(trn&t *4thctic4

ocA4ta:tr rep'*e'.

r'mntcrctt4

stiucrI 3?.

CJ

3'.

pruiu .'ttto14 apprGW

iiit thiithctory p2VOtcttt3

c1oo3

t*- uced. :ny' of tMf *ret Ic
P t1lart)t Cupirtlno..

4,.

Mto,,

'Pncc' Gr1

P1ess ey tA3? Tems.ssc. D*pat'tt ('uc&cfoj,

lit cLyc1'*t4SI 1ifl* t

BETMJ
*

.flE' bejtta V33"

uaq

Yflut

I'

zEq.pfPed'fer' prcoc*iitq

fout4;THU OG/ /&T

Iucer 5aaois

7_$cfl sent' to Orgoc

O4 FOI.*ZL ')*int
1ZUNB.

B34

1

TALiCT"

uøceIit tO aittcr
A3)LlAetiot 4'

AU r

usstdeusaqas ha.' been ps.ocieseed

41fl

THIL lT/G9/83 OU3 FROIHENOFO* ?.h3T 'ttiuese

SDThME AOAPTEW SUE'AS fALA

HOI

I

T14

MSIC tVEI tt'A1*DESSOIIS ME RIML FRO A1*f OCS

RAD1G S

THEE AE t !JITRP.C1tYL MW COIJLtOUg4TEBS' u$PITEa

BE i.OAW ltIAIIrltMU'O* METWO&ED G3i M*CIIINE'.

OF' COU*!EIHE'GQOD'

paoa,j'ti' PROFfl.L.
PKOUUIS.
LU.

SMO xs'c&c *E-' WYliPU1$ra OULOiWYLA3r'

iB.A46
iyonin")ThUCI3WII. 5 UflEZNUIS OF' itO FORNAL
ALN4'

KfOr

tTtEt PROCW*3'.

TH CPUTER

c: *.MT"-c

OLOIQI8 OBA33'Or*cn

49l

C1IPUTTK

MtTOIIE Iit TO$'SThTt IW£

VOUIITEERS L

si. i4. IWXO$12 1aAptc."b,a4..
wya.tn?'.0 1Lau

*1RUCflOtI. 2 U

vutteTffRE flICPUTEL'"
THsThlcTIOIR 1T)I cntLoaEr''

IIu'are oLvias of carae 1'cac*' of
your' sitsr rpproucktn' Mcivcoaparort.btfl.' ls: pt enay
e&'ueaima.
tatut'

mOumTflR

ssr.d. i*'Aas. 4tenues of oontact
peuptn' ie'ca.' On** wflgo, iat*L of

O IflNETTE FLORERCL
RA33 E uCAflO*, aIEflO*
P*RTREN'T OF V1icAflGI
To:''

ir nsoricr' elt±oot'.

o: vbacV
Z'T, 11/32/u O9.4afto..ba.t9

4b *tMM14ZId) UI:4L L4MU

Fln,IsNàna 4UOCtOty' Of 00%t2Ct
pcopl. for Iowt
teicber'prcpario

arLLycticutione... Pecsons naac4 thsreio
can' ute.*r' ycur qUSSt&0100 reinrthni*cus.1 n'$7r*c*I ,iitvitSit7'
I.it.1td41tcu14) 1reap

presoxrtC.projria liror&cy' loa.Lr.
etc.

P&4$1'

vIDp.

'ii
coilr pruna*op(
nitvi
prUt,ascUpBtS? It.fC), 4 3JWSe four-pain' ftcr ent'ec' cApJtDX tVThC)*,
ts' arakZubis 'ftc.
stn'c,enrtngea.'o**i*t.rastiea'rsaennce*, schgaL13210.

UML'

maflir.. ie.r- srric.un&'tO&t*

Ta vb.Meec.

52Yn'A5.A4S VftM4 Vft.M3 V.A42I

rb.acrV

rat

Y.M9yi.M.Y.A4'T. VLM6
Vi.A4V

b.QL

Titt

BESTAU,of .atoS snoit.9uter Utee*ey t* or
54ouJ,d n.'Atplctds&l'
rO
ccuze. reiirredf bud*t 61

PEME ESPelU 'Ta ThE'AUEWflR'

VLA4U, V.A3

Vft$

a
13.2

21j6

I.

The BEST Electronic Information Network

Organizations, Groups and Individuals
Involved

Exhltot Z--Usdrs of BEST NET
Ontrohlf: N4_11 SYltam

There are a number of electronic mailservices (EMS) available for those who haveaccess to a computer.
A limited numberof these services are targeted at educators. This includes services suchas Special Net, EdNet, Bilingual Net,
School Practices Information Network(SPIN) and School Practices Information
Pile (SPIF).

Alabama
AlaskaCalifornia
Colorado
Connecticut
DelawareDistrict ofColumbia
FloridaGeorgia
Hawaii
Illinois
IndianaBEST NET specifically was tailoredto address the needs and concerns of key
staff in state education agencies working together over a two year period to
upgrade and strengthen their knowledge
and expertise about new information
technology and its applications to basic
skills instruction.
The system offered
its users an opportunity to exchange
ideas and request resources and materials
from other users working with the new
information technology and basic skills
instruction. Messages could be answeredon the system in the same electronic
format in which they were sent.

Iowa

Kentucky
Massachussetts
Maryland
Maine
MichiganMinnesota
Montana

Nebraska
New Hampshire
New Jersey
New York
North Dakota
Ohio
OregonPennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia

Washington
West Virginia
Wisconsin
Wyoming
Puerto RicoTon U.S. Department of
Education Regional Offices
Council of Chief State
School Officers
U.S. Department of Education
Maryland Instructional Television
Applied Management Sciences
Salt Lake City Publid Schools

Northwest Lab - Resources in Computer
Education (RICE). School Practices
Information Network (SPIN) and School
Practices Information File (SPIF)

Participating in the BEST NET effort
were 41 state education agencies, theU.S. Department of Education, theDepartment's ten regional offices
and a variety of public andprivate information resource centers
involving professional educational
associations in the areas of basic
skills and educational technology,
teaching and school administration,
established educational data bases,
school district practitioners andeducational specialists(See
Exhibit No. 2). As such, BEST NET
became an "electronic highway" forgaining access to a variety of important groups, ideas and expmrioncein the use of the new technology.
The network's strength was derived
both from the content it addressed
and the types of organizations andgroups who brought their vast

EduTechAlbuquerque Public Schools
ERIC/IR (Syracuse)International Reading Association
Clricinnati'llublic Schools

Detroit Public Schools
Houston Public Schools
Northeast Regional Exhango (NEREX)National Council of Teachersof English
Computer Using Educators
National Council of Teachersof Mathematics
Association for Educational
Communications and Technology

13.3

207

knowledge and information resources tothe network and made them available to all
who requested assistance.

These groups and organizations assisted
the project in meeting the needs of theState Departments of Education in a variety
of ways. For example:

The Orbl.Serialdents
Xnuquerque, Cincinnati, Detroit
and Houston, initiated and supported
by NIB, was established to assess
technology concerns in large urban
school districts. They provided
BEST NET users access to real life
problems and concerns at the school/,classroom level' and also mutually
supported their own task force in
exploring the potential of the tech nology.

The Northeast Regional
Exchange (NEREX) works actively
with the New England states intechnology and other educational
concerns. They continued their
networking with each other throughBEST NET bulletin boards.
Resources in Computer Education(RICE) is a database systemdeveloped by the Northwest Regional
Education Laboratory that offers
searches and retrievals for microcomputer courseware packages andmanufacturers. State Team users
were entitled to three complimentary searches on RICE as partof their participation in ProjectBEST.

The Educational Resources Inforat
mation Clearin house ERI
part c
Syracuse prov depating state BEST NET user witha diskette of current ERIC searches
regarding the use of microcomputers and video-disc technology

13.4

in education, tJleconferencing,hardware and software evaluationand other timely topics as partof their participation in the
project. ERIC also responded todirect user queries sent over BESTNET.

As network users, these groups
responded directly to inquiries fromparticipating states. Thus, the network did not amass information and knowledge at any one central place ordepository, but rather "brokered" educational technology information seekers
and information providers wherever theymight be.
BEST NET, therefore, becamea resource distribution tool modelinga different approach to electronic
information dissemination -- provided
ideas and current practitioner experiences as opposed to the accessing oflarge formalized knowledge banks oraccess to people, ideas and current
practitioner experiences as opposed tolarge formalized knowledge banks or
databases. This encouraged BEST NET
IIusers to rely on the technical versatility of the technology for open
communication that is more reminiscentof the candid "practitioner" informationexchange around coffee time and social
activities at conferences, meetings andworkshops.
There were five major bulletinboards or topic3IMtormatla70Tys
available to BEST NET users. Thesebulletin boards were developed jointly
by the Project BEST staff and participating BEST states to provide current
practitioner information about topics,
problems and issues being faced inusing technologies, such as the microcomputer, for basic skills instruction
in particular and education in general.
CONFER listed upcoming conferences,

works135and seminars being heldaround the country and the world related to the new information technology
as well as teacher and administrator

professional association meetings.
The
CONFER bulletin board was updated weekly
with listings at least one to two months
in advance of the specific conference.

teleconference that originated in New Orleans.
Likewise, MAY 18 was the heading for theelectronic bulletin board supporting the May
teleconference on computer literacy.

From an information data bank andlibrary of articles, books and other resources about computers, cable and videodisc technology and their application in
education, Project BEST staff developed
a bibliographic bulletin board of current
readings known as BIBLIO. EduTech, afederally funded project aimed at investigating technology applications in
special education, collaborated with us
to provide data for the BIBLIO bulletinboard.
Every two weeks a particularsubject area was identified, typicallyto support the topic surrounding an upcoming teleconference or one which
had been cited as a topic of interest by
Project BEST state teams. Available
literature on the subject was searched,
and articles were highlighted that had
relevance to particular technology subject areas identified as important by
Project BEST state sites.
An illustrative BIBLIO topic is presented in the
Appendix.
Over the course of its
existence, BIBLIO topics included theareas of computer literacy, uses of the
microcomputer to teach reading andlanguage arts, hardware and software
evaluation and selection guidelines,
getting started with microcomputers,
and seeking funding support.

The NEWS bulletin board displayed
current events and interesting tidbits of
information about technology. The availabibity of a toll-free software hotline
number was made known in this listing. Other
interesting items included a student andteacher technology exchange program, computer
camps and awards in technology applicationsin education, just to name a few.
The PROBMO bulletin board solicitedexchange of ideas regarding a current concern
or issue in applications of technology to
education. Twice each month, a problem was
posed by someone on the network dealing withapplications with technology in education.
Users responded to the problem by sending acomment to the Project BEST "mailbox".
These comments were posted each working day.
Over a period of days, the set of
responses to a particular problem that wasposed could be organized and arrayed as anintegrated set of solutions to or advice ona particular problem, and made available toothers who at some later date might inquire
about a similar situation. Thus current
experience and information evolved to becomea body of knowledge, advice and expertisefor others.
A sixth Project BEST bulletin board
known as SOFTIE (Software Information Exchange)
was in the planning stages as of the writingof this paper. It is being designed foruse in the last two months of Project BESTto collect comments and reactions to a microcomputer diskette developed by Project BEST
staff in co-operation with CUF--Computer
Using Educators--and several of the ProjectBEST school sites. The diskette contains alisting and description of the various piecesof microcomputer software, both administrativeand instructional, commercially acquired

Prior to each of the five major
video teleconferences, hosted by ProjectBEST for the 41 participating states,
a bulletin board was set up to convey
information about the activities of
the teleconference and up-to-theminute details and requests in
Eachpreparation for the event.
Teleconference Bulletin Board waslabeled by the date of the event, e.g.
JAN 24 was the heading for the information board about the January 24

13.5

209

and locally produced, being used by theeight school sites documented in the
Project BEST video modules and district
school case studies. The diskette and
SOFTIE bulletin board are being used ona pilot basis to facilitate the exchangeof software information and specificpractitioner experience with particularpieces of"microcomputer software.

change service.
However, several othertypes of on-going electronic networks
currently are available to educators. Thesesystems are quite similar to BEST NET inmany respects, with four principal
differences:1.
BEST NET heavily underscored theinteractive feature of electronic mailsystems.
It derived its strength fromthe "peer-to-peer" exchange of current taskspecific experiences and practices while they
were still fresh in their minds, as
or
Id to the more conventional approachof accessing information amassed over a
period of time and stored in a computerized
data bank.
That is, the information"within" people was given top priority; theinformation within the computer became
secondary.

BEST NET also permitted procedures
such as Delphi polling among users; thegiving and receiving of immediate feedback for requests that carry short deadlines requiring quick turn-aroundresponses; and the need for multiple
responses from a wide array of perspectives or sources. Finally, the BESTNET system, through the use of a software program known as EMS FOLIO also
permitted computer network conferencing
whereby various individuals could engage
in an ongoing communication exchange
without necessarily having to coincidewith each other in terms of time, paceor space.
It allows individuals tointeract at their own rate to messages;
and to respond at a convenient pointand comfortable speed. It also meansthat individuals can join a communication process after it has started
and not miss any portion of thecommunication because the interchange
is stored in the computer and thenlater displayed on a monitor or printed
instantaneously for review by others.

At the time BEST NET started, themicrocomputer phenomenon in education wasquite recent; there was neither an
extensive knowledge or research base on
the subject nor "authorities" or "experts".
Rather, there were only some people withmore experience than others. Consequent
the exchange of knowledge derived from th1110
current, specific experience of others madeBEST NET and the people, groups andorganizations on the network a valued
resource. The system focused on the very
immediate work needs and information requirements of its users.
2.
BEST NET exclusively addressed thecontent area of the new information technology and its use in education at the K-12
levels, with particular emphasis on basic
skills applications in math, reading andlanguage arts.

BEST NET in Comparison To OtherEMS Systems

On September 30, 1983, BEST NET
will officially complete its mission
to provide educators at the State
Education Agency level with functional"hands-on" experience (that is,experiences that relate to theircurrent work needs or requirements as
opposed to "demonstrations") in theuse of an electronic information ex-

The purpose of BEST NET was to provide
assistance to state education agencies thatwould enhance their capacity to use the new
information technology, in a variety of ways,
as part of their own operations and services
to schools. A basic project strategy,

13.6

21

therefore, was to emphasize technology asa specific body of-content and subject
matter while using it in a functional way
to transmit that knowledge and information
to project participants.
As such, BESTNET played the dual role of assistingstates in their need to understand the"micro chip" revolution while simultaneously working to help schools deal withschool districts, specialists, state
education officials) who had both a need
and reason for "keeping in touch".
BEST
NET provided them with the opportunity tocommunicate and to learn from it.
Commercial systems such as the Sourceor CompuServe are nationwide networks thatprovide a wide variety of information for
thousands of users.
Like BEST NET, theseelectronic communication networks vary in
the information they offer, but they dohave two features in common:it.
3.
BEST NET users represented
virtually the "who's who" across theUnited States in terms of people, places
and current information about schools,
educators and new information technologies

the ability to provide varying
types of information exchange(see Exhibit 2).

services.

BEST NET users acted as "givers"
as well as "takers" of information. The
varying degrees of experience with the
new technology that each user brought
to the network and/or acquired over theoperating time span of the effort
allowed users to learn from each otherand to seek out each other as resourcesor "experts".
BEST NET therefore became
one of the channels or linkages in which
project participants exercised control
over the structure and.content of therequisite information and knowledge
for problem-solving communications.

the retrieval and arraying of
information in different formats(e.g., bulletin boards or databases)
depending on user preferences andneeds.

In a recent paper on the subject
prepared by Sharon Lee Raimondi, entitledElectronic Communication Networks,3 somehelpful comparative data is provided that
notes similarities and differences of EMS
systems and underscores the premises andAccording tostrategies of BEST NET.
Raimondi, an electric communication system
is most effective as a tool to gather information when human contact is not necessary.
The Project BEST experience with its own
BEST NET suggests that the system is mosteffective when used by those individuals
with prior face-to-face contact with eachother and/or long-standing personal andprofessional contact. This association
creates a network of individuals withhigher levels of trust and willingness to
exchange the type of information mostpractitioners find vitally useful.

4.
Other EMS systems have beendeveloped for specific interest groups
such as spacial education practitioners,
school administrators, university
officials, state legislators, or bilingual educators and specialized networks.
For example, Special Net (forspecial education administrators) was
formed to provide topical informationof interest to a particular group.

BEST NET, on the other hand, did
not create a new network of people,
places or organizations, but built on
networks already in place (e.g.,
professional education associations,Raimondi advises users to select a
network that will meet their specific needs.
This can be difficult because there aremany networks to choose from. Exhibit 3

Occasional paper produced for
3Raimondi, Sharon Lee. Electronic Communication Networks.
Project EduTech, JWK International, Annandale, Virginia; 1983

13.7

211

from Raimondi's research provides an overview of some networks designed for businessInformation for each networkand home use.
includes the network name, target audience,features, number of users, subscription
rates and connect charges. Each network has
many features, but for comparison purposes,
Raimondi has grouped them into four broad
categories: electronic mail, bulletin boards,
databases and computer conferencing--that is,the capability of a network to allow
communication among a group of people for
Exhibit 4 lists thea specific purpose.
relevant information for BEST NET in aformat similar to that of Raimondi's Exhibit
3.

terminals and/or microcomputers °lull,
ancillary printing and video display
equipment, information of varying
lengths--from one or two words toseveral pages covering a range ofissues, concerns and work activities- was accessed and exchanged over long
distances in a fraction of minutes.
Time, resources and energies were
thereby optimized. The manner inand the extent to which this occurredis discussed in the next section ofthis report. Specific data on thecharacteristics and patterns of use
are reported and analyzed in terms of
the overall impact of the States''functional experience with BEST NET.

Summary

As configured during the period ofAugust 1, 1982 through September 30, 1983,
BEST NET underscored the "People-to
People" self-help approach of ProjectBEST by bringing people together on adaily or weekly basis with the aid of
an electronic message system. Throughthe use of this technological tool,
timely and first hand information was
exchanged that facilitated the handlingof critical problems, often within amatter of minutes.
The use of BEST NET has been limited
only by available resources, time andthe user's imagination.

The implications of BEST NET fortechnical assistance and information
dissemination and exchange functions are
myriad, as evidenced by the functional
experience with this technology that
BEST NET has provided state education
agencies during the course of it 14
months of existence. Through the useof reserved telephone lines connected
to a series of designated computer

13.8

212

EXHIBIT 3.. -- Comparative Characteristics of EM Systems

I

NETWORK
UmtietNational Clearinghouse for
Bilingual Education
1355 Wilson Boulevard
Suits 605
Rosalyn, VA 22201_4703) 522-0710
Cospucar..dased Massage Syscen
For Vocational Educators
The Ohio Scace Univarsicy
1960 Kenny Road
Colunnue, OH 43210(800) 848 -4d15 or

TARGET
AUDIENCE
bilingualeducators

I

NUMBER OP
SUBSCRIPTION
USERS
..1
RATES1IFEATURES
electronic mailbullacin boards
MinutemenSO

vocational
educators

electronic mailbulletin boardsSOhearing
impaired
individuals

electronic mailbulletin boards

comer

I

I

free (partof BRS)

510.00$16-352 (dace'I

6118.)

free encouraged
co join
SPIN

518.00510.00 $100.00
one ties

5 4.00 $14.00(614) 486..3655

DCD-OesiNec
Deaf Communicacions Institute75 Bethany Hill
Frmaington, MA 01701(017) 875-3617 (voice)

165

foie

(617) 875-0354 (TM)

Educator Nave 4 Information
Network
National School Public Bala-.
clone Association
1801 March Moors Sc
Arlington, VA 22209

generaleducators

electronic mailbulletin boards
databases

educators
researchersbusiness

electronic mailconpucerconferencing
databases

regulareducators

electronic nailbulletin boards
databases

generaleducators
specialeducators

notavailable .

5175.00 year

5 5.75 520.75

1,200

375.00 mooch

5 7.00 S 9.50

3150.00 one
else fee

518.002300

electronic mailbulletin boards
dacanases

1.200

3200.00 year

5 4.00 518.00

business
COMIUMOCS

electronic nailbulletin boards
campucerconfarancing
databases

50,000$19.95$39.95S 5.00 535.00

businesshome useelectronic sailbulletin boards
cospucarconfarencing
dacanasse

32,000$100 onetine fee

544.75(aa) 528.5840
Elaccronic Information
Exchange Sytices

New Jersey Institute ofTechnology
323 Nigh S
Newark, NJ 07102(201) 645-5301
School Praccicas Information
Network (SPIN)
Bibliographic Retrieval
Services
1200 Route 7
Lathan. NY 12110_wit) 783-1161
SpecialNec
Nacional Assn. of State Dirs.
of Special Education
1201 Inch Strome, N.H.
Suite 404E
Washington, DC(202) 822-7933
CostpuServa.

5000 Arlington Cancer Blvd.
colushua, OH 43220(614) 457-.6600

The Source
Source Teleconpucing
Corporation
1616 Anderson Road
McLean. VA 22102(703) 821-6660

5

.

.

.

2

Per hour coats
Does not include royalties, telecommunication charge', off line printing, and mailing users's.

92 1 3I

cHARCE.i---6.--.1

7.75 -..:

EOMBIT 4.

- Characteristics of BEST NET EMS,TARGET
NUMBER OF

NETWORKSUBSCRIPTIONAUDIENCE

FEATURESUSERSCONNECTRATESCHARGE

B,E.S.T, NET'Education specialists,'Unique Configur-

officials and policy.

ation of Network

makers at the State

Users

Project BEST

Association' 70Educational
for Educational

Communications and Technology(AECT)

Organizations,Groups, or Agencies

Education Agency level'Available to Participating
States and014.00 per hour

Department of

involving an1126 16th

Education Officials under'Electronic Mall

Street, NI

Washington, D.C.

Project BESTaontract funds
individuals

20036(202) 466.3361'Advanced deposit

estimated 1,500'Project BEST Advisory
Board organizations In

mailbox',Total expense per user

valving major U.S.
education professionalof abont $550 per'Bulletin Boards'Delphi/Pollingsite/mailbox tasted at$750 for life

associations"Conferencing

of Project(OctI981-5qt. 30, 1983)'Regional and Central
offices, Department of'People's current

Education staff

experiences'Selected school'Use of establisheddistrict sites

data bases0

operated byri

individual net.
work users,1

Per hours costs

2

Does not Include royalties,

telecommunication charges, off line printing, and mailing charges

214

215

II.

BEST NET:ANALYSIS OF SYSTEM USE AND OPERATIONAn Electronic Message Exchange systemallows users to communicate and exchange
ideas on general topics or common problems
at their own pace and at a convenient time.

estimated 1500 individuals.

Usefulness and Impact of the System
The electronic mail system was designed
to address several areas of concern.
Participants could use the system to:This section describes the technicaloperation of the BEST NET EMS., its users,
and the ways in which they utilized thesystem to seek out or respond to requests
for information. The uses made of BESTNET varied from state to state and fromuser to user, as indicated by the exhibits
and discussion that follow. In general, aconcerted effort was made by participants
to monitor the electronic mail system andto share concerns and experiences via
this electronic network.

1.

Stay current withupcoming activities
and timely news dealing with thevarious technologies and theirapplications in education;

2.

Collect bibliographies that could bereferenced and shared withcolleagues;

3.

Inquire and respond to inquiries ofconcern regarding state education
agency matters--both project and nonproject related;

4.

Develop a level of "hands-on"
competence with computers.

Characteristics of System Users
State team leaders, designated byeach State Commissioner of Education, were
the principal users of the BEST NET
system. These individuals at each of the
41 participating State Departments of
Education included media specialists,
curriculum specialists, instructional
technologists and dissemination specialists.
In addition to State Department of
Education staff, the various resource
organizations on BEST NET represented
educators at the local school districtlevel, university personnel, federal
employees, software reviewers, regional
education'service programs and otherindividuals whose work involves a strong
technology focus.

Bulletin boards were updated several times
per month depending on the topic. Users sent
and received messages at any time, either
through distribution listd (messages sent
to a group of users) or directly to anindividual user. New information could thus
be generated daily to create the sense ofa "living network" of users.
Illustrative Uses

A number of topics were selected for thevarious bulletin boards. Special activities
on conferences running over extended periods
were highlighted in the conference bulletinboard.
Bibliographic citations included such
topics as videodisc technology, audio teleconferencing, computer literacy technology
and personnel development, funding sources,
getting started, technology in English andreading, applications of technology in basic
skills instruction, and cable television.
The "news" bulletin board varied frominformation about family and educator computer
camps to notices about the availability of

In most instances, the state teamleader was the primary, monitor of BESTIn some cases, however, anotherNET.
individual within the state department(technology or computer specialist
secretary, library or media specialist
or another member of the state team)
was assigned to monitor the system onroutine basis. As Exhibit 2 (p.3)
shows, an estimated 70 user organizations, groups and agencies formed
the BEST NET user system involving an
,

13.11

%

216

EXHIBIT S. -- Selected BEST NET Inquiries

of free software.

STATE

COMPUTER HARDWARE

RC Monitor

IA

Which brands of computer to use with
AIT project

ME

Apple Networking Systems

TN

Network software adapters

TN

OTHER TECHNOLOGIESInnovative uses of cable by local schools

COMPUTER LITERACY (CL)High School graduation requirements

CT

Courses (centent)developed in
guidelines. goals, Ojectives.,models

DC,SD,TN,VA

Parental input

Community College car program, software,development support at the Community College Level"Teacher endorsement faraomputer science

Exaapl of CL teats
Definitions of CL

OR.

MO

Kr
Kr
TN, VA

DISSEMINATION

What states are doing with regional educational
service to produce curriculum bulletins for
distribution to local centers.

PROFESSIONAL DEVELOPMENT IN MOWER INSTRUCTION
Guidelines for local school districts on
continuing education and professional
development.

CT

SEA

Statewide plan for coordination of technology
for all levels
State Basic Skills plan

CT.VTOVIState 6 local relations in policy information

MD

Micro lab or examination center for hard/software
StAt evaluation and review

WI

cr

Experience in using mainframes and micros

Resources - *scria's. projects, people
resources available regarding instructional
application of micros In reading and writing

The most widely used of the various
features was electronic "messaging".
Several states were actively involved in
the exchange of ideas and materials inorder to complete tasks at their re
specitve state education agencies. Manystates queried users about the implementation of computer technology in theschools. Inquiries included thedefinition of computer literacy, requirements for computer education, teacher
certification, state plans for implementation, surveys of microcomputers inthe schools, directories of software- public and commercial, software/hardware
evaluation instruments, hardware
specifications, suggestions for selection
criteria, and state policies and guidelines on a number of state policies andguidelines on a number of issues. A
sample of the subjects of inquiriet ispresented in Exhibit S.
Responses to inquiries via
electronic mail were usually received
within one or two weeks. Responses torequests made on BEST NET, but received
via postal services, took longer became.
respondents had to locate the requeste
information or document. Many.Of therequests were answered via postal
services because of content length(state plans, policies., etc.).
Exhibit 6.

See

EXHIBIT 6. -- Example of BEST NET Message
Requiring Postal Service Response

WI,,,riA,,,fk,,,,ie4yWNA4.7a.:,

SOFTWARE

List of sic= programs in public domain

crManagement software used by other states

DC

Software for diesel engines

IAFreeloader SOO software

MN

eSimilarities in use of micros as in statebook adoption processOReInstructional programs to meet needs of
migrant children and for migrant students

WAO

Gus4alleas for software exchangek."v0V''4-;'r..-i, s::'::':
ytnkl;M:.

14;011/IllatWlia"1"ittagAll.."
4111,1111S%",
amalmegrOtteWf 5:-Filsp'sx3,.".:'<"...,,,,,,:

P-,y,:::.,:- i'lz,.$:40.4..rs,Wsn,';' ,:r,'":>,,,, `Cs!..

itATIMAtielingillinflAWA: LI trr,:rob

thilaUelet"111ratgrAWRitiaiusialStraiLOCAIWswaslg`
T. 711,44,4144411r4.14.47.11"144;*t:1;011".1AW'' ,!"sakti:.\.:tgI."\ s,..4114,111141J175,..
;c!'34,,,;::::

VIZAMAItAti$

13.12

1,-. ,

In one case, however, appropriate portionsof legislation were cited on BEST NET in
response to an inquiry. See Exhibit 7.

EXHIBIT 8.-- Rank Ordering of Topics Requested::: s. ',7

.1"

''",

s

...

."

.:ti.WIttielleSTEVI;FEONIDIEROIP,STATE,TERIOLEADERV' "',s;) Crictgli. yiii. tS a;ee Sin: r' tt* Aaili. nV., CM$tiOr";k malleowtamprosessatt&gettlnostortelit*gwtha:'''s, t9 oulftiototssOlurtstoolmOuoisilk*Ito tiimeittiotievo,, ::;....t, -,4,,,,

V.

ti

i

,

,,, ,

;s.i:4,4010001aveilkaiAttiktig naUttitimisalliMpoolta-4".s.',,,,eftetig,..41riteUlikittf,tatligurvIoittmottaittyPistattouvit.,s,,, ,,,;.,:sAglitenevasslitataftsywapsiliPipKimsloorpilnivitidwz, ', s-, ',,,,, ;4 Inftialitarkitataxiotigionfalt.:tosakkfaidtope,,, :: ,,,,,, , ,,,.4*7 kalgiataig$40frialiratnag< 104649Analkelkra)°,ssreV*IltimilKsalmogoliregtViiartotttee,vst14tagattiokre ,.., e'
2 ;'j,02.2.,
.,,,

,j;
,,

_ilIftwistimafom1411116titirsatifililiiiimaviteativoimem:, ,;-;4.apposinglanitettuxuuleivoriiienkusstass64Utiok.,<:,,i,,\Disidimmicadavappesiatisolosjimud PliessetasPeitabip,,"Z.);!:aiNiattillistalkialkiall*taZ:logirAtintMlo taPigsVtallati. ;llitOloultrettmemutitopprigirtatigttosnortiategk,;,z,k,,..,/cfaviar..01110004.414,111rIlliatqWwWqmplloilltipVts.;".,'.., Yap,,.,s,;,< .,&.0...,;;F:.4.,;:sQs.s xr,1.sse ::, ....., ..... , ..,,-.." 5. ss,- 't..,..., ;.,,*--4:4-^ ....,;,*,, .s. :.)
"2
s.

7'

"

'.'..:-:.

qVg/OkielksIteitihOratritilgTilin*30iiiftillitilialECit.,,414,,,,,14,40:,,towH.,t,..'1,?:

5

4,,,-,:.

00,.,t,s,,,,,,,,,t,-,:f.,rief': .',z'zi.". r?;:5,j:Thittelanatixtattaiwandustetitsow.its6:,00:

Ake Ingistamit% senautitristiOnip virviti &worst ,,',
.1 -- ft,. ',MX tftitoktioWlepoups,utielinede taterestsso//0-4aStglaUllessalftetiwasetasstorce:41,UKflireatrosts z,
...::

-

,,z ,;,`s.:>,...;14XtlieriffArtUe,;- ", '''''; s, - ' v,'-k,;',.'!34!.-t4618411111010o01141"11041e4sitil44114"::1:,A%-f'''''.'

s ;-"C' > totwasp'-stisonkat'sonsamopiaritliutiat :-,,,,;-..,:ksifilaotoWilitlicsirt.ast, , - , - -, .,,,;,,,,s: ;',41MitlualnitoUlosifoffiumitca,KSI!,14.-; ',' - -: ',,,
, <,: : tv,-,:,-,-1 ',;;;;, ::.;,"<:;4A, ,Prigatitilitarslopepre... , .
,-A,,..4',;(144.kttiONOut<salsw-.''' 'z, ' ,.; - - '"', : ,-;t;`,,,Z,:,WCtatroltseiotikis.itewatril*Wilijaasinfagiss-;i:,, t.
.4111140011#01111000011,1110<;$ - .' s'.'' s ''. * '=",
3k s, \s< ,.,?-skz .,., - :---,,,a .,; i, s,,,,,,-; , s,,,, ,;;,; , , ,'s's,,,s, ,.,,,, ,->.
- , ;:; , ;.;-,,.:<4;.s.:,;'..45,:?,':4,); '4..:, ,- :-:, :,:- ,s -t, ':, ,....,'
Cir*i
V040413;41411w4 iiiiikirt4ser111i;: xis.
`tsegagegition1W
itlawailalep.110101 shavliteim,<.', asildinaits:lativetteitettarots.4rikki, 444 V,- 'I'llotrillitolfsl9s'-;
tiloreemoluvV"`.,trisiniuriet twfrpmfinlas*K- .V.,q.4.t. '''-40:,...opkw...z.,,t4riAkfos Is* th .0, Mut, ittfo t .4,. cl.. Giltsia101opilviti*
i:;<,,s4tw--s.',. - 4. -, . : .,.... ;..k ,
;
....
s>

Tliw esyli0*(tiitlilikpc';;s .:.- ,, ,s : , , l ,.

t,eiAttkti*: ps.',;'::
Electronic messaging offers flexibility inthe exchange of information.
In an "urgent EMS
poll," a rank ordering of topics was requested
by Project BEST staff. The result was an arrayo..1: responses presented in a manner that waseasily manipulated by the individual users.
See Exhibit 8.

' f 4.41-V;t1iiilii0aarattStiliat MI Ai* 11*71).geolu% -t.;;TirletrillatiONiiiinetir '-S-49.6:416,-,-' "<. 4.,-;;.1,- :-, .7-.,,,z:, , ,< ,;,,,,,,..

';aa;:,;:%,:-:,s,',;;,,,:, 's<s,' ;::',,-,/,,p,-4,,":7.>",:;,,,;,k.,4',:),::.1-s, :,,,,:-:., .
4, :. :4,:,:-:-;.-:ci::::-,:;:,;- 4'.;:;' :''::::,..12:; : '''':
t, -,,,,,,,,,,, A' '''' ," * - .iP .
veie,,.:,-A-,7.,s4:: '=,'
itosta.16.', ,-'<,"- : ,'t-tr-','' -%7,' et MC at

,.,

''-

218

-

'...

.

.

. ' ;-,s,-, '': '';',, ' ,-4-. :.,'
,
,"
',.
:
; , - ,' ','''"1111$40142s: MP: SIOUX tiE F=2-iC;,'13.13's, "1<. :., 1.-':.,. : :. : ;','-.,; ', ;ISSOOMWAsylitieLliCky254,ELIOtiir.5- , ,s, / ,k; -e,,,r-r k..%;.,':s>, --,-" ;One state posted a questionnaire on theelectronic mail system and asked users to
respond to the questionnaire as well as
evaluate its usefulness., See Exhibit 9.

','"....; '', , , - ... ,z 's %,, .

,, ,),'

,;:,

-4,"

EXHIBIT 9. -- Example of a BEST NET
Questionnaire Response

13.14

219

EXHIBIT 11

Monthly Use of BEST NET by
Budget Expenditure (State Accounts Only)

BEST NET
BudgetExpenditure$1,000
$901
$900
$769
S787

$800

$703
$700

$600

$665

--

$588
$564
$501

$500 .
$400

$300

$200

$100

vze,
NOV
1982

OEC
1982

JAN
1983

FEB
1963

MAR

1983

APR
1983

,
MAY
1983

JUNE
1983

* Includes monthly maintenance charge per mailbox assessed by Stanford University computer facility.

13.17

22u

JUL
1983

EXHIBIT 12BEST NET lice by Geographical Region*

Region 1

Region 10

Region 9
Region 3
RegionRegion 7

Region 4

Region 6

LEGEND
Region1:

RegionRegion2:

Region4:

3:

Region S:
Region 6:
Region 7:
Region 8:
Region 9:
Region 10:

Rhode Island, Connecticut, Massachusetts, Maine, Vermont,.
New Hampshire**
New York, New Jersey, Puerto Rico**
District of Columbia, Maryland, West Virginia, Virginia
Pennsylvania, Delaware**Tennessee, Georgia, Alabama, Florida, Kentucky * *,South Carolina
Illinois, Wisconsin, Indiana, Ohio, Minnesota, Michigan
Texas
Iowa, Nebraska
Wyoming, Utah, Montana, South Dakota, North Dakota, Colorado
California, Hawaii**
Alaska, Washington, Oregon*'Total exceeds 100% due to "rounding-off of percentage figures.
**States that did not acquire the requisite hardware and/or sottware to ac,:ess
BEST NET
13.18

221

Patterns of Use

Most active users said they accessed
the electronic mail system at least once
per week (some daily or twice per week);others used the system once or twice every
two weeks. A list of the state users ispresented in Exhibit 10, which includes
each state ranked from highest to lowest
use, and includes regional and groupaffiliation as explained below.
Unfortunately, many of the stated did notacquire the necessary hardware or software
required to access the network.
Thisaccounts for those states ranked 35 andbelow in Exhibit 10.
Exhibit 11 charts the monthly useof the electronic mail system. Substantial use of the system was noticed
during earlier stages of implementation.
The announcement of BEST NET was madeduring a training and awareness workshop
for the state team leaders in May 1982.
It is surmised that the excitement oflogging on and the novelty of using anelectronic message system (a first time
event for many participants) led to theenthusiasm that resulted in a highfrequency of use during the initialmonths of operation.
Although a steadydecline is evident, a consistent groupof users continued to check their messages,
review updated bulletin boards and pose
inquiries.
Similar trends were reported by the state team leader in Alaska
when that state implemented an electronic
mail system.

States in the western and central portionsof the country tended to be more active users,
followed by the New England states.
The 41 participating state sites wererank ordered by size of student enrollment(public, K-12) and placed in four groUps.
Group 1 represented the larger school
enrollments and Group 4 represented stateswith small student populations.
Minor
differences were noted between the various
groups as indicated in Exhibit 13.
Group 2,
which is composed of several central andwestern states, ranks highest in the overall
use of the electronic mail by student
enrollment.
It is difficult to accurately compare theactivity of.the information resource organizations that formed part of the network because
most of them joined well after August 1982 andseveral accessed the system after January 1983.
Exhibit 14 reflects this variation.

During the course of the project,participating states were categorized
by geographic location and size of student
enrollment.
In the project's effort tobroker existing networks, the Departmentof Education's regional offices wereinvited to participate in Project BESTand to become users of BEST NET on an
Exhibit 12 displays
experimental basis.
the activity on the network by region.

13.15

222

EXHIBIT 10.

Ranking_of Electronic Mail Usage by State

RANK

STATE

1

CT

(11)

3

1

2

AK

(08)

4

10

BEST NET ACCOUNTGROUP MEMBERSHIP *GEOGRAPHICAL REGION"

3

IL

(17)

1

5

4

WI

(45)

2

5

5

DC

(13)

4

3

6

IN

(18)

2

5

7

MD

(22)

2

3

8

WY

(46)

4

8

9

TN

(37)

2

4

10 '

WA

(43)

2

10

11

OH

(32)

1

5

12

IA

(19)

3*

7

13

MA

(23)

2

14

ME

(21)

3

15

UT

(40)

3

8

16

GA

(15)

1

4

17

WV

(44)

3

3

18

TX

(39)

1

6

19

MN

(25)

2

5

20

VT

(41)

4

1

21

MT

(26)

4

8

22

CA

(09)

1

9

23

NY

(30)

1

2

24

NJ

(29)

I

2

25

NB

(27)

3

7

26

OR

(33)

3

10

27

VA

(42)

2

3

28

AL

(07)

2

4

29

SD

(36)

4

8

30

EL

(14)

1

4

31

PA

(38)

1

3

32

ND

(31)

4

8

33

RI

(34)

4

I

34

CO

(10)

3

8

35

MI

(24)

1

5

36

HI

(16)

4

9

37

KY

(20)

2

4

38

DU

(12)

4

3

39

NH

(28)

3

1

40

SC

(35)

2

4

41

PR

(01)

3

2

See Legend, Exhibit 13.
*School enrollment.
See Legend, Exhibit 12.
**Regional offices.
13.16

223

1
1

EXHIBIT 13BEST NET Use by State Student Enrollment Data*

GROUP 4
GROUP 1GROUP 3
GROUP 2LEGENDGROUP 1: .California, Florida, Georgia, Illinois, Michigan, New Jersey,
New York, Ohio, Pennsylvania, Texas
GROUP 2:

Alabama, Indiana, Kentucky**, Maryland, Minnesota, South
Carolina
Tennessee, Virginia, Washington, Wisconsin

GROUP 3:

Colorado, Connecticut, Iowa, Maine, Nebraska, New Hampshire**,Oregon, Puerto Rico**, Utah, West Virginia

GROUP 4:

Alaska, Delaware**, District of Columbia, Hawaii**, Montana,North Dakota, South Dakota, Vermont, Wyoming*Estimates do not total 100% due to "rounding-off" of percentage figures.
**States that did not acquire the requisite hardware and/or software
to access BEST NET.
13.19

224

EXHIBIT 14BEST NET Use by Participating Resource Organization
Budget Dollar Expenditures
50

CSSO

NWREL
Jwg
ERIC

100

150

200

1ApegfazeiNgtk;31kWc

I.

Tweittkvae*-441

raMfilWrOakcs\A-:,:%-:',--,:

MEREX
CUE
IRA

NCTE

NCTM

Al bug.

Isgsgilit,s4',':s:stCinti

Oetroi"s,-;,-iis-4.44(kAAr,

Hou$to

ss

I

RI

R2

R3
FederalR4

Government

R5

Regions

R6

R7
R8
R9
RIO

MITV
AMS'

50

100

13.20

225

150

200

Operation and MaintenanceAn investigation of available electronic mail services was conducted during
the early months of the project. The
Stanford University Center for Information
and Technology was selected because it
offered a flexible electronic mail systemwith minimal on-line charges.
Initiating the System0

It was necessary to reprogram andreformat Stanford's electronic mail system
to develop a network that could easily beaccessed, given the fact that a large
number of BEST NET users either had neverused a communications system or had neveroperated a computer. Each bulletin board
space was programmed, log-on procedures
simplified, new command codes created,and special text files maintained for updating the various bulletin boards andgreeting protocols particular to theBEST NET system. A user manual3 wasdeveloped that presented step by step
procedures for logging on, reading andsending messages and reviewing thevarious bulletin boards. Fifteen distribution lists were devised to facilitate
the delivery of information to selectgroups of individuals on the network as
opposed to sending messages to the entire"BESTALL" for example inaudience.
dicated that all users of the system
would receive a message; "groupl"
indicated that only the states in thatgroup (largest school enrollment) would
receive a given message.

Inputting and Updating the System
In an effort to provirte current
information and news that was releventto the needs and interests of the various
users of BEST NET, a schedule formonitoring the system and updating thevarious bulletin boards was designed.
The BEST NET system was monitored at

VEST NET:uly 1983.

The Electronic Mail System User Manual.

least once each day (on the average) by
Project staff. Responses to inquiries werehandled typically within one week of request,
usually on the same day, depending on theamount of research involved. When information was not readily available, the request
was acknowledged with a message that
additional follow-up was required.
A total of eight bulletin boards wereavailable to BEST NET users during the courseof the Project. Exhibit 15 summarizes theinformation contained in each bulletin board
and the schedule for updating it. As indicated in this exhibit, coordinating thesystem was a staff-intensive effort requiring
a fulltime responsibility given the amount oftime necessary to research and document information, monitor the electronic mail budget,
troubleshoot system problems, and evaluate
system use; and a part-time responsibility
was essential to maintain the library ofavailable dc.uments, periodicals and otherresources that supported the system.
BudgetUnder the U.S Department of Education
contract, each state account holder was permitted approximately 40 hours of service,def-7:4-3y-A through the Project's budget forthe duration of the project. The total costof $760.00 per mailbox included themaintenance charges assessed by Stanford,
all on-line costs, the development anddistribution of the user:; manual and manual
updates and a percentage of Project BEST
staff time to facilitate the informationexchange process. The budget was monitored
weekly and as accounts reached the initialbudget allotment, incremental increases
were made. This method was used to remind
users to make careful and frugal use of thesystem and not to consume their entire budget
allotment during the early stages of implementation. Requests for account budget
increases were made via BEST NET in a matterof minutes by sending a message to Stanford
University's accounting liaison. Typically,

AECT/Project BEST, Washington, DC, 20036

Copy submitted to ERIC/IR Syracuse for inclusion in CIJE/RIE.

13.21

220

accounts were increased within the hour.
Occasionally, Stanford would send a letter
indicating that the user had exceeded thebudget allotment. By the time the letter
reached the user and the BEST office, however, the account had been increased via
Thus, users were instructed to
the EMS.
disregard printed budget notices from
Stanford since all such matters werehandled directly by the Project BEST office.

districts will be arranged on a disketteand distributed to each participating
district. The EMS will facilitate: 1) the
exchange of ideas about the diskette andits contents and 2) the ability to update
entries. Exhibit 16 provides a descriptionof these information products. A sample
SOFTIE entry is presented in the Appendix.

Other BEST Products Prompted by EMS.

Each month all Project BEST information
services, including the electronic ',mil
All BEST NET
system, were evaluated.
correspondence and updates of bulletinboards and requests for information via
telephone and postal services were documented and then tallied and analyzed at
the end of the month. Correspondence byspecific states was also noted. However,BEST was not privy to all correspondence on
the EMS. Unless the "cc BEST" or "cc vb.act"
command was used when messages were transmitted from one user to select users, theBEST staff would not be notified. We
encouraged the use of the "cc" command whenmessages were sent to individual users.

Through the various resource organizations participating in the electronic
network, a number of microcomputer diskettes
were developed to strengthen the various
information dissemination efforts. For
example, as part of its membership withBEST NET, ERIC/IR at Syracuse University
developed from its extensive database an
educational technology, a series of microcomputer diskettes dealing with and complementing the topics of the Project BEST
teleconferences:

Computer literacy
Software/Hardware Selectionand evaluationoApplications of the Microcomputerin Education

Each participating Project BEST state
received the ERIC microsearch program andabove-referenced diskettes.

Evaluation

In general, the analysis suggested th
the general public made more requests for
information about BEST NET than any othersingle component of Project BEST. Project
staff response time to these queries improved
as the project progressed due to the coordination and diligence of the information
services staff.

Secondly, in cooperation with the
California-based Computer-UsingEducators (another BEST NET user),theeight school districts5 we selected indeveloping our video modules ofpractitioner experience, the District ofColumbia and Puerto Rico (also BEST NET
users), the Project BEST staff isdeveloping a Software Information
Exchange diskette known as SOFTIE.
A comprehensive list of software
currently being used by these school

1111.1M11111111.11MMIIIIMIIIIIIMMIIIIIIPP".
SFairfax, Va; Cupertino, CA; Albany, OH; Cincinnati, OH; Ann Ar or,
111111.11;

Wayne, NJ; Ft. Madison, IA.
13.22

227

;

ExhibitIS

Description of BEST NET,Bullatin Boards

TITLE
BIBLIOCONFER

NEWS

TYPE OF INFORMATION
Bibliographic citations

REGULARITYOF UPDATESOURCE(s) OF
INFORMATION

NOUR(s) TO

UPDATE

8i-weekly

Journals, Meetings.
EduTech Documents

Calendar of conferences,seminars, workshops

WeeklyJournals, Staff
meetings, professional
contacts

3

General Information

twice weekly

Journals, Dept. of Ed.
State participants.
Newspapers,
Professional contacts

4

as necessary(1-2 perweek)

Staff, Project
Participants

2 cactimonthly/
twice permonth

Paicipants.

OCT 28;
JAN 24;MAY 18;
JUN 30;

Teleconference logistics

PW3BMO

Concerns and special
issues2

St,f- Project
Ramearchers.

Per Month; Approximately sixty person-hours per month was reauired to maintain the
Library files and research available sources.
This estimate does not include
the initial set up of the system.

EXHIBIT 16BEST NET User Software Products*

TITLE

TYPE OF INFORMATIONSOURCE(s) OF INFORMATIONERIC Diskette on
Computer Literacy

Bibliographic citations dealing
with the subject of Computer
literacy in education

ERIC/IR staff at Syracuse University
and Project BEST from CIJE and RIE

ERIC Diskette on
Hardware/Software
Evaluation and
Selection

Bibliographic citations dealing
with the selection, evaluation
and acquisition of hardware andand software for educational
purposes.

ERIC/IR staff at Syracuse University
and Project BEST from CIJE and RICEERIC Diskette on
Classroom
Applications

Bibliographic citations dealing
with applications of the use ofcomputers in education

ERIC/1R staff at Syracuse University
and Project BEST from CIJE and RICE

SOFTIE Diskette

List of software currently usedby participating Project BESTschool districts, arrayed bysubject area

Project BEST, Computers Using
EduCators and participating BESTschool sites (see Exhibit 15 fornamesmf,school,districts).

'URIC diskettes will run on the Apple Ile, II., ill with the Emulator, and the Franklin
ACE 1000.
SOFTIE was developed for the Apple He with plans for compatibility with otherbrands.

13.23
(
t.,

1

228.

III. LESSONS LEARNEDAs we look back at our two-year
experience with the planning, implementation and operation of BEST NET wefind it helpful to put it in the context
of our original intentions. ProjectBEST was to provide initial, andfunctional, experiences with threetelecommunications technologies that
had potential for education. They
included teleconferencing (both video
and audio), videotape and electronic
mail. Of the three, electronic mailFew,
(BEST NET) was least familiar.
if any, new behaviors were necessary
to use video or audio teleconferencing;prior experiences with telephones
conditioned us about what to expect.
But except for those of us who had
experience with computer terminals
or word processors, BEST NET was an
initial experience.
What was that experience like- for state teams and for project staff?
From both voluntary and solicited
feedback, we have developed ageneralized picture of initial experiences that are quite similar to those reported in the literature from initialbusiness and industry use of electronic
How do these reactions compare
mail.
to yours?

It's nice to have access
to up-to-date information
about a subject like microcomputers where everything
It helps
changes so rapidly.
relieve that feeling of being
left behind.

It's hard not to feel strange andinadequate the first few times at theterminal. No two terminals work alikeso there is a good chance that the
instructions from the EMS operators
won't really be appropriate for yourmachine.
It takes time to get used to the informal nature of the system so that it
feels okay to leave in typos and otherglitches.
It's disappointing when it takes solong to get responses to a generalrequest we put on the system...yet weonly check the machine once a week.
ourselves.
We feel guilty that we didn't use it
more, or used it less at time went on.
It's like explaining to a relative that
their gift is nice, but you don't need
to use it everyday.
If it had been here in my office I would
have used it more. There were times
when I could have checked it but
feel like going to another part of.thele,
agency to do it.
We used a microcomputer without a
I feel much moreprinter at first.
secure now that I can have a hard copyof everything.
I was excited by the number of responses I got from a general request,
especially from states I never thought
were doing anything in this area.
We feel like we've taken more than
we've given. When a request isn't
addressed to you specifically it takes
more motivation to respond.

It's also helpful to have theinformation in a format where
you can choose what to read.
It's like scanning all theheadlines in the morning
paper, but only reading.theone or two articles that interest you.

It's easier for me to use it because
I've met most of the team leaders. A
lot of people in the office are un-

13.24

22

comfortable because they don't know
who they're talking to.
We're enthusiastic about the electronic mail concept, but we've
stopped using it because we're
too busy with other things now.
I didn't spend as much time with it
as I should have, but I spent asmuch as I could have.
To the extent that these snapshotsof feelings represent common experience during initial use of electronic
mail systems, what have we learned fromthem as operators of an EMS, as users,
and what from our Project BEST vantage
point, have learned as developersof an EMS?
The following guidelines are presented not as indelible rules, but only
as stepping stones to help us all find
our way into the "information age".

Guidelines for EMS OPERATORS.

2) Bulletin boards can be "farmed-out"to organizations that would have access.
already to the needed information
because of the nature of their work.
There are usually reciprocal benefits
to such an arrangement; e.g., theorganization maintaining the bulletinboard gains publicity about its
services.
Keep Bulletin Boards current

The frequency that a user checks a bulletinboard is related to the frequency of its updating.
If users continually find "old"previously read information, they will checkless often.
Project BEST addressed this by listingbulletin board information in reverse
chronological order and by including a datecode with each item. This provided clarity;
when a user accessed a bulletin board, newitems were displayed first and by checking
date codes the user could tell what information
was recently added. See Appendices A,C and D.
Stay alert for ways to improve thesystemAssure your own continuingaccess to new information.
Electronic Mail Systems (EMS) are
hungry beasts. Electronic bulletinboards lose their advantages if they
are not kept current and comprehensive
To do this requires access to a wide
range of related information resources---a requirement that is even more
complex if you are bridging more than
one professional interest area.
BEST NET and other EMS systems
have dealt with this need in two ways.
1) The operating organization
can subscribe to all majoror minor publications in afield, and request placement on mailing lists forannouncements, etc. When
this material is received
it has to be screened andappropriately deployed.

User feedback is a critical component in
the implementation of a technology as new aselectronic mail. Methods must be built in
to facilitate this feedback. Because of thenature of Project BEST, its participants were
free with their ideas for system improvements. One early idea was the use of asingle BESTALL address code for messages sent
to all state teams.
This eliminated the needto type 40-60 address codes. Other ideasthat evolved into new features or services
included the development of disks for stored
information that did not require,or was too
costly,for on-line access. The ERIC Computer
Literacy and Microcomputer Selection and
Evaluation database discs were two resulting
products.6

6Two microcomputer ata is ettes an one program diskette for useon the Apple IIe personal
computer were jointly developed by Project BEST and the ERIC Information Resources
Clearinghouseat Syracuse University. The data diskettes contained
a selected search of the ERIC, RIE and CIJE
Database on two topics: Computer Literacy and Hardware/Software Selection
Issues. The diskettes
were made available to each Project BESFtSiate Team Leader for use within theirstate and withpermission to reproduce. Copies of the BEST/ERIC diskettes
are available from ERIC/Syracuse
University, Syracuse, NY 13210
13.25

23u

Monitor use.

Various indicators can be used to
identify potential problems. ProjectBEST screened the monthly budget andbilling statements for computer time
use and connect charges to identify
and track the frequency and volumeof use. Thus, during early months,
we would call states where little or
no use was indicated to see if they
were having any problems. Frequently,
there was a hardware problem that we
could help them resolve.
Provide on-going_ trouble
shooter capability.

Most adults who lack experience
with computer keyboards will feel someanxiety when they start to use EMS.
Regardless of how complete printed
instructions are, all situations
It is parcannot be anticipated.
ticularly valuable if a user can callfor help while he or she is having
the problem and get guidance that canbe immediately applied. Project BESTprovided this trouble-shooting byphone and by EMS.

Guidelines for USERS
Be aware of the influence ofterminal placement on use.
to havp tools
MgA-t gf up
accessible when we want them. A
terminal in one's own office obviously
has a greater potential for use than
one that requires going to another partof the agency. If one then has to "askpermission" to use the terminal,
utilization potential is decreased
even further.
Make paper copies of information.

The contents of the electronic mailbox can be checked on a video display
screen alone--a quick and convenient

way to determine what is there.
In
most cases, however, when a terminaland system serves more than one
person in an office, it is better toprint out all information. This facilitates
distribution to those who do not have accessto the system and can save money in the eventthat you want to refer back to an item at alater time.

Establish a regular schedule forchecking your mailbox.
Determine who in the agency may beinterested in information on various bulletinboards and how frequently they may want it.
Set a regular schedule for checking theseboards.
oPost bulletin board information.

Many times lists of meetings, etc. can beposted or routed so other agency staff canhave easy access to it.
Consider whether one person should
be given responsibility for using
the system.
There are pros and cons to consider.
All/use is limited now because people are not
comfortable with the hardware, additionalhands-on training can be provided. Also
consider having one staff member responsiblefor inputting messages, checking the machine
daily, and routing information to appropriate
locations, especially if there is a limited
number of terminals.
Provide a local troubleshooter.

Whether one person or an entire agency
has access to the EMS terminal there should
be someone in the agency to whom people can
In larger SEAs this may
turn to for help.
be a separate training support facility; insmaller agencies a computer buff may take on
this role.

13131

duidelines for DEVELOPERS
One general conclusion provides thefoundation for our more specific thoughts
and recommendations:Electronic mail (EMS) is a new medium
whose most valuable contribution toeducation is the potential it offers
for information exchange and communication among geographicallyseparated professionals. The
accomplishment of this outcome is nota function of the information technology alone, however. Active
facilitation, brokering and support
is required.

When Project BEST began, several participants equated electronic mail to use of databases like ERIC. While this can be one
feature of an EMS, we have found that inseveral ways electronic mail is a new
medium.
Electronic mail systems offer access to
information (in bulletin boards and databanks), and people (through message
exchange and conferencing).
Both components require development
and maintenance. The easier of the twoto deal with is the information. Standard
procedures exist for entering data forcomputer storage and there are relatively
few user problems inherent in accessing
information stored in a computer.
Most problems come in the second
instance, when the information sourceis people, not computers; the majorityof these problems arise when the parties
do not know one another. 7
We have long rc.cognized the valueof the information people carry withthem in'their experience. Experience,in fact, has been a prerequisite for
Most of our professional
leadership.
experience exchange takes place in two
basic types of'networks. There are
either task-related networks involving
task, outindividuals wit acome or product to develop; or personalneed-related netwo,-. involving individuals
who may have common information needs
because they perform similar roles in theirorganizations.
In the first category, thecommunication is driven by the task andmaintains itself until the common end isachieved.
In the second category, however,communication and information exchange isdriven by personal needs to be informed
and by good intentions. We go to meetings,
read journals, "shmooz" with peers atreceptions to build our own personal storesof practical knowledge.
Face-to-facecontact is the usual prerequisite to this"give-and-take" process that allows us toshare our experiences with others.
Once
we go back to our home environments, thissharing of possibly relevant experience ismaintained only until our good intentions
are overwhelmed by job responsibilities.
EMS, offers it greatest potential for thislatter network where there is a need for
two-way information flow without amutual task to motivate it. For example,
personnel in State Education'Agencies
face that situation. Most of a State
Education Agency's functional communication
is intra-state with schools or otheragencies. There are few tasks that requirethem to communicate with other SEAs on aregular basis.

Other groups with similar communicationneeds include professional and tradeassociations and national programs in the
public or private sectors such as Head(In both of thestart or United Way.
latter cases professionals perform similarfunctions in locally-controlled units.)
To take advantage of its potentials,
the EMS developer and operator must consider additional operating strategies
that go beyond the identification, storage
and processing of information.

Thislatter situation is the one in which Project. BEST found itself during most o t eState teams were comPosed, in most instances, of SEA basic skills
impleMentation of BEST NET
and technology specialists. Except for the team leaders who attended an .initial workshop',offered by Project BEST staff, most team members were unknown to'other teams.

13.27

232

Provide reasons to communicate byelectronic mail.
Electronic mail systems like BEST NET
offer opportunities to communicate but(after the novelty wears off) not a reason
to communicate.
In order to provide
functional experience with electronic mail,tasks can be created that require exchange
of information with others in the network.
Small work groups, for example, could beestablished during a face-to-face workshop, with tasks to be completed afterparticipants return to their respective
offices. The interaction would thencontinue via electronic mail.
Or, onecould establish on-going committees todevelop specific state-related materials
for the teleconferences. The committee
would communicate by electronic mail andphone to conduct its work.
Provide support to facilitatecommunication via electronic mail.
Need-related information exchange
among peers, who in some cases may notknow each other, can be maintained if a
facilitator, broker, or linking agent isavailable to act as a switchpoint torefer and match needs and experience.
Staff members can be assigned toserve as liaison to a constant set ofstates or other units. They would stay
current on what's happening in those:.zates through phone, mail, or EMS
contact. They could also serve as a
broker or linking agent when a state
had a request.
Instead of puttingout a general "who-knows-about" request, a state would contact theirliaison, ask for specific referrals8
and initiate a more targeted request.
As the user experiences at the beginning of this section indicate,
there is little satisfaction in
general requests--for either the
initiator or recipient. Using
electronic mail for these types ofrequests or searches is valid,(especially when you do not know theothers on the network).
If, however,these become the main type of message
traffic, it may have negative consequences.
Like form letters in the mail, they do nothave as much power to evoke a response as
do personal messages or letters. The urge
to check your mailbox is lessened when you
know that most of what you receive is "junkmail" and form-letter solicitations.

An over-abundance of general request
traffic, therefore, during the initialdevelopment of an EMS network leads to lessfrequent checking of the electronic mailbox, which results in longer response times
to general requests and thus less frequent
requests.

Maintain the Communication Support
We can look at the above rules-ofthumb and note that we were aware of allof them, had included them 1A the original
Project BEST proposal, and were attempting
to implement them. There were to be jointlydeveloped products that would have necesslink

tated states communicating with each otheW
and with us via electronic mail; project
staff were to serve as liaisons to aset of states; and were to stay in touchwith stateteam progress and problems via
a monthly State Team Experience Report;
and a resource directory was to be provided
to each state that would identify everyone
else on the network. Nevertheless, oncethe project got underway, new conditions
and resource needs became apparent. Firstpriorities went to the tasks that weretime and resource specific--the teleconferences and videotapes. The operationof BEST NET, on the other hand, once it
was up and running, did not impose thesame kind of pressure on the total project
staff. We provided the structured information content (e.g., bulletin boards)
but the rest of the content was from thestates. As a consequence many of thecommunication support activities were only

A second form of support can be a resource directory of people in the system.
Members of eachstate team and their responsibilities can be identified. Then individuals seeking information
would know who to contact.

13.28

233

partially implemented before the project
ended.

The Project BEST situation may havebeen atypical in its complexity.
We
were trying to develop and facilitate
a process while concurrently developing
products. This may not be a condition
other EMS developers or operators haveto address. There are national programs
and associations, however, who may beseeking to enhance their services andproducts through use of electronic mailnetworks.
For these programs there isa lesson in the Project BEST experience.
Priority, and effort, must be maintained for the environment that supports
communication. While you cannot control
the amount or nature of informationexchange in this type of a system,
there can be a measure of satisfaction
in knowing that, by providing opportunities, reasons and support, you madecovaunications possible.

people to contact other people in a
direct, simple, and time-saving manner.
People to People ... is still theBEST approach!

As developers, it is very clear tous that the implementation of anelectronic mail system among peers whoshare certain common needs but have few
common tasks to perform, or products todevelop, requires active networking.
This networking support is laborintensive to generate and facilitate
the movement of information though
the system. For this reason, it
represents a major cost and timerequirement that must be accommodated
in the operating budget of the user
network or the .EMS operator.

In retrospect, nothing in our
experience with BEST NET has changed
our original belief about electronic
mail.
While it has great value as away to access information and databases, its greatest potential .lies
in the access it provides for

13.29

234

APPENDICESA.

CONFER - Conferences Bulletin Board

B.

BIBLIO - Bibliographical Bulletin BoardC.

JUN30 - Teleconference Bulletin Board

D.

NEWS - General Information Bulletin Board

E.

PROBMO - Problem of the Month Bulletin BoardF.

SOFTIE - Software Information Exchange Diskette

235

CONTENT OUTLINEPROJECT BEST VIDEO MODULE NO. 2"LEARNING AND TEACHING ABOUT COMPUTERS"
MAY 18, 1983

I.

"Computer Literacy:
A.

What Is It?" - In Pursuit of a Definition

Different things to different people
1., More than a term--a concept with several ingredients
Knowing what a computer can and cannot do
3.
Being aware of a computer's impact, uses, potential
4.
An ease, familiarity, and comfort with the equipment
5.
The ability to accomplish what you want
2.

B.

A basic skill...similar to reading, writing, and arithmetic

C.

Consists of four levels/stages:
1.

2.
3.

4.

II.

Awareness
ComfortUse (as a tool for specific purposes)
Proficiency

D.

More than just programming/.programming may or may not be necessaryA.

How do teachers learn about microcomputers?
them?
1.

2.
3.

4.
5.

6.
B.

Hands-on experience is a must
Clear, effective users' guides and instructional manuals
Talking to peers about problems and learnings
Formal courses at colleges, universities, or district inservice
Taking district computers home on holidays and weekends
Networks of resource people to call on after initial workshop

What about administrators?
1.

2.
3.

4.

C.

How are schools teaching

Literacy for administrators is different from literacy for teachers
Learn best from and among peers
Programming is not necessary for everyone
Must be positive about microcomputers for a computer literacy
program to be successful

What about students?
1.

2.
3.

4.
5.
6.

Generally self-motivated; no fear of machines
Experience in computers is gleaned at home
Programming aids logic and problem-solving skills
Programmable devices help them to understand computers.
Not all kids need to learn programming
Curriculum often teaches "about" rather than "with" computers
because of hardware shortages

236.

7.

8.

D.

What about parents?
I.

2.
3.

III.

Computer literacy curriculum can either be taught us a separate
course or integrated into the existing subject areas
Computer literacy at the high school level needs co complement
or expand on what's happening to students at the elementary andintermediate levels

Parents are eager to learn about microcomputers
Teaching parents and students together is effective
Parent volunteers are valuable assets to a computer literacy program

Advice to Others
A.

Involve teachers from the beginning

B.

Microcomputers won't solve all problems

C.

Plan carefully and for effective use

D.

Maintain grass roots movementE.

Use teachers as expert resources

F.

Basic literacy should not be sacrificed in favor of computer literacy

USERS GUIDEPROJECT BEST VIDEO MODULE NO. 2
LEARNING AND TEACHING ABOUT COMPUTERS

MAY 18, 1983

The video module that this guide is designed to accompany presents
the computer literacy experiences of personnel from six school districts.
These districts were chosen because they are reflective of the size, geography, personal experience, and economic diversity of school districts
across the United States that have gone into the use of microcomputers overthe past two years. They include:
Albany, Ohio; Ann Arbor, Michigan;
Cincinnati, Ohio; Cupertino, California; Fairfax County, Virginia; andPlains, Montana.
The video module was designed to be used in conjunction with training activities for the four audiences identified in this guide. Together,
these groups represent all persons involved in the development of computer
literacy programs in school districts.
The objectives of this module are to:
Depict the stages and ways in which adults andchildren in the schools are becoming comfortablewith and adapting to new technologies.
Familiarize the audience with the current arrayof practitioner issues, concerns, and controversy
relating to the implementation of computer literacy programs in schools
Help viewers understand the reasons why schools
are currently organizing for computer literacy
and how and why they are operationally defining
the term.

GENERAL DISCUSSION

What does computer literacy mean to you?
module to see what it means to others.

View theHow are schools in your district teaching computer
literacy? As you watch the module, notice how otherschool districts are addressing this topic.
What are the major problems/concerns now facing you
as you attempt to address the area of computer literacy? The module presents ways that others haveaddressed it. Look for these as you view the module.

ADMINISTRATORS
Pre-viewing

What are some of the constraints/variables related
to the development of computer literacy program inyour school(s)? As you view the module, nut'!ce how
others are overcoming their constraints and are controlling their variables.
How is your school system defining the concept ofcomputer literacy? In viewing the module, determine
the extent to which your understanding of the concept
is similar/different from those presented.
List the major computer literacy issues and questions(in terms of management, instruction, and staff development) that your school(s) is now facing.
Identify
possible solutions as you view the module.
Post-viewing

To what extent were your issues and questions
addressed in this module? What other issues doyou need to address and how might you address them?
What refinements might you now consider making to
your current understanding of the computer literacy
concept ?.

What types of administrative support might you
provide your staff as they develop computer literacy programs?
What level of ccmputer literacy do your staff members
have and how can their familiarity with the technology
be increased?

CONTENT/CURRICULUM SPECIALISTS
Pre-viewing

From the perspective of your curricular or content
responsibilities, how would you define the computer
literacy concept? View the module and determine how
others have defined it.
What staff development issues have you identified in
implementing a computer literacy program? View themodule and note the staff development issues addressedby others.

239

3

Post-viewing

What refinements or modifications, if any, would
you now consider making to your ideas of the computer literacy concept?
What strategies might you use to help teachers view
microcomputers as an instructional enhancement rather
than an add-on?
TEACHERS

Pre-viewing

How would you describe the manner and ways in which
you are learning about microcomputers? As you viewthe module, compare your experiences with those shown.
How are your students learning about computers? View
the module and notice how other students are learning.
Look for ways you might use these methods with your students.
In the module, others are attempting to describe the computer literacy concept. What ideas do you have about theconcept? How might you define it?

Post-viewing
How might the use of computers become an enhancement
to what you are now doing in your classroom?
What are some activities you might wish to initiate
for yourself and your students to enhance computer
literacy levels?

What are some ways in which you might involve parents
in your computer literacy program?
PARENTS/COMMUNITY GROUPS

Pre-viewing
How are the students in your school ,learning about
computers? View the module to see how other students are learning about computers.

View the module and discover areas where your support
might be helpful to your school's efforts to develop
a computer literacy program.
What does the term "computer literacy" mean to you?
View the module to find out what it means to others.

240

Post-viewing

What are some activities in which you would liketo engage in order to improve your computer literacy level?
What are some ways in which you might support yourschool's computer literacy program?
What does "computer literacy" mean to you now thatyou have seen the module?

2.11

Guide Sheet

Informational Products Announced on
May 18, 1983
Project BEST VIDEO NEWSLETTER*1.

Diskettes (2) from ERIC Clearinghouse
Selected Information Resources from
RIE and CIJE on Computer Literacy

Produced (for BEST State Teams) by:
Dr. Donald Ely, Director
ERIC Clearinghouse on Information
Resources
Syracuse University
School of Education
Syracuse,NY 13210

2.

BEST NET Bulletin Board (Beginning
June, 1983)
Software Information Exchange

Available to BEST NET electronic mailusers on an experimental basis.
Source:Mrs. Bobby Goodson
Computer Using Educators
Box 18547
San Jose, CA 95158

3.

Videotape of teleconference fromNew York"Computing Strategies for Success"Carmen Paigo
Center for Learning Technologies
Media Network
Cultural Education Center C-7
Albany, NY 12230
($40)

"4.

5.

Books from State of Tennessee
Department of Education
Computer Skills Next: A Plan for
Grades 7 & 8
Microcomputers in the Schools:
An Educator's Guide

Dr. George Malo, Director
Division of Research and Development
Tennessee Department of Education
135 Cordell Hull Building
Nashville, TN 37219

Handbook from Santa Clara County.

Bonnie Pardue
Microcomputer Center - Mail Code 237
Educational Development Center
Santa Clara County Office of Education
100 Skyport Drive
San Jose, CA 95115($25 + $5 Shipping and Handling)

Office' of Education

Computer Education Handbook

Project BEST VIDEO NEWSLETTER
May 18, 1983

Software

..)rn

on

CalluortiL:m:.:Diftware Preview

Page 2Available to State Team Leaders- limit of one copy each upon request.
Cheryl Petty Garnette
Project BEST/AECT - Room 214
1126 Sixteenth Street, NW
Washington, DC 20036
Other persons should contact:
Kathy Parks
TECC Clearinghouse - Software Library
San Mateo County Office of Education
333 Main Street
Redwood City, CA 94063

7.

Book from the American Associationfor Higher Education
Meeting Learners' Needs ThroughTelecommunications: A Directoryand Guide to Programs

Marilyn Kressel, Director
Center for Learning and Telecommunications
American Association for Higher Education
One Dupont Circle NW - Suite 600
Washington, DC 20036($40 to non-members)

8.

Rook from Office of Technology
Assessment, U.S. Congress
Informational Technology and Its
Impact on American Education(Linda Roberts Case Studies)Superintendent of Documents
U.S. Government Printing Office
Washington, DC 20402($8.00 #052-003-00888-2)

Videotapes from Project BEST
(Available after June 30, 1983)"Teaching WITH Computers- Now You're Cooking!""Computerwares: Hard & Soft
Decisions"

Producer:
Project BEST/AECT - Room 214

Guide from Project BEST (Available
after June 30, 1983 to BEST State
Teams)
Users' Guide to Project BEST
Products (Print and Non-Print)

Author:

.

*9.

*10.

1126 Sixteenth Street, NW
Washington, DC 20036

Project BEST/AECT - Room 214
1126 Sixteenth Street, NW
Washington, DC 20036*Complementary copies have been, or shortly will be made available to each State Team
Leader.
Other interested persons should contact their own, or neighboring State Team
Leaders.
List of Leaders available from:
Project BEST/AECT - Room 214
1126 Sixteenth Street, NW
Washington, DC 20036**Complementary copies have been made available to each State Team Leader.
interested persons should contact Dr. George Malo in Tennessee.

Other

COMPUTER LITERACY PROFILEALBANY, OHIO

Rural Appalachain district
8 miles from Athens, Ohio

Started in 1980 with an Apple II+,
currently have 17 microcomputersof various brands

Chief employer is Ohio University
Teaching staff of 102
Small, far-reaching school district
with a K-12 enrollment of 1,680

At the Alexander Local School District in Albany, Ohio, computer literacy has brought parents, teachers, and students closer together. The new superintendent, Dr. Raymond Yeagley, brought with him a working knowledge of computers and convinced residents of Albany that there was a place for computers intheir small rural school district.
Dr. Yeagley trained the Executive Secretary and the Assistant Superintendent and set the process in motion. Teachers took classes at nearby
Ohio University and soon began to train other teachers. .The district responded to aheavy demand for training by the community by holding evening and weekend
classes for as long as interest held up.
Teams of parents and children learn together about working microcomputers
and this has added an extra dimension to the parent/child/teacher relationshipin the district. Parents also volunteer their time during the school day tomonitor students as they go through exercises designed to familiarize them withthe computer and to sharpen their logic and reasoning skills. The school district is currently giving each student roughly
hour on the computers every
week. This not only gives them experience on the machines, it also reduces
overcrowding in the classrooms and gives parents an opportunity to work withthe students.
Programming is taught at the high school level.. Several diff^rent brandsof micros are used so that students learn to be flexible in transferring their
computer skills. There is still a heavy demand for training from the community,.and currently the district is looking for ways to purchase more hardware inorder to meet that demand.

e.

,

244

COMPUTER LITERACY PROFILE

ANN ARBOR, MICHIGAN

History of mainframe experience;started 7 years ago with mainframe
terminals in the high school mathBegan pilot program
department.
using microcomputers 2 years ago;
now using micros at the elementarylevel for computer literacy

Suburban area near Detroit
Chief employers are University ofMichigan, Ann Arbor Public Schools,
Parke-Davis Pharmaceuticals, Bechtel,
small research firms and printing
businesses
K-12 enrollment of 14,500 students;
26 elementary, 5 intermediate, 2
traditional and 2 alternative highschools0Over 300 microcomputers--mostly
PETs, some Apples, some TRS-80s
Teaching staff of roughly 700

In the Ann Arbor Public Schools, computer literacy begins with media
specialists. The media specialist in each bililding is given responsibility
for all school A-V equipment, including the microcomputers, often kept in thelibrary or media center. At the onset of the computer literacy program in Ann
Arbor, all the school media specialists in the district received microcomputer
training. From there, a training model was established to encourageteachersand other faculty to attend classes offered by the district. Anyone interested-;=tiachers, administrators, custodians, secretaries--may attend these classes.
A school building receives a microcomputer from the central office for every
three people who attend a training session.
Activities on the micros are integrated into all aspects of the curriculum and are often completed during visits to the library or media center.
Teachers are encouraged to take computers home with them over holidays andsummer vacations to become familiar with them. This is also a protective
security measure for the school district. Elementary children are informally
introduced to programming and how a computer works by using "Big Trak," aprogrammable toy tank. The main thrust at this level, however, is on computer awareness.

245

COMPUTER LITERACY PROFILECINCINNATI, OHIO

Urban school district insouthwestern Ohio

Major employers include large
corporations such as Proctor
and Gamble, AT&T, and federated
department stores
District enrolls students K-12;
total student population of
about 51,000

Total teaching staff of 2,678

Began using a time-shared mainframe in the late 1960s to improve basic skills instruction
and later moved into administrative applications; district ismoving to micros for instructional
applications
All secondary schools and morethan 50% of the elementary schools
have at least one micro; a mix ofbra,Ids is used including Atari,Apple, TRS-80, Texas Instruments,
and Commodore PET

Cincinnati's emphasis in the use of computers has focused on computer
managed instruction. Acquiring computer literacy, both for teachers andstudents, was not a priority in the past, but the situation is beginningto change.
Teachers have learned about comp6ters through courses they have taken
independently, school-organized teacher training programs, and courses sponsored by the district. Parents and community volunteers have helped schoolsthat wanted to conduct their own teacher training programs. The district
sponsors a Professional Growth Institute that offers credit and non-credit
courses on a wide variety of subjects.
In the fall of 1982, it was operating
five computer-related courses ranging from a basic introduction to microcomputers to computer programming.
In the past, individual schools in Cincinnati developed and conducted
their own computer literacy programs for students.
District personnel now
recognize the need for a district-wide computer literacy program.
They arepilot testing available computer literacy programs in the hope that portionsof existing courses can be combined, avoiding the need to prepare a new
curriculum.

246

COMPUTER LITERACY PROFILEPLAINS, MONTANA

Small rural mountain community;
population 1100; located 80
miles from Missoula, Montana
Logging is primary industry;currently experiencing close
to 30% unemployment

Small school district with a
K-12 enrollment of 564; elementary and high schools share thesame building
Started 2 years ago with Radio
Shack Model III microcomputers;
currently own 13 machines

Teaching staff of 36

Computer literacy in Plains, Montana is a community effort. Two years
ago the superintendent, Jim Foster, surveyed the residents of this small
logging community and determined that computer literacy was a priority. Afterthe school district bought 13 Radio Shack Model III microcomputers with Title
IV funds in spring of 1981, high school teachers took the machines home overthe summer to learn how to use them. The following fall, Radio Shack representatives from Spokane, Washington held a two-day intensive workshop for teachers
who would be using the machines at Plains High School. Shortly thereafter,
trained teachers spent afternoons, evenings and weekends introducing parents andstill other interested teachers and administrators to the new microcomputers.
Computer literacy is defined as an awareness, familiarity, and comfort inworking the microcomputer. Although one of the machines belongs to the libraryin the elementary school, the thrust of this computer literacy program is at
the high school level. The program is concentrated in the math, science, andbusiness departments. Students are introduced to computers through a programmablecalculator and 9th graders are required to take algebra as well as typing before
any computer science courses.

2.17

COMPUTER LITERACY PROFILECUPERTINO, CALIFORNIA

Unified school district; serves
six municipalities in California's Silicon Valley

Began introducing microcomputers for instruction in 1977

High-tech middle-income community with many aerospace andcomputer-related industries

A combination of Atari andApple microcomputers are used;the district has approximately
170 micros in its 24 schools

Approximately 13,000 students
in a K-8 program

Total teaching staff of approximately 500

Cupertino Union School District has developed a computer literacy
program for grades K-8 that focuses on computer awareness, computer interaction skills, and programming.
A copy of their revised K-8 computer literacy
curriculum was featured in the March 1983 issue of The Computing Teacher(Vol. 10, No. 7, pp. 7-10).
For grades K-6 computer literacy is infused in the regular math, languagearts, social studies, and science curriculum.
Children are taught LOGO andPILOT. At the junior high school level, introductory programming and applications are ;:aught in a one-semester course that all students are encouraged
to take.

Teachers are learning how to use computers in a variety of districtsponsored training activities. More than 20 mini-courses on computer basics,
classroom applications, and programming are available through the inservice
training program.
Participation is voluntary, but teachers receive credit
toward time off or the purchase of materials as an inducement to attend.
Schoolwide training programs are developed for interested schools. .These
programs are adapted to the unique needs and conditions of the school. A
laboratory training program was offered during the summer as part of a computer camp.
In addition, teachers are encouraged to borrow equipment and practice at home. A support system known as the Lead Teacher Network has been
set up to exchange experiential information among schools.
One teacher fromeach school attends, shares information, and brings new ideas back to his or
her school.
The district offers separate training programs for school administrators and parents. The computer literacy training program for principals
focuses on management applications and administrative concerns. Training
for parents is designed to prepare them for volunteer work in the school
computer literacy program.

248

COMPUTER LITERACY PROFILEFAIRFAX COUNTY, VIRGINIA

Began using time-shared mainframein late 1960s for data processing
and computer science; now using
micros for these subjects and computer literacy in K-12

Suburban county in the Washington
metropolitan area
si Government and high-tech indus-

tries are chief employers; median' family income $41,600 in 1981

Estimated 584 micros, primarily
Atari and NEC, in the 159 schools
in Fairfax County

Tenth largest school district in
the U.S.; enrolls 122,600 students,
K-12

Teaching staff of approximately 7,000

Fairfax County has developed a computer literacy program for teachersand students. The materials for both the teacher and student programs weredeveloped by school district personnel.
Teachers are trained by fellow teachers who can explain how to integratecomputer literacy into the on-going curriculum. Teacher training emphasizes
hew computers can be used in the classroom, rather than computer programming.
The program stresses comfort with the keyboard, loading programs, and impliAttendance is voluncations of computing for children, adults, and society.
Teachers'
interestishigh, as indicatedtary at these after-school classes.
by the operation of over 20 classes per semester during the 1982-83 school year.
(1) how the computer
The student computer literacy program focuses on:
works, (2) the impact of computers on the home, (3) the impact of computers
on careers, and (4) hands-on experience. A formal computer literacy curriculum is being developed by the school distriet staff. The curriculum ateach grade level is designed to coordinate with the regular course of study.
It was written by district teachers based on their classroom experiences, field
tested, revised, and then distributed during the 1982-83 school year. The
computer literacy curriculum assumes that children will be learning about comConsequently, the elementary school
puters throughout their school careers.
curriculum is quite basic; lessons become more complex at the intermediatelevel, and computer applications are taught at the high school level.

249
IPARTICIPANT FEEDBACK FORM
PROJECT BEST MAY 18, 1983
VIDEO TELECONFERENCE

Your comments have been helpful to Project BEST in enhancing ourunderstanding of your information needs and in designing future materials
to respond to those needs.
We would appreciate it if you would take a
few moments to comment on the teleconference and support activities.
Please note that the feedback form lists the objectives of each elementof the program. We ask that you evaluate the elements in terms of what
we attempted to accomplish.

A.

The Videotape:

Learning and Teaching ABOUT Computers

The primary audience for the videotape is LEA staff. SEA personnel
involved in state computer literacy programs are a secondary audience.
After viewing the videotape, participants should:
Know that there are many different definitions of computer
literacy;

Know how several di'ferent districts are helping adults
and students become comfortable with the technology;
Feel prepared to define computer literacy for themselves;
andBe interested in acquiring computer literacy skills.

1.

Please evaluate the videotape in relation to the objectives andtarget audience listed above.
Rate the tape on the following
characteristics. using a scale of 1 to 7
"1" to represent
low and "7" to represent high.
Low
1

a.

Informative contentb.

Useful methodof presentationc.

Utility to LEAs andschools

;

,

250

High
2

3

4

5

6

7

B.

2.

What were the strengths of the videotape?

3.

What suggestions would you offer for the design of the remaining
videotaped segments about schools?

The Teleconference:

Becoming Literate with the New Technology

The audience for the teleconference is the State Project BEST teamand any other guests invited to a-c:dnd.
It is possible. that LEA
personnel may be interested in seeing a videotape of the teleconference,thus they constitute a secondary audience for the teleconference.
The
purposes of the teleconference are to explore:
issues and concerns relating to the implementation ofcomputer litera-4 programs in the schools;
the potential role of the SEA in fostering computer
literacy; andhow thil videotaped segment can be used in computer
literacy training programs in the states.
1.

Please rate the teleconference panel and question and answer
session on the following characteristics. Consider theobjectives and audience noted above and use the following rating
scale:
1 to 7 with "1" representing low and "7" representing
high.

Low
1

a.

Informative contentb.

Useful methodof presentationc.

Relevance to your workd.

Utility to LEAs and

High
2

3

.1.4471.

schools2.

What were the strengths of the teleconference?

4

5

6

7

3.

C.

How would you improve the format if panels and Q and A call-ins
are used in future Project BEST video conferences?

Video Newsletter

rhe video newsletter is intended for SEA personnel.
Its purpose is
to update Project BEST state teams and other SEA personnel about
current developments in the field, andnews about Project BEST.

Please consider these objectives in rating the effectiveness of thenewsletter.

1.

Please rats: the newsletter on the following characteristics
again using a 1 to 7 scale with "1" representing low and "7"
representing high.
Low
1

a.

Informative contentb.

Useful methodof presentationc.

Relevance to your work

High
2

3

4

5

2.

What were the strengths of the video newsletter?

3.

How would you improve the design of the video newsletter?

252

6

.7

D.

Print Support Materials

The materials are tritended for viewers of the videotape, thenewsletter, and the teleconference. Their objective is to provide
background information that will assist viewers in understanding thevideo material.

1.

Please rate the print materials on the following characteristics
again using a 1 to 7 scale with "1" representing low and "7"
representing high.
High

Low
2

1

2.

3.

a.

Clearly writtenb.

Well organizedc.

Useful content

5

6

7

When were you given the print material?
a.

In advance of the teleconferenceb.

At the teleconferencec.

After the teleconferenced.

Not given a copy

Did these materials help you understand the content and focus of the
program?
a..

Yes

b.

No

253

Editorial

On Teleconferencing
WRE VERY PLEASED to include in this, our annual update issue

on teleconferencing, the first of the two-part report on Protect BESTby Lewis Rhodes, associate director of the protect. BEST is the U.S.

Department of Education-funded study intended to rind ways ofhelping state education agencies apply new technologies. One of
the new technologies studied was video teleconferencing, and Mr.
Rhodes reports that its use can result in significant improvements inthe educational administrative process. He observes that, if educators use teleconferencing as they should, and as he has seen it usedby Industry, the result could be "... participative problem-solving asa regular part of running the schooL"

We recommend Mr. Rhodes report (starting on page 24) toyou, whether you are in education. business. health care, or someother endeavor. i'he guidelines tar etfective communications by teleconferencing are valid for everyone.
--

Facts About Project BEST
Purpose: Project BEST (Basic Education Skills through Technology) was
Intended to provide information and technical assistance to state education agencies (SEAS) in applying new Information technology to their particular state efforts to improve basic skills instruction.

Funding: Support for the project came from the Division of Educational
Technology, Office of Libraries and Learning Technologies of the U. S. Department of Education, through a contract to the Association for Educational Communications and Technology (AECT), Applied Management Sciences (AMS), and Maryland Instructional Television (MITV).
Participants: Forty-one states and territories took part in this two-year, national, capacity-building and technical assistance project. Teams of staff
members who were interested In applying advanced technologies to theirown work were formed at each state education agency.

Technologies: The project utilized the following technologies in its own
operation:* Satellite video teleconferences via PBS' CONFERSAT system; stateteams usually met at the PBS station nearest the capital city.
* Audio teleconferences via a number of national and regional bridging
services.

* Electronic mail via BESTNET, a project-designed and-maintained information exchange and bulletin board service.
* Videotape modules designed to capture a sense of t he "t echnology revolution" at the grass-roots level. These tapes were transmitted via CONFER:SAT before or during the teleconferences, and were taped at eachsite.
Key personnel:* Dr. Henry Ingle, Project Director (AeCT)* Lewis Rhodes, Associate Director (AMS)* Frank Batavick, Executive Producer (MITV)Charles Bokor, Producer (MITV)* Ann Erdman, Project Officer, U. S. DepartMent of Education

..

254

Reprinted with the permission of EITV Magszine, 61 Sugar Hollow
Rood, Danbury, CT 08810. From Vol. 1f, No. 8; August, 1883.

LEARNINGS ON VIDEOCONFERENCINGFROM PROJECT BESTby Lewis A. Rhodes

S YOU EtsrEft the Project BEST (Ba-sic Education Skills through Technology)
offices at the AECT (Association for Edu-

cational Communications and Technology) in Washington, D.C, two small signs
catch your eye:Microcoro?uters may be the bestthing to happen to telecommunications. They've given us a reason tocommunicate.

logo. Telecommunications provided thepeople-to-people linkages both interactive (audio and video teleconferences,electronic mail) and fixed (videotape) media. The content of most of the informationthat moved through these links, hclwever,dealt with microcomputers, since project

participants (teams of educators at state
education agencies) viewed this technology as their most immediate concern.
To assure that Project BEST participants(including the project staff) had the opRemember: We are experts in cormeo.

portunity to explore the potential& effects,

ting people to solve problems andlearn from each other. We are notmicrocomputer expert&

and consequences of both telecommunications and microcomputers, the Project. made a major effort to allow all concerned to reflect on the. Project's own use oftechnology and to learn from that experience. The observations, generalizations,and guidelines included here are a resultof that systematic process. They are notintended to be prescriptive, but are offered as a beginning attempt to refine "cur-These two daily reminders to the project staff help explain why this national
technology project appeared to focus on
microcomputers but was actually teaching about telecommunications.
Project BEST was developed to respondto a unique scarcity in education today:
the absence of a knowledge or researchbase to support users of the new information technologies (microcomputers andinteractive telecommunications). Continuing changes in hardware, software, andresulting applications generate an everexpanding base, of new information, but
most of this information is at the level ofcurrent experience, not research. What edu-

cators need, as perceived by the developers of Project BEST, is to have ways to tap
and stay in touch with this changing baseof personal experience.
To signify this purpose, the Project choserent experience" into generalizable

Spring, Maryland, who helped to develop Protect SEST(13asic Education Skills through Technology), and served at its arumziate director.
This article is adapted from one of the Pro) act's "'earnings" papers, "Video as a Medium
for Sharing Experiences," and Is the first of two.

The second one,hIch documents the learn--rent of Education.

Orleans. Two conferences, in October,
1982, and June, 1983, used dual origination sites.
In addition to the origination variations,'
the Project explored three different modesof participant interaction:
1. Between field participants and studio participants. Viewers at the various sites could

call the studio to comment or ask a question on the air.
2. Among field participants. The teleconfer-

at the downlink for later viewing by stateparticipants), each of the 45 state sites participated in smaller audio conferences withstate team members. The focus for the live

communication exchange would be thevideotapes and other awareness/training materials that the Project was developing for SEA (state education agency)
use with local schools. As noted at the time:

Not

at Applied Management Sciences In Silver

ference (Secretary Bell's) was totally prestructured with nothing left to chance. Another, in January, 1983, originated from aremote site, the AECT convention in New

Intentions and Variations

a stilitsequiffik issue this fall. Prgir I BESTweea national effort supported by t lib U.S. Dept

Lewis A. Rhodes is a senior technical advisor

unanticipated, conditions. One telecon-

Project BEST initially proposed four
videoconferences that would serve aswork sessions involving project staff andingsabouf fhe use of videotape, e.:111 appear in

The BESTApproach as its

nouce his Technology Initiative) achievedthat intended level of interactivity. However, a wide range of formats was explored in response to differing, and sometimes

ence in October, 1982, was' presented in
two sections with an hour's break. Duringthe" black" time (which was used to trans-

knowledge.

The satellite video teleconference willserve as a meeting between the developers and users of the video materials.
During the teleconference, contextual
information will be presented about issues or principles involved in the taped
examples through discussion with experts and, in some cases, the educators
involved in the practice. Underlying issues related to the use of the materials
will also be discussed.

People-to-People

Secretary of Education T. H. Bell to an-of the Project's five teleconfersues (a Oh Was addt
,yehicle for

mit a Video Newsletter to be recordednine or ten other states that had similar con-cerns. When the national teleconference
resumed, a project staff member who had
facilitated the audio sharing sessions presented a brief summary to the entire conference and a panel responded.
3. Among field participants at each viewingsite Each Project BEST teleconference had"suggested pre- and post- viewing activities" Each viewing team, however, had the
responsibility of using the teleconferencein whatever ways would help achieve its
own objectives Depending on the subject
matter, some teams invited local educators; others involved personnel in othersections of the state agency or government

Although the use of these various formats was not entirely anticipated, it did
serve to demonstrate what could be done.

Problems Encountered
As in any human effort, each modifica-tion in the Project's original intentions
was the consequence of some barrier weencountered. Many of our problems derived from the relative newness of the sat-

ellite videoconferencing medium. As isoften the case with new tools, we foundthat both terminology and expectations
were shaped by prior experiences withsimilar tooLs. Moreover, one potential benefit of the new medium, i.e., peer interaction, did not fit easily into present organi-zational environments that had evolved
before this outcome could be achieved
on a practical basis.
Terminology. Early in the Project wenoted: "The term 'teleconference' is beginning to take on generic meanings thatdueness of organized audio and video pres-entations, 2) the relatively low total costwhen one factors in the expense of moving people whohave a reason to communicate to one central meeting location, and3) the lack oftime limitations usually foundon open-circuit broadcast channels.
Notwithstanding their potential, thesesame features can be applied under the"old assumptions" about television as acific guidelines to remind us not to apply"old assumptioi<s" mindlessly. In bothcases we are referring to videoconferences
telecasts used in an interactive communications context.

General Thoughts
The teleconference (here we include
audio and computer conferencing as well)is the medium with the greatest potential

In education, as opposed to industry, most of thevideoconferences that we observed were employing the
medium for formal, predominately one-way, organizational
communication. Time [for interactivity] was usuallytacked on at the end and participation was too limited.

make it difficult to know what is being de-scribed when it is used." Our personal
experience continued to confirm that. It
is increasingly popular to attach the "teleconference" label to anything that is broadcast via satellite. Yet most of what is transmitted (on our initial teleconferences andin those of others we viewed) is a one-way

presentation that does not contain (norsometimes even need) the viewer interaction the term"conference" implies. Useof the label"teleconference" may raise expectations for interactivity in the viewer's
mind that can result in dissatisfaction witha presentation which was never intended
to be anything more than a presentation.

Old assumptions. Compounding thisgeneral lack of clarity about "teleconferencing" is the natural inclination to fallback on old assumptions. Because the information is transmitted and received as"television," it is easy to perceive the activity in terms of the medium as we have
known it until now i.e., as a presentation
as opposed to a communication medium.
For example, in most purposeful television presentations audience needs andcharacteristics are anticipated but not specifically known. Audiences, therefore, areperceived in such generalized terms as"elementary teachers," "SEA staff," etc.
Because the specific audience needs are
not known, we must assume that the pres-entation may not "hold" some viewers
who may neither want nor need the information. Consequently, a significant production effort must be devoted to captur .
ing and holding viewer attention.
Satellite telecasts, however, are not usually aimed at general audiences. Typically,
they have a more limited, target audiencethat is'known, can be specifically described (e.g., "Project BEST state team leaders"or"state reading specialists"), and whoseneeds can be determined more directly.
In these cases, we may assume that the au-

dience can be perceived and dealt withpresentational medium. The results: 1)
longer one-way presentations of information, 2) "shotgun" presentations (to reachas many as possible with as much information as possible), and 3) token interaction where only one person at a 'Ale has ac-

cess to a phone or microphone, and eventhen, insufficient time is allowed for allsites to participate fully.
Support for interaction. That last result

token interaction relates to the mostpervasive barrier we encountered. Thereis little background or organizational support for interaction among professionals
in the course of the regular operations ofschools. Most educational professionals

are dealt with as "independent practi-

any organization is the way it solves it:,problems. Whether it is called management, administration, or decisibn-making, information is gathered, alternatives
are explored, and resourcesare allocatedin response to ever-changing conditions.
Many of education's problems today are
in its "process." Dedicated professionals
in the school could handle most of thecontent concerns if the larger support issues were resolved.
But how does interactive teleconferencing relate to the process concerns? Inplanning Project BEST teleconferences,
we reviewed a number of teleconferencesfrom education and business organizations. We discovered some similarities

tioners." They do not have jobs that legitimately require them to interact with individuals outside their offices or classrooms
to solve daily problems. This latter typeof interaction is done informally, usuallyon one's own time, at professional meetings, through phone calls to peers, and indirectly via access to research.
Consequently, there has also been relatively little experience in education withusing telecommuncations (until now, television and radio) to support regular inter-

tors were using teleconferences.
First, organizations in both industry
and education use teleconferences when

action as a function of school administration and management. Over the years,
the earnest endeavors to discover uniquecontributions of these media to teaching
and learning have focused more on thecontent of education than on its process.

ist in most industrial or educational work
settings.

Concern has focused on how to use the media to present information to students rather than on how media could help solve theproblems that constrain good teaching
and learning. Telecommunications technologies, therefore, have had few opportunities to be used for improving the lotof those who deal daily with the problemsof "running the shop."as participants, not viewers. Attention-grab-

Learnings

bing production effectsperse become lessimportant.
Satellite telecasts are television, however, and have several inherent potential

Whatare we taking away from the Proj-

advantages. Among them ar e: 1) the effec-

for American education today. Why? Because it relates to the process, not just thecontent, of the system. The "process" ofect BEST experience to apply in future,similar situations? First, there are some
general ideas that may be worthy of additional exploration, and second, some spe-1and differences in the ways these two sec-

they have a communications problem or task.

They appear to be used differently by thetwo sectors, however. To find out why,
we looked at the types of tasks or commu-

nications problems to which they werebeing applied. Here we had to confront
the dual communication systems that exFirst are the formal communications
channels and mechanisms provided toensure that decisions are carried out efficiently. Most of the information flow
through these channels is one-way. Second, and co-existing with these formal information channels, is an informal systemof communications. Most of an organization's problems are resolved via the infor-

mal channels. Why? These channels, or
linkages are purpose- or task-related, theparticipants have more control over thestucture of and content of the system, it ismore interactive, and a greater degree oftrust is involved because the participants
know one another. Yet this latter process
is seldom given legitimacy as a "systein"
and is kept relatively invisible.
(Continued to page 63)

Project BEST(Continued from page 25)

Nevertheless, when we looked at where

teleconferencing and other interactive
telecommunications media appeared to
be of most value today, we found that it
was for these informal, organizational,
problem-solving communications (Notethe increasing number of television commercials for audio and video teleconfer-

encing they always show a group ofpeople who know one another in a problem-solving situation.)Yet there was a major difference. In education, as opposed to industry, most of
the videoconferences that we observed
were employing the medium for formal,
predominately one-way, organizational
communication, e.g., to announce a decision, present new information, etc. in-teractivity, when it was included, wasusually of the clarifying- or challengingquestion type. Time for it was usually tacked on at the end and participation was too

limited.
I noted earlier that education has no extensive history to give legitimacy to paiticipative problem-solving as a regular partof running the schooL But today, we havean overwhelming need for peer information exchange so that local decisions canbe enhanced by others' experiences. Ac-

tually, telecommunications can facilitate
two different forms of peer exchange: 1)for people with common tasks, outcomes, or

products who need regular interaction as
they work toward their mutual goal (theycan be individuals with differing backgrounds or skills who are interdependent
because of the assigned task), and 2) for
people with common needs (they can be in-dividuals with the same jobs but in different institutions who need periodic exhange
to expand their own knowledge bases; no
specific task or decision may be involved,
and each participant may takeaway what
he or she needs).

One final general thought, lest it lookas though the responsibility for effective

telecommunications lies solely in thehands of the educators: Teleconferencing
requires a new combination of production

skills. We must draw upon two different
knowledge bases television production
and meeting or training design. Our task
is analogous to asking creative painters,

who have been painting within fixed,
two-dimensional frames, to become architects. In their new role, they are to apply the same principles of balance, form,
and unity, but in a frameless, four-dimensional space. (The fourth dimension istime because the design has to respond to

the needs of future occupants.) Since all
future needs can't be anticipated, an architect designs what might be thought ofas environments or opportunities withinr which people can work or live.
In the same way, we need telecommu-

nications architects people who combine telecommunications skills with groupprocess skills; who can design opportuni-

ties for task-focused, interactive communication, and who can live with somewhat
less"control" over all the elements of the"production." These are designers work-

5. Make sure the human relationshipsthat the telecommunications linkage is re-inforcing are provided for, that is:
Don't expect open communication if theparticipants don't know or trust each othering with a broader "pallette" since theircriteria for success go beyond the television medium to include the larger task theto some extent
Don't expect a common response un-communication is intended to impact.
They must have the ability to apply cre-less participants have a mutual concern or
need.

ative design not just to content, but also
to the linkages that feed the content

Expect to devote some effort to verifying and/or establishing these relationships

Guidelines

before the teleconference. It will ensurecommunication and decrease the needfor non-functional, attention-holding television production techniques.

These rules-of-thumb for producing
satellite videoconferences have evolved
from the informed trial-and-error process of running a two-year, national telecommunications project. If they appear
too directive, this is because we have developed them primarily for our own use.

6. Be clear about the nature and extent
of interaction that will be possible. Make
sure that the teleconference participants
share these expectations.

Interaction with the presenters of thematerial is no more necessary for video

1. Transmission of a video presentation

presentations by satellite than it is for video presentations by cable, broadcast, orby satellite may add an air of importanceto an activity, but the novelty quickly wears
off if the information being presented does
not meet the needs of those receiving it.
We now have the capability to deliveiin-other distribution methods. Interaction
or involvement with the ideas being presented can be important, however, for effective communications. Interaction canserve several needs of the participants:

formation to specific individuals andgroups to meet specific needs. Be clear
about the purposes of the satellite telecast
and its relationship to the needs of the primary audience(s).

2. Do not be afraid to be "too specific."

1) to clarify information through questions, 2) to internalize information throughdiscussion, or 3) to add or exchange inforLi mation.

Understanding of any particular information is enhanced when the presenter structures it toward a specific need. This does notmean that others cannot also receive andunderstand the information. We do thisevery day learn from information in-tended for others. It is the clarity resulting from producing toward a specific audience that results in Prt#?effective pres-entation of the information from which
others can learn.

3. Determine the organizational relationships of the participants and how the tele-

conference relates to their work
Are the reception sites organizationally under the"control" of those developing the presentation? Is the purpose tohave them all get the same things out of
the activity?
Is there a national agenda that is structuring the meeting? Or is the televisionpresentation supporting local agendas ateach reception site?

4. If the receiving sites are, in fact, " participants" and not semi-passive"viewers,"
you will need a receiving site spokesperson who does more than manage logistics.
Information will be needed from each siteahead of time if the centrally televised portion of the conference is to be useful a.id
relevant to the varying local situations. Af-

ter all, it will be their objectives for the
meeting (not yours alone) that will deter-mine whether your communication is
successfuL

257

Determining who should be involvedin the interaction ought to be one of thefirst considerations for the satellite 'Ade°communicator. Options include: 1) discussion among participants at each viewing site, 2) interaction among viewing sites
and 3) interaction between viewing sites
and the presenters.
When the interaction takes place should
also be considered. Unless there is somedevelopmental purpose for feeding infor-

mation back into the "live" communication process, it need not necessarily bepart of the satellite 'oroadcast

7. Must every video element be part of
the real-time telecast? Consider transmit-ting ahead of time those presentational
portions that might be shown at the local
site at other times, before or after the sat.
ellite broadcast.

One final rule-of-thumb: Don't accept
anyone else's rules-of-thumb until you
test them against your own experience.
The field is too new to lock into answers
that apply to all situations. Find opportunities to participate in, as well as to produce, videoconferences. Stay aware ofwhat it feels like in both roles. Look at thedecisionyou make and ask the reasons
why.

Reprinted with the permission of EITV Magazine. 51 Sugar Hollow
Road. Danbury, CT 06810. From Vol. 15. No. 10; October, 1983.

WHEN IS A TALKING HEADNOT A TALKING HEAD?
WHEN YOU'RE INTERESTED IN WHAT IT SAYS!

by Lewis A. Rhodes

SOME TIME along about the late 1960s,
many of us in educational or instruction-

to use the new information iechnologies
in their own operations and services towould provide functional experiences foral television forgot that we were being paid

schools One basic Project strategy was touse the technologies themselves to conduct the work of the Project in ways thatmeans experiences that are related to their

to convey messages to people's brains
not just to their eyes. Why? The disparate

and amorphous nature of the television
audience made it difficult to determine

the effects of our messages. Evalua-state-level participants. ("Functional"
current work, not merely participation
in a "demonstration.")

Facts About Project BESTwas communication, not just presentation.

Purpose: Project BEST (Basic Education Skills through Technology) was
intended to provide information and technical assistance to state education agencies (SEAs) in applying new information technology to their particular state efforts to improve basic skills instruction.

Soon, anything that did not keep theviewers' eyes riveted to the screen be-

Funding: Support for the project came from the Division of Education&

tion of program success focused on"attention" and "liking:" even the term"viewer"

helped mask the fact that our businesscame "bad" TV, and "worst" of all was a

shot of a person addressing the viewer
directly ... the notorious "talking head."
Had he lived through this period, Confucius surely would have written, "One picture is worth a thousand talking heads."
I include this reminiscence as an introduction to this second discussion of thelearnings from Project BEST. The earlier
article (see the August, 1983, issue) shar-ed information and learnings about the
Project's experiences with videoconferencing; this one recounts what the Project staff learned as it tried to capture andcommunicate current human experience
via videotape especially what it learned about talking heads. Before dealing
with how the Project used taped talking
heads, however, let me first provide thenecessary background.

Why Videotape?
Project BEST was designed to help state
education agencies enhance their capacity
Lewis A. Rhodes is a senior technical advisor

at Applied Management Sciences in Silver
Spring. Maryland and helped develop Proj-

Technology, Office of Libraries and Learning Technologies of the U. S. Department of Education, through a contract to the Association for Educational Communications and Technology (AECT), Applied Management Sciences (AMS), and Maryland Instructional Television (MITV).

Participants: Forty-one states and territories took part in this two-year, national, capacity-building and technical assistance project. Teams of staff
members who were interested in applying advanced technologies to.theirown work were formed at each state education agency.

Technologies: The project utilized the following technologies in its own
operation:* Satellite video teleconferences via PBS' CONFERSAT system; stateteams usually met at the PBS station nearest the capital city.
* Audio teleconferences via a number of national and regional bridging
services.
* Electronic mail via BESTNET, a project-designed and-maintained information exchange and bulletin board service.

* Videotape modules designed to capture a sense of the"technology revolution" at the grass-roots level. These tapes were transmitted via CONFERSAT before or during the teleconferences, and were taped at eachsite.

Key personnel:

ect BEST (see the accompanying box of infor-

mation about the Project). This article is thesecond adapted from the Projecrelearnings"
papers. The views of the author do not necessarily reflect those of the U. S. Department of
Education in either this article or the previous

one which appeared in our August issue.
1.

* Dr. Henry Ingle, Project Director (AECT)* Lewis Rhodes, Associate Director (AMS)* Frank Batavick, Executive Producer (MIN)* Charles Bokor, ProduCer (MITV)* Ann Erdman, Project Officer, U. S. Dep rper,Lt of Education

4 ti

The functional need that drove mostof the efforts of Project BEST was the factthat state personnel needed to understandthe "microcomputer:i'evolution" so they
could help schools deal with it. The tech-

nological tools we used were primarily
telecommunications media both inter-(Knowledge for June, 1983), "Teachers
learn more from observing peers at workthan from examining the products of thatwork" They know from their own experience that the success of a new practicedepends on the relatively invisible context of the classroom local working re-active (video and audio teleconferencing
and electronic mail) and fixed (videotape
modules). We chose these particular media because of:
1.% the expanding and changing natureof the available information and knowledge about computers in education;

lationships, pupil characteristics, and2. the character of the information that
schools really use to improve their prac-

practitioners are "particularly open to inputs from other practitioners and especially open to suggestions or .!xplanations
that are anchored in experience. An account by a teacher with children at thesame level of how a discipline problem
was successfully handled is likely to carry
more weight than a half-day, in-service
workshop on the same topic."

tices, and3. the nature of the television medium
itself.

The Nature of Informationand of the TV Medium
No one wants to make a wrong decision. For assurance, each of us turns firstto his or her own experience, then to
knowledge derived from the experienceof others. As educational leaders respondto society's renewed interest in technology, they find both these resources rather
inadequate. Few have themselves had experience with microcomputers, and there
is no extensive knowledge base of tested
research. Moreover, constant changes in
hardware and software and the continuing development of new classroom appli-

cations for computers make it practically impossible for anyone to stay current
Because the microcomputer phenomenon struck so suddenly, there are few"authorities" available there are only
some people with more experience thanother& To cope with this situation, computer users are creating new ways to tap
into the experiences of their peers. Computer clubs magazines, and newsletters
are thriving because they provide ways
to exchange and build on this base of experiential information.
Teachers in schools have special information need& They operate in "real time."
Regardless of the curricula and lessonplans they use, they must simultaneously balance and try to respond to the chang-ing needs of 20 to 30 different student&
To help them respond both promptly andappropriately, teachers amass, over time,a bank of ideas and rules upon which they
can draw. They continually build this personal resource base by seeking information that:is pragmatic in focus they need tools
and strategies that deal with the largest
number of unexpected contingencies.
emerges from classroom practice under

everyday classroom conditions (as opposed to conditions in the"experimental"
or "model" classroom). As Michael Huberman pointed out in his article"Redpes
for Busy Kitchens: A Situational Analysis
of Routine Knowledge Use in Schools"

community attitude&

is transferred personally the mostpowerful information is obtained firsthand through one's own experience. Af-

ter that, as Huberman also points out,

what the technology allows them to
do or accomplish;
what's involved and how they handle it;
how they feel;

what didn't work and what theylearned frolo it, andwhat constraints they had to deal
with and how.

The modules were designed to serveas triggers and confidence-builders. Their
purpose was to create interest and awareness sufficiently strung to motivate view-ers to seek further information and to
make them realize that they were notalone as they confronted the new technologies.

Each tape or module would address a
primary concern of local educators thatwas likely to continue for a number ofyears, and would illustrate how a number

The staff of Project BEST realized thattelevision is not a medium that is best uit-

ed to the communication of "facts." AsNeil Postman noted in his article "Engaging Students in the Great Conversation"(Phi Delta Kappa's for January, 1983), television presents experience, not commentar-

ies about experience. Consequently, theProject staff realized it made sense to cap-

italize on this strength the medium hasfor dealing with the present situation,ie., use it to document information thatexists largely at the level of personal experience, and then use it to help schools
learn about experiences of others in situa-

tions similar to their own.
The Project thus chose to use interactive telecommunications to provide thelinks for experience exchange among thestate education agency personnel (hence

our logo People-to-People: The BESTApproach). To respond to the needs atthe school level, however, the Projectturned to videotape.

Video Modules
An early Project BEST planning document stated:
These videotape case studies will doc-

ument the key experiences of school
practitioners who have been using microcomputers effectively in basic skills
education. They will be short, organized in a manner that will allow variationsin use, and not 1,!come outdated in ashort time.
Each video Module will be designed foran audience of adults who work in orwith education. These people knowwhat children look like and are not turn-ed on by pictures of kids being happy
with hardware (although a review ofmost'' demonstration" materials mightsuggest otherwise). What they seek instead (observe their behavior in meet-ings with peers) is information fromothers in situations like theirs, for ex.' ample:of schools with varying resource bases
dealt with this common issue. Thus, thetapes were "how-do" rather than "howto." They showed how schools were:
getting started with the new technologies.
learning and teaching about computer&making deciSions about hardware andsoftware.
teaching with computer&Six very different school districts serv-

ed as sites for the taping Cincinnati,
Ohio; Plains Montana; Cupertino, California; Fairfax County, Virginia; Albany,
Ohio, and Ann Arbor, Michigan.

Production Concerns
The production team faced three problems throughout the development process They had to cope with 1) searching
and researching at the same time, 2) documenting experience after the fact, and
3) a pervasive fear of the "talking head."
Searching and Researching

Traditionally, a person has an extensive understanding of a topic before attempting to communicate it to others The
shallow depth of knowledge about what
was happening in schools with computers prevented this. We had to search andresearch while in the field. Another complication was that the showing at all thesites had to be completed before the final
scripts for the four modules could be pre-pared since each module would show
how a variety of schools dealt with a common issue.
Information gathering took place incrementally in-three steps:

1. We selected 25 school districts from
more than100 nomination& We then con-ducted phone interviews to gather sufficient data from which to select six sitesthat would be broadly representative. All
sites had to have at least two years of ex-perience with microcomputers.

2. A three-person team made a pro-shootvisit to each site. The visit served to identify what had happened, locate the principal actors, and select suitable areas forviewed established a framework for theirindividual stories by describing what waslater

counted the history of their experiences,progressing through the events leading
up to the presynt.
Once the picture was filled in, the interview usually ended with two questions:
1) What were your biggest problems? 2)

103. The team audiotaped interviews andtranscribed the tapes into notes upon its
return from each initial visit. This written
documentation made it easier to identify
who needed to be asked what questions
during the actual shooting, and to iden-

tify patterns and trends across districts
for use in the final scripts.
The importance of this documentation
was reinforced when we realized we were
not always finding what we expected. The

introduction of microcomputers was notfollowing the old" rules" of top-down implementation. The grass-roots nature of
the changes we observed was good news
because it was even more of a made-for-TV "people" story than we expected.
The bad news (we later discovered)
was that some viewers would not realize
this reversal that had taken place in thechange process so would have different
assumptions and expectations. Buildinglevel school personnel, for example, reacted more favorably to the nature of theinformation in the modules than did college personnel or those without recent
classroom experience.
In retrospect, the process of uncovering and trying to understand what was
happening so we could turn it into generalized information and communicate it
Ito others was an exciting dimension of theundertaking. It was nut as pleasant fore''production crew, however. Because of
weather conditions and time pressuressome of the shoots had to he conducted
before all the pre-visits were completed.
The crew, therefore, had to anticipate what
information or cover shots might be need-ed for the final modules
Documenting experience tiller the fact
During the shoot, we struct u red the in-terview process to re-create what it was
like to be that person at that time in thatspecific situation. We wanted people totalk only about what they knew from theirOwn experience, not about what they believed others should do.
We had two reasons for this. First, it
was important to record words with feelings attached. Feeling-words create pic. tures in the viewer's mind. (Th is is where
Confucius equation of one picture equals
a thousand words makes sense.) Second,

because it was "their story," we wanted
the interviewees to present information
in a narrative format Recent brain researchsuggests that information encapsulated
in personal experience is easier to recall.

The mind continuously tries to under-!,stand and make sense of data it receives
by tying it together into a logical "story"or narrative.
The interview questions varied somewhat from one person to another, but
fit a common structure. First those inter-currently happening. 'then they returned to the point at which it all began and re-

Whether people talking about theirown experiences could hold a viewer's attention was not the only dilemma we faced in putting the modules together. Each
30-minute module was to consist of, pos-sibly, ten to 20 "talking heads" in a sequence designed to indicate patterns or
trends in the use of microcomputers byschools We had to decide whether to use

Two problems complicated our at-

an inductive or deductive approach.
The inductive organizational approachrequires the viewer to think about and relate one information segment to another. This method is more like real-life experience in which viewers relate the in-tempts to re-create experiences and communicate them to others The first was thatsome people in schools and universities

get their own"ah-ha! s." Although the inductive model seemed attractive to us

What have you learned from all this?
. Some of the most useful and communicable information ca me from the answers
to these two questions.

tended to talk in impersonal terms, espousing rules for others with "shou Ids"
and "musts" and speaking fortheir organizations, not themselves. We taped few ofthese individuals, and those we did record

were eventually omitted during editing.
The secood and more substantive problem created ley our approach was that thestories we wet e capturing came f rom"tilkMg heads" Most of the situations described could not be :e-enacted. The question
we wrestled with was one of how much re-lated visual information we could put on

the screen without conflicting with orformation to their own situations andconceptually, we also knew that most
adults prefera deductive approach. They
want you to tell them what you are goingto tell them, tell them, and then tell them
what you told them. The deductive model
requires less of the viewer.
We decided to combine the two. The
content of each module consisted of theactual voices of the people interviewed..
Narration and graphics were used to provide: 1) an initial framework to help viewers organize and understand what theywould see, 2) transitions between segments, and, in some cases, 3) a summary.

drawing the viewers' attention away fromthe pictures being formed in their minds
by the story being told? This wasa pervasive concern throughout the.entire pro-In the end, all four modules consisted
primarily of talking heads exciting, sincere, competent human beings relating

duction period that was aggravated byour own lingering fearsabout the"talking
head" approach.

it was used to support the aural content.

their stories. Where cover footage that rela ted to what was being said was available,.

Thetalking Head
Our own ITV experience gave many ofus an aversion to what we perceived as"talking heads" perhaps because, in thepast, these heats were talkingabout, rather than re-rreuting, an experience. In manycases, television teachers play the role
they play in the classroom and present information about others' experiences. Be-

cause TV is a poor medium for talking
about experience, pictures and production effects have to be added to captureand hold viewer attention. The talking

Learnings
As we did with our teleconference experience, we gained some new insights
and reinforced old knowledge throughthe development of the video modules..
Communication Or presentation?

Regardless of what visual effects weuse, it is what the viewer doeswith the in-formation that determines whether weare communicating or simply presenting
data. For video communication, knowledge of the specific audience is essential
not just who they a re, but what their sit-head becomes a "no no."What we may have missed by mindless-ly applying the rule that forbids talking
heads is that some teachers whether
on television or in a classroom seem
able to hold the students' attention without needing additional effects. These individuals live their subject matter. Their
passion and appreciation for their subject enhances their presentation and flavors the facts with human feelings. The
subject matter becomes their experience.
Both information and feelings!are communicated and, when this is coupled withdramatic ability, the viewer is made partof the experience. (Leo Buscaglia serves
asa current example.) In this situation, thetelevision medium achieves what it does
best
it links the viewer's mind directly
to the presenter's experience.

Puations are and how this tape relates tothem.

Capitalizing on what the viewer brings to theviewing experience.

To communicate effectively, one mustgrab hold of a"handle" in the mind of theviewer. Videotapes of the type we produced have an advantage over broadcast
television they can be targeted communication designed to address conditions
or experiences that are already in the view-

er's mind. Since the primary audiencefor our video modules was at the local
school level, we chose problems and experiences most local educators would rt
late to immediately, e.g., parent pressures,

feelings concerning students who know

more about computers than teachers,troubles in getting the technology to work
the way it was supposed to, etc.

One problem with this approach arises
when the tape is shown to people who lackthe experience that will link and give mean-

ing to the information the videotape presents. Instead of triggering personal pictures of "possibilities" in such a viewer's
mind, the tape appears to contain little
but computer classrooms and, of course,
talking heads.

The "Real" Talking Head
We came away from the Project BEST
experience with a new appreciation of thetalking head not only of how effective
one can be if it verbally and non- verballyengages the viewer's
but also of
where the real talking head resides. This
"talking head" is the little voice in the headof the viewer the voice that provides acontinuous, runningcommentary on what
is being seen and heard. Ideally, the TVcommunicator wants this voice to be "insync" with the information being presented. Communication is blocked when thatlittle voice starts making social commentary or wondering about elements of thepicture that have little todo with the message being communicated.

This type of "talking head" continues
to concern us. We need to know, for example, when a picture of children using
computers in a classroom will enhance
what a teacher is saying about his or her

particular classroom application, andwhen it will cable the internal talking head
to count the number of girls in the class or
make a note of the brand of computer being used instead. There are no easy answers, except to do the hard work of trying to understand what it is like inside the"viewing/ listening head." This is the starting point for good video communication.
In summary, we never questioned thatvideotape could capture the essence ofhuman experience. Our concern waswhether the experience could be communicated to and accepted by others.
Feedback from our attempts in ProjectBEST suggests that it can at times, theeye can be disengaged and the minds allowed to connect. Where interactive tekcommunications can link human beings
together to exchange experience in realtime, so fixed telecommunications media

can use stored images to provide links.
The only essential requirement is that
there be some element of common experience at both ends of the link upon whichto construct the video bridge.
0261

Appendix E"PROBMO" - Problem of the Month Bulletin Boardpro bmo??????????????????????????????BEST NET:

PROBLEM OF THE MONTH??????????????????????????????

March 14, 1983

Which school districts in which states are using an electronic mail service?
Information requested by Richard Loman, Illinois SEA (Finance).

Send responses to vb.act using the subject "probmo reply."
Respcnses will be posted daily through March 18.
This bulletin board will be changed weekly.
MENU for BEST NET Options
DRAFT to send a message

RM or RMS to read your mailBYE to finish using BEST NET

"SOFTIE" - Software Information Exchange Diskette

Appendix F

TITLE:GERTRUDE'S SECRETS
AUTHOR:

Teri Perl (Design), Grimm and Robinett (Program)

VERSION:

1982

COMPANY:The learning Company, 4370 Alpine Road, Portola Valley, CA

COMPUTER:Apple II or II+

DESCRIPTION:

Learning Game of Logic using Piagetian tasks

SUBJECT(s):Problem solving, Critical thinking and Logic

94025

GRADE LEVEL (s):K-4RECOMMENDATION:

1 (GREAT) Improves Computer Literacy. It can be applied to nearly
all subject areas as the problem-solving skills are needed in allof them.

LOCATION(s):Cupertino, Cincinnati

Gi?

AECT

AECT Assists US. Department of. Education in National Conference
On June 22, the U.S. Department of Education pre-sented its concern for theuse of the new information
technology in education aspart of a two-day National
Technology Conference
Washington, DC. The presentation, which utilized thevarious information tech-

nologies highlighted in theconference, included a telecast that was aired over the
PBS/Confersat Teleconferencing System to 43 participating state sites and numerous other passive viewing
sites at PBS stations through-out the country.
Through a federary-funded contract, AECT's
Project BEST staff was
asked by Department of
Education officials to provide planning and logisticaland technical support for
the teleconference. In addi-tion, Project BEST publi-

cized the telecast throughits network of 43 state sites
resulting in a viewing audience of over 2500 state andlocal educators, governors,

lieutenant governors, legislators, higher education
personnel and private sector representatives.
Secretary Terrel H. Belland Assistant Secretary
Donald J. Senese hosted
the conference, which began with a 90-minute tel-ecast that originated at

Maryland Instructional Tel-evision in Owings Mills,

MD. Howard Hitchens, who

U.S. Department of Education Secretary Terrel Bell (left) and Assistant Secretary
Donald Sanese (right) fielded questions regarding the ED's Technology Initiative
during a June 22 interactive teleconference.

served as moderator, pre-sented a status report on

the use of microcomputersand other new video technologies in the schools; interviewed Bell and Senese
on the Department's technology focus; and facilitated the 30-minute interactive portion of thetelecast that was aired

from 2:00-3:30 p.m, (EDT).
During the June 22 interactive segment, both Bell andSenese responded live toquestions posed by fourstate team leaders regarding the techric7ow initiative and its potential impact at the state level. At
the close of the telecast,,^wers from all participat-

ing :7-rate sites were invited

to call in questions that inturn would be answered on
the June 23 regional audio
teleconference to facilitate264

greater interactivity. States
were divided into five geographical regions, and eachregion participated in a
one-hour audio follow-up of
the preceding day's telecast. Additional Department of Education officials

were on hand to assist

Senese in responding toinquiries from the states,
and Project BEST staff at
AECT served as facilitatorsand rapporteurs for theaudio sessions.
A 90-minute 3/4" videotape of the telecast is available for viewing at AECT's
national office. It can also

be dubbed at cost to individi-1.1 requestors for use
with audiences in their own
institutions. We invite interested AECT members tocontact Project BEST at(202) 466-3361 for dubbing
information and cost figures.
SEPTEMBER 1982 5

PROJECT BEST SPREADSTHE GOOD NEWSABOUT TECHNOLOGY IN EDUCATIONIn October 1981, AECT wasawarded a 21-month federally
funded contract to work with

State Education Agencies(SEAs) in strengthening theirknowledge and capacity to

use the new information technologies (microcomputers,

videodiscs, satellite and hybrid telecommunication
media) for elucational problem-solving. Known as ProjectBEST (Basic Education Skills
through Technology), this ef-

fort focuses on the content
areas of basic skills instructionmath, reading, and language arts. It's a cooperative
effort involving federal, state,

and local governments andthe private sector in providing
information about applica-

tion's of this technology toec tucation; and it actually uses

ti same technuiogi to disseminate the information.
Project BEST is a multi-faceted project employing a variety of communications media.
These include:

Four audio and four video
teleconferences. Runningapproximately 90 minutes,
each teleconference covers
key topics and issues thatare of concern to SEA personnel regarding the use oftechnology in education.

An electronic information
system including elec-

tronic mail and bulletinboard services. Each of theparticipating states feeds

into the system informationof a practical nature on theuse and application of the

new information technolo-gies, including any problem-solving. approaches
used. Also included is acomprehensive vertical filewith references on microcomputer software development and evaluation
sources, and information on
exchange possibilities.

A toll-free telephone hotline. Scheduled to be opera-

tional in October, the hot-line will be used to respondto inquiries of a more urgent nature from participat-

ing states on technology
issues in basic skills instruction.

ences. Alt .ough the ProjectBEST effort is targeted at SEA

staff, the long-term intent is
to build state level capacity

so that in turn each state

can enhance local school district efforts to use modern in-formation technologies for
improvement of educational
programs.

Each state teamSchool Officer, and consists ofstate level media and technol-

ogy personnel, basic skills
specialists, curriculum staff,
dissemination and information science individuals, andeducational administrationand managment decision
makers.

Who's Involved?
Project BEST has developed

What's On the Agenda?*

cation and federal regional

1. Video Teleconferences.
This effort was begun witha network of both state edu-

office personnel who are

working within their respective states and/or regions toapply new technology to theteaching of basic skills.

The participation of 43 statesites (including the District ofColumbia and Puerto Rico) is
being defrayed by the Project
over the next 12 months.
Through their participE .on

in Project BEST, states are
given access to interactive

communication channels thatlink them to other states with

the Secretary of Educa-

tion's National Technology

Telecast on June 22, andwill be succeeded by thefollowing interactive teleconferences:--ID October 27, 1982

SEA Organization for Ef-

fective Use of Technology in its Own Work andtoPromote Use in

Schools

January 24, 1983

similar concerns and needs,
as well as to those states that

Practices and Examples
in Planning, Introducing

the use of the new information technology and can thus
share their practical experi-

New Technologies in theClassroom by Basic Skills
Content Areas

have made major advances inand Implementing the*Profiles and updates of Project BEST activities will appear in subsequent issues of Innovator.
6

is ap-

pointed by the Chief StateINSTRUCTIONAL MINIMIATOR'

265

March 29, 1983
Teacher, Administrator

and Parent Literacy in
the New Technologies

Illustrative Examples,
Issues, Concerns andPromising Approaches
June 28, 1983
Guidelines in Software/
Hardware Selection and
Who's
Evaluation

Doing What, How andwith What Effects?

2. Electronic Mail Service.
Initiated on July 30, thesystem has the following
components:
message exchangebulletin boards

reOresents participating SEAS in ProjectamMice Sic.

upcoming conferences,meetings, workshops

publication citations
problem of the month:states share problems,
concerns, and success-ful experiences in implementing technology into
their educational pro grains.

3. Audio Teleconferences.
Complementing the January 24 teleconference willbe three audio telecon-

ferences for each of thebasic skills content areas,
permitting state teammembers in each of therespective areas to interact
with their counterparts on
the application of insights
gained from the January 24
teleconference.
4. Video Tape 'Training Mod-

ules. Eight video modules

will be developed as part of
the four video telecon-

ferences. They will bemade available to the SEAs
for later use in SEA training

programs, and will under-score innovative and exem-

plary approaches to theuse of information technologies.

5. Telephone Hotline. This

toll-free service will beavailable in October to re-spond to problems of animmediate nature.

Project BEST and AECT
Where Do You Fit In?

Under the terms of the Department of Education Con-

sequently can access thevarious project technology
and information resources
directly.

Teacher inservice requests
are likely to be generated asa result of project topics,
and higher education staff

tract, Project BEST relates pri-sought to provide collaborative teaching arrangements.

Agency personnel responsible

Several software exchange

marily to State Education
for teaching/learning activities at the K-12 grade levels.

However, recognizing thatsystems are being facilitated by our colleges anduniversities.

many AECT members are fac-ulty or staff at institutions ofhigher education (IHE), weare concerned that the Project

Products (videotapes of
exemplary practices, tele-also have ramifications at thatmaterials) and residual datafrom the information service comperient of the Proj-

level. There are several pos-sible areas of involvement

by AECT members, particu-

lary those at colleges anduniversities:
IHE

representatives are

participating on the various

Project BEST state teams

providing input in the areasof teacher education andmedia/telecommunications.

IHEs are also administrative units of SEAs in someof the PrOject BEST participating states, and con-266

conferences, and printed
ect can be made available

to AECT members to assist
in their professional efforts

as an additional benefit ofmembership in AECT.

We also encourage all AECT
members to contact their Project BEST State Team Leaders

to determine how to become

more directly involved in their

States' uses of Project BEST
resources within specified
State Technology Plans.

SEPTEMBER 1982

9

Project BEST Directory
Participating States

Advisory Committee

Participating State Education Agencies and stateteam leaders working with the Project BEST effort

Project BEST has an Advisory Committee made upof the following individuals and organizations. The
committee works closely with AECT and the Project BEST staff in carrying out the contract requirements for the Deportment of Education.

include the following:
Alabama
AlaskaCalifornia
Colorado

Connecticut
Delaware
FloridaGeorgia
Hawaii
Illinois

Indiana
Iowa
Kentucky
Maine
Maryland
Massachusetts
MichiganMinnesota
Montana
Nebraska
New Hampshire
New Jersey
New York
North Dakota
Ohio
OregonPennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas

Utah
Vermont
Virginia

Washington
West Virginia
Wisconsin
Wyoming
District of Columbia
Puerto Rico

Ron WrightBill Bramble
Mary Reed
Robert Ewy
Elizabeth Glass
William Geppert
Jack Binns
Bill Hammond
Nancy Hove
Rose Yamada
Carolyn Farrar
Phyllis Land
Erik Eriksen

American Association of School Administrators
William Spady, Director

Association for Educational Data SystemsSylvia
Charp, Representative
Association of State Supervisors of Mathematics
Barbara Wickless, President
Basic Skills National Technical Assistance
ConsortiumHarriet Doss Willis, Director
The College BoardAdrienne Y. Bailey, Vice-President for Academic Affairs and Director, Project
Equality

Joseph Clark

Council of Chief State School OfficersWilliam F.
Pierce, Executive Director

Richard Riley
Richard Petre
Stacey Bressler
Wayne Scott
Robert Miller
Duane Jackson
Bob BeechamWilliam Ewert
Stephen Koff ler
William Halligan
Ethel Lowry
Irene Bandy

Education Commission of the StatesShirley
McCune, Director of State Services Division

ERIC Clearinghouse on Information Resources
Donald Ely, Director

International Reading AssociationRalph Staiger,
Executive Director

National Association of State Educational Media
PersonnelPaul Spurlock, President
National Association of State English and Reading
SupervisorsBill Hammond, Past President

National Council for Accreditation of Teacher
EducationLyn Gubser, Director
National Council of Teachers of EnglishBernard

James Sanner
William Isler
Donald Gardner, Jr.
S. Kemble Oliver, III
Joyce Levin
George Ma lo
Marvin Veselka
Kenneth Neal

O'Donnell, Projects Coordinator

National Council of Teachers of Mathematics
James D. Gates, Executive Director

National Governors' AssociationJoan Wills, Director

National Science FoundationCarole Ganz, Spe-cial Assistant to the director for Program

James Lengel
M. Kenneth Magill
Mary E. Dalton
Joan Newman
John Pisapia

Assessment
National Steering Committee of State Basic Skills

ProjectJames R. Smith, Representative
State of PennsylvaniaRobert Scanlon, Secretary

Dianne McAfee Hopkins
Alan Wheeler
Reuben Pierce
Sylvia Acevedoof Education

AECT Project BEST Staff
Project Office: (202) 466-3361
Henry IngleProject Director,
Cheryl PettySenior Project Associate

10

INSTRUCTIONAL INNOVATOR

267

Tim FayConsultant
Terry SkuraProgram Assistant
Barbara SheridanAdministrative Assistant27 Another Big Day for Drojeet BEST What's Involved
by Henry Ingle and Cheryl Petty
On October 27, 1982. from1:30-3:30 p.m. EST. the 43 ProjectBEST state sites will convene forthe first of a series of four video andfour audio teleconferences thatdeal with the application of the new
information technologies in educa-tion. The October teleconference

AECT

With advanced degrees in educationand communication, and more than 15
years of experience in the field, Henry
Ingle, along With Lew Rhodes, is researching the major program content
for the upcoming teleconferences.
Henry holds principal responsibility' oc

will focus on organizing State Education Agencies to effectively use
the new technologies for their own

administration and management as-use these technologies in areas
such as basic skills instruction.

electronic mail system and the proj-

work, and in assisting schools to

The effects of technology on organization and conversely, organiza-

pects associated with implementing all
Project BEST activities for AECT.

Through the information exchange of

ect's extensive data base, Cheryl Petty
will retrieve information relevant to the
topics of the October teleconferencetion on technology use, is a topic
that is pertin"nt to media professionals as well as others in

The teleconference will be diA discussion by panel of statelevel educational decision makers who will present the oraniza-

active segment in which thestates, divided into four groups.

will exchange their ideas forresponding to the issues

A synopsis of the audio work
session groups followed by aperiod during which participants within the 43 state sites
will be invited to call in ques-/----Information

t

fAil\

---

yr

will rely on the combined skills of a

tracted agencies, Applied Management Sciences, Inc. (AMS) of Silver
Spring, MD, and the Maryland Instructional Television (MITV), thatplay a major role in the conduct ofBEST. The following individuals
constitute the Project BEST staff.

Mills. MD, under the supervision of
Dolores Deardorff, Branch Chief for
Instructional Television at MITV. As
Associate Director for Production for
Project BEST, Dolores works with
Henry to explore and design creative
production techniques that will en-

plays a key role in the planning and de-teleconference.

interactive audio component of theupcoming teleconferences. He also
sign considerations for the format ofinterview procedure for the video modules that will accompany the upcoming

variety of individuals, including
professionals from two subcon-

The October teleconference will originate from the studio at MITV in Owings

hance the delivery of the teleconference
issues.
Leroy London, Instructional Designer at MITV. coordinates the logistics for the satellite uplink and downlink
between MITV and the various reception sites. He is developing the proce-,titer the teleconference goes

The teleconference, like theother components of the project.

works closely with Henry and Lew during the various design and conceptualization phases. She will be developing
print support materials for use atteleconference reception sites, andand develop the pertinent print support
materials. As Senior Project Associate,
Cheryl coordinates and supervises theuser information services and researchcomponents of the project.
Tim Fay is coordinating the technicalaspects of the electronic mail and theeach teleconference.

off the air.

tion component of the project and

MITV

It

tions to the panelists. Calls will

be accepted up to one hoursearching, and implementing the various programmatic phases of the project. Lew is responsible for issues
papers development, coordination ofpanel activities, and a major portion ofcontent for the October teleconference.
Carol Baker coordinates the evalua-

video modules.

tional issues that were derived
their experiences

A 40-minute audio-only inter-

Division, Lewis Rhodes serves as Asso-

ciate Director for BEST, and works
jointly with Henry in designing, re-works with Terry in the selection ofschool systems to be included in the

education.

vided into three segments:

ence's Communications and Training

Coordinating the site selection andteleconferences is Program Assistantitrry Skura. Terry previously worked as

Public Information Coordinator of
handicap employment issues for
Mainstream, Inc.

As Administrative Assistant to the

Director, Barbara Sheridan coordinates
the information and resource center at
the project's office, and handles logistics and administrative activities for the
project staff. Barbara's background isin library and educational media.
AMS

Director of Applied Management Sci-

dures for the audio call-ins during theinteractive portion of the October

The Executive Producer for theupcoming teleconference is Frank
Batavick, who has produced teleconferences since 1977. He will oversee theproduction process for the teleconference and a series of inforr ational
video modules.

Anne Jarell-France, producer of the
Project BEST video components, hasbeen with MITV for two years producing

the Basic Skills Mathematics series,
Counterplot. She has also produced theaward-winning weekly national series,
Consumer Survival Kit.
Field
Director/Producer Charles

Bokor will be working in the control
room as Assistant Director during the
October teleconference. He will also
produce, direct, and edit the video mod-ules that will accompany upcoming
teleconferences.

January 24 Red-Letter Day for Project BEST!
On January 24, Project BEST will

h& Its second telee: :ierence during

the Third General Sc ion at ti,e i .18.3
AECT annual convention.
The 90-minute video conference withaudio interactivity will be carried overthe Public Broadcasting Confersat
System, beginning at 1:30 p.m. (CST),
and will deal with current project experiences in grades K-12 on the subject of
introducing and planning for the new
information technologies.
The session will include a panel ofleading private sector representatives
reacting to current experiences, andexploring concrete ways in which private/public sector cooperative arrangements can be profitably stimulated to

introducing the new technology
become aware of potential benefits,pmble4.
,o1,..::ulties that surround private/public efforts
Also on the agenda is the subject of
expectations and misperceptions thatthe public and private sectors haveregarding each other.

ence and COMMTEX International.

Thus, educators throughout the country who are unable to attend the convention can still experience this exciting event as it evolves. Contact your
Project BEST State lbam Leader, or --. allassist teachers and administratorsin the process of "getting started."
State team members from 41 state
departments of education participatingin Project BEST, and participants at the

New Orleans Superdome, will be linked
togethervia satellite telecommunications. Building on the experience ofseveral sites across the country, which
BEST will document on videotape, andusing a panel of industry resource
people assembled at COMMTEX International. the videoconference will identify and discuss alternative planningapproaches for technology use undervarying conditions.
Project BEST team leaders and theresource panel will exchange perspectives and information to:

identify strengths and weaknessesof current planning approaches forhuman, and informational resourcesthat the public and private sectors cancontribute to ease the implementationof technology. The primary objective ofthe teleconference is to create opportunities for states to obtain new insights
and information that can guide thedevelopment of planning models for
introducing and implementing the newtechnologies at the school level
The teleconference will also present
highlights of selected program activities and exhibits at the AECT Confer-

the Project BEST office (202/466-3.',61)
for viewing information.

January 24Mark your calendar

NOW. If you can't be at the conventionin person, perhaps you'll be able to link
up to the Project BEST teleconference!

Conference participants will identify
specific ways in which SEAS, employ-ers, vendors, publishers, and otherindustry groups can facilitate andcomplement each other's efforts inplanning, introducing, and implementing the new technologies at the schoollevel They will also explore such topics
as budgetary, hardware/software,263

Sk,e100iv,r' 'HE
NEW TECHNOLOGY'THE GETTINGSTARTED PROCESS

mentation of computers in our
schools.
At the conclusion, there will beapproximately 20 mi, sites of live,
on-air interaction 'during which
private sector rep°hies andselected state and'uswill receive calls from viewers
assembled at state sites across thecountry about getting started with
the new technology. The teleconference will end at approximately
2:55 p.m. (CST).

This second Project BEST teleconference is designed to clarify thefactors involved in implementing the
new technologies, particularly the
microcomputer, into the schools,
and also the various roles state
education authorities and the private
sector can play. It will demonstrate
flexible uses of dissemination procedures using viewer-panel interaction,and documented, real-life experiencein videotaped formats to communicate current ideas and con' erns that
educators are expressing about
implementing the new information
technologies.
If you are interested in participating in the January 24 teleconference
in your-state, contact your ProjectBEST State Team Leader, or call
Henry Ingle at the Project BEST officein Washington at 202/466-3361.
If you plan to attend the AECT
Conference in New Orleans, join us
in the Superdome for this major
session, which is brought about
through the Education Department
contract with Project BEST, and cosponsored by AECT and the National

The latest and most discussed
nominated earlier by Project BEST
newcomer to the growing family ofState Team Leaders as those involved
educational media and technology iswith the use of the microcomputer tothe microcomputer. It has becometeach basic skills and computer
the number one topic of concern forawareness to school-aged children.
a large number of educators and
The video case presentation runs 40
media specialists at all levels of theminutes, and will be made available
educational system. On January 24,
to each Project BEST participating
Project BEST, in the second of fourstate education agency for use in its
planned video teleconferences, isrespective training and technicalexploring the process of "getting
assistance program.
started" with this new technology, in
Following the video case presentaa video presentation that will docution, staff "roving reporters" will
ment the current experience of sevsolicit live, on-camera reactions toeral school sites across the country.
4 this module from the state and local
Entitled "Getting Startel With theeducators and AECT convention parNew Technology: Current Classroom
ticipants (including State Team
Practice and Experience," this secMembers), who are viewing the teleond teleconference will originate live
conference at the Superdome.
at 1:15 p.m. (CST) from the SuperA panel of representatives from thedome at the COMMTEX International
private sector will also appear on the
Exposition in New Orleans. It will
teleconference reacting to the video
include a segment of questions andmodule with suggestions for enlistanswers between the 41 telecorifering the help of the private sector forence viewing sites and a panel ofteachers, school administrators,
private and public sector representalibrarians /media specialists, or othtives who are assembled at COMMTEX
ers concerned with the best impleAudio-Visual Association (NAVA).
to view the video case presentations
and discuss realistic ways in whichstate departments of educations andthe private sector can help school
districts with the "getting started"
process.
The opening segment of the telecon- 1:00 p.m. (CST) COMMTEX Audience Assembled to Witness Ceremony
Honoring Secretary Terrel Bell (concurrently running bars
ference will provide an overview ofand tone on the PBS stations)convention events, highlighting prin1:15 p.m.
Introduction of Teleconference and Overview of the Day's
cipal COMMTEX Exposition and
Activities
AECT Conference activities related to
1:25-2:00 p.m. Video Module: Getting Started with the New Technology inthe new technology. Following thisSchoolsThe Microcomputer
brief overview, a pre-recorded video
2:00-2:10 p.m. Interview with Selected SEA and LEA Viewers in thecase presentation will be aired that
Audience
documents the "getting started"
2:10-2:20 p.m. Comments on How the Private Sector Can Help
process, as experienced in schools
2:20-2:55 p.m. Call in from States for Private Sector, SEA and LEA
in Fairfax, VA ; Ann Arbor, MI; Plains,
Representations
MT; Cincinnati, OH; Albany, OH; and2:55-3:00 p.m. Closing
Cupertino, CA. These sites wereJanuary 24 Teleconference Schedule

6 INSTRuCTIOWL INACINITOR

7u.

Questions andAnswers on
the B.E.S.T. Approach
to Electronic Mailby Cheryl Petty

exchange ideas and request
resources and materials from otherusers. BEST NET is an interactive
tool that permits messages to beanswered on the system in thesame manner in which they are
sent. Here is an example of a message exchange:
251 Wed. 11/10/82 15:06 From ub.a46"wyoming" 17 lines
How are colleges of education in each ofyour states approaching microcomputer
training in pre-service programs. Interested in names, addresses of contact people who can answer questions such as
what level of computer literacy is or
should be expected? are specific courses
required? budget allocations? college rolein inservice education?
712: ub.00

In: August 1982. Project BEST(Basic Education Skills through.
Technology) instituted its electronic

mail, systemBEST NET The purpose of BEST NET is to. (1) provide-

participating State Departments; of
Education with a first hand experi- ence.nsing the technology of electronic- mail and (2) facilitate theexchange of current information

person, several persons or everyone
on the network. In addition to"mail" services, EMS offers suchfeatures as electronic bulletinboards on a variety of subject mat-

cc: ub.act

9: Who's using BEST NET?

Welcome o theBEST NET Electronic
Mail NetworkIk/

A: BEST NET serves as a message
and information resource for 41
state education agencies, the U.S.
Department of Education and theDepartment's ten regional dissemination offices. Dr. Elwood Miller,
AECT President, also has access to
BEST NET. In addition, several
other organizations have become apart of the Project BEST NETwork.

(NOTE: You have new
mail to be read!)\-.

g: What is electronic mailservice (EMS)?
A: Quite simply, electronic mail is
information that people transmit
and receive over reserved telephonelines connected to one or moredesignated computer terminals(and/or microcomputers) and ancillary printing and video display
equipment In this manner, information may be conveyed in a matter of minutes. The length of themessage can vary from one or twowords to several pages and thecontent may cover a range ofissues, concerns and work activities.
GI: Raw does it work?
A: Electronic mail requires acomputer terminal and a modem
that will permit access to the hostcomputer by direct dial telephoningor via Telenet or Tymnet (these arecost saving long distance services
for computer communication).
When using a microcomputer for
EMS. communications software may
also be necessary.

g: What are the information
features of electronic mail?
A: Messages can be sent to one
6

INSTRuCriartut inikesuoR

programs
Forwarding directory of contact people for
Iowa's teacher preparing institutions. Persons named therein can answer yourquestions regarding preservice programs,
literacy levels, etc.
712: ub.a46

that is useful to the content andrequirements of Project BEST and
individual state technology activities in education in as easy andrapid a fashion as possible.

cc: ub.act
278 Tue. 11/23/82 09:4e3 from vb.a19"iowa": college preservice/inservice

ter areas, and computer conferencing. It permits procedures such as
Delphi polling among users as wellas the giving and receiving of immediate feedback for requests thatcarry short deadlines for answering,
and/or the need for multiple
responses from a wide array ofperspectives or sources.
g: Why BEST NET?
A: There are a number of electronic mail services available forthose who have access to a computer. A limited number of these
services are targeted at educators.
BEST NET has been specificallytailored to address the needs andconcerns of state education agency
personnel working with the new
information technology and its
applications to basic skills instruction. BEST NET offers its users an
opportunity to share experiences,

271

These organizations are assisting
the project in meeting the needs ofthe state departments of education
in a variety of ways. The Urban
School Superintendents Task Force,
initiated and supported by NIE, wasestablished to assess technology
concerns in large urban school
districts. The Northeast Regional
Education Exchange (NEREX) has
been actively working with the New

England states in technology andother educational concerns- EduTech
is a federally funded project that
disseminates information regarding
the use of the new information
technology in special education.
Resources in Computer Education(RICE) is a new data base systemdeveloped by the Northwest
Regional Education Laboratory thatoffers searches and retrievals for
microcomputer courseware packages and manufacturers. State Team
users are entitled to three complimentary searches on RICE as partof their participation in ProjectBEST. ERIC /information Resources

at Syracuse has offered to provide
each participating state BEST NET
user with a diskette of current ERIC
searches regarding the use of
microcomputers and videodisc
technology in education, teleconferencing, hardware and software
evaluation and other timely topics
as part of their participation in the
project. As network users, thesegroups may respond directly toinquiries from participating states.
Thus the network does not amass
information and knowledge at any
one central place or depository, butrather "brokers" educational technology information seekers andinformation providers wherever they
may be. BEST NET, therefore, is an
information accessing and distribution utility source.
Q: What information is on
BEST NET?
A: There are five bulletin boards
currently on BEST NET. They havebeen developed jointly with Project.
BEST participating states to provide
information about current topics,
problems and issues in using the
new technologies for basic skills
instruction in particular and education in general.
CONFER lists upcoming conferences, workshops and seminars
being held around the country
related to the new information technology as well as teacher andadministrator professional association meetings. The CONFER bulletin board is updated weekly withlistings at least one month inadvance.

From our information data bankand library of articles, books andother resources about computers,
cable and videodisc technology andapplications in education, we havedeveloped a bibliographic bulletinboard of current readings known as
BIBLIO to BEST NET users. EduTech,a federally funded project located in
Annandale, Virginia, and aimed atinvestigating technology applications in special education, has collaborated with us to provide data
for the BIBLIO bulletin board. Every
two weeks a particular subject area
is identified, typically to support
the topic surrounding an upcoming
teleconference or one which has
been cited as a topic of interest by
Project BEST state teams. The literature is searched, and articles arechosen that have relevance to theparticular subject area. Previous
BIBLIO topics included computer
literacy, uses of the microcomputer
to teach reading and language arts,
getting started with microcomputers, and seeking funding support.

"BEST NET

preparation for the event. Each teleconference bulletin board islabelled by the date of the event,e.g., JAN 24 was the heading for the
information board about the January 24 teleconference that originated f New Orleans.
The NEWS bulletin board displays
current events in technology that
may be of interest to BEST NET
users. The availability of a toll-free
software hotline number was madeknown in this listing. Other interesting items included a student andteacher technology exchange program, and awards in technology
applications in education, just to

and it can be adapted to meet individual user needs. For further information about BEST NET and theelectronic mail system, contact theoffers its users
an opportunity
to shareFuture BIBLIO boards will include
updates on computer literacy, hardexperiences,
ware and software selection, evaluaexchange ideas,tion of software programs, software
exchange programs, videodisc techand request
nology and education, cable andeducation and much more.
resources andPrior to each teleconference abulletin board is set up to convey
materials frominformation about the activities of
the teleconference and up-to-theother users."
minute details and requests inname a few. .
The PROBMO bulletin board

solicits exchange of ideas regarding
a current concern or issue in applications of technology to education.
Each week a problem is posed dealing with an issue surrounding theupcoming teleconference. Users
respond to the problem by sending
a comment to the Project BEST
"mailbox." '11.--se comments areworking day.
posted twice
Thus BEST NET exemplifies the"people-to-people" approach of
Project BEST by bringing people
together on a daily or weekly basiswith the aid of an electronic message system. Information can beexchanged and problems addressed

within a matter of minutes with theaid of this technological tool. Electronic mail has further implications
for school districts and state
departments of education as they
set up necessary links for technicalassistance and informationexchange. The versatility of thesystem permits its use by both_large and small school systems.

72

Project BEST Office (202) 466-3361,

or if you are in one of the 41 states
participating in Project BEST, contact your respective State Team
Leader (listing in September issue
of INSTRUCTIONAL INNOVATOR).

The BEST NET system is an experimental service that will be available
through the duration of Project
BEST, scheduled to operate throughSeptember 1983.

Selected short readings onelectronic mail:1. Dahmke, Mark. "Electronic Mail: The Paperless Society Is Still. Farin the Future." Popular

Computing, July 1982.
2. Klein, Stanley. "Now theElectronic Newsletter."
The New York Times,
Sunday, March 14, 1982.
3. Koughan, Martin, "Electronic Mail: Very Special
Delivery." Channels,
Nov/Dec 82.

4. Latham, Glenn. "Enhancing Communications
Using an Electronic
Mail System." Tlectozol-

ogy Literature Review.
Developed by Intermountain Regional Resource
Center, January 1982.
5. Rothfeder, Jeffrey.
"Electronic Mail Delivers the Executive Message."Personal Computing, June 1982.
FEBRUARY 1983 7

ecotnualerate with the New
cl tiology"

eteconference May 18
Asthet numb's:, concreases.insehrioleincraiiethe
the'queatieni inevhatilyamuch do L
401014bailk,
newsinfonu

May 133. Teleconference Schedule* (EST)hour
2:15p.m.-2:30p.m. Color bars and tones to adjust/tune monitors.
Opening/overview of teleconference topics.

iss*:one ofthemajor,
2:35On:Introduction of invited guests.

cation on computer literary what It
who needsat and hrnednYourdo,..'ellierequest.for information
forMation concerning computer liter*c'Shthethitd:Ptoject BESTtelecinfepenciii.entitleil-,"BeContinsLiterate
withthe New
It willoriginate °Wings,
Newland;from thatattains...at theMaryland
structionarrelevisiOn Division; Mazy-

2:37p.m.

Presentation of video module segments, call-ins, anddiscussion:

lantStateDepartment of EdUcation
on; the grounded:the Maryland Cen*On May 17 parttripating states will receive a 30-minute videocassette and video newsletter (trv.ismitted via PBS on a closed-circuit basis) for screening bystate site-participants as the first order of business at each state meeting being
convened, in conjunction with the May 18 teleconference.

mtlk

'

state aridt .'!o ak,.

.

ter for Publie Broadcasting (PBS. Satellite Traninonder. 9 WESTSTAR).
Each ofprevious BEST teleconferences has used: a different format
as part of theProject's experiment v.,
use telecommunications to learn
about the new informationtechnologies. The May18 teleconference is no
exception.. This teleconference will involve several discussion segmentswith school` practitioners on the issueof becoming literate. with the new

Interactive segment on "Feedback and Significant.
Learnings"
3:30p.m:

Closingtechnology, focusing primarily on the
microcomputer. Training strategies
for administrators, school staff, students, parents, and educators in general will form the nucleus of the teleconference.
As a prelude to the May 18 teleconference, a 30-minute prerecorded videocassette will be transmitted to thedesignated reception sites during themorning of May 17. This module will
document the current experiences andconcems:of practitioners at six schoolsites around the country. ProjectBEST state teams will be asked toview the video module beforehand
and to prepare pertinent questions
dealing with the issues presented in
the module, which can be addressed
during the May. 18 teleconference. A"video newsletter" will also be transmitted with the video module on May
17. The newsletter, a ten-minute presentation, will highlight new products,
materials, projects, and experiential
information from the fedQral, state,
and local levels.
The one-hour interactive teleconference on May 1F} will be beamed via
the PBS satellite service at
2:30p.m.(EST). The teleconference
will explore ways that team members
and invited participants can use the273

video module in their states to provide technical assistance and information to local school personnel. Selected short segments from the video
module will be used to focus call-inquestions from viewing sites to assist
states in developing strategies for useof the module with local education
agencies. Topics of discussion will indude:Should computer literacy be a
mandatory or elective activity?.
When does one become literate
and what specific criteria should be
used to assess literacy?
Who should lead the computer
literacy effort? Who should provide instruction/training?
The teleconference will also include
a short segment containing significant
learnings and constructive feedback
concerning Project BEST teleconference presentations to date, as well as
information on the way states are using other. Pro;:zet BEST products andservices.

If you ..ire interned in participatingin the May 18 teleconference in yourstate, contact your Project BEST'state team leader or call Henry Ingle
at the Project BEST office in Washington at (202) 466-3361.
APRIL 1983 5

1Feeling- is Mutual"

School/Industry Cooperation
by Carol WolinskY and Henry Ingle
The potential for public-private
cooperation; Outlet:110i 1n.t.4016d!Of.-

ticipating sites. Panel members includ-

etliicatininikte0MilogiWeil;
ProjeetBESTiv,
telsconfrencswhkhorigtnated frunit :Mei,...t!'4Chria-Bowman,
formerly Na-

mlailieting-aiAtari-Compuiers,'atittnine-Avith Apple Computers;*. Dr. Pauline Jordan, Corporate
Manager for Learning
Technologies at General Electric;- Mr. Michael Odom, from Digital
Equipment Corporation, who is on
two school systems in

the AECT" convention inNew Otleans.::
The teleconference iiielUdetitSeg=
ment-of interviews with educatiirsAn 'five-Very different COmmunitiesiFairfax

County, Virginia; Plains, Montana; aneinnati; GkoAlbány, Ohioi. anclAnn
At404::

learnedAntni,

Ms"i*PV7V.

448IttsPO Manager
an ''
of

4
A.

,

.41

11.

.111

Teleconference Panelists, from left to right: Michael Odom, Chris Bowman, Pauline
Jordan, and Glen Polin.

In terms of school cooperativearrangements, the private sector can
include local business firms,
employers,';"high-techr Industry,
parents, students,, and the. comnuntty In general
Sehoola shoidd.work with several&Maar companies, involve them

Educational Market Development
for Apple Computers..
One difficulty schools face in trying
to establish a cooperative relationshipwith the business community is notknowing how or where to begin. Panelmembers offered several suggestions
for schools that want to initiate !via'. 0.whipii,with- the private sector. They
talilevet leeidinshiii..
all agreed that an essential element
IrtCiintictinithe private sector for
was for schools to approach industry
support; administrators should
with:specific,.well-defined proposals...,kletitiliireapeeti, Of theirrather than generalized requests for
program or plans likely to provide
help.. In cases where districts lack themutual benefits experience to develop proposals,,..PiiiiiiteratietOreimport:.mainalnOre
Michael Odom recommended askingtiiiittWiire and SOftWiire.
local industries how the schools could
donationit.'lt also means ideas, exassist them, and requesting help with apertise, outside cOnstiltanthelp,-"needs assessment. Panelists suggested
and technical assistance I:
Involving a wide variety of industries
A panel of experts from firms in high
who hive had experience using
technology Industries answered ques-technology rather than relying solely
tions called in from viewers at 41 paron vendors of computer hardware and..

.

software.
Pauline Jordan commented that it issometimes easier to interest individuals

in a firm to help the school than it is toapproach the company as a corporate
entity. Individuals have an interest in
schools because they are members of
the community, tax payers, and,perhaps, parents of students in thesystem. They are often delighted tovolunteer their time to work with staff
and students.
Glen Po lin emphasized the importance of working with local firms rather
than seeking help form vendors in distant locations. This point was reinforc-

ed in interviews with school personnel
fr'm five communities across theUnited States. They cited the following
examples of obtaining help from local
resources:

A committee of representatives
from local firms that use computers reviewed the school
district's coraput resources andneeds and assisted in obtaining
school board support for a major
computer initiative.
Local firms have agreed to "adopta-school" and have helped todevelop computer-related vocational programs in the schools.

Many of the suggestions offered wereappropriate to communities that havea large number of high technology
firms; however panelists indicated that
small, rural communities not locatednear major hardware or software vendors coold also find help. Odom
recommended working with firms thatare users of technology rather thanhardware vendors. He suggested thatbanks, insurance companies, militaryfacilties, and local telephone companies could provide assistance. If
these types of firms are not located in
the area, he recommended anproaching large chains locatedelsewhere in the state. Pauli le Jordan
suggested contacting local firms thatadvertise on television.
An important ingredient inestablishing a successful cooperative
relationship is that both sides must

benefitteaching students skills thatare valued by employers, providing an
opportunity for vendors to pilot test
hardware or software, increasingteachers' and students' awareness of industry needs and industry's understan-ding of the schoolsthese are thetypes of positive approaches that seem
to work best.
Members of the Project BEST staff
have prepared a paper that outlines
some of the issues in public-private
cooperation in the use of high tech inthe schools. Contact Project BEST(1126 16th Street, N.W., Room 214,
Washington, D.C. 20036) for a copy.

Instructioni
Instruction Section Editor, William J. Bramble

Project BEST: What is it? . Who's Involved?
. . . And How Are States Benefitting?
Henry T. Ingle*
What Is It?

Late in the Fall of 1981, the U.S. Department of Education awarded a competitive two-year contract to the Association for Educational Communications
and Technology (AECT) in Washington,
D.C. Its purpose is to facilitate the exchange among State Departments of Education of current practitioner experiences
and insights on the use of technologies,
such as the microcomputer, for application to basic skills instruction. Hence, theacronym,
B.E.S.T.Basic Education
Skills through Technology.

In providing this assistance to State
Education Agencies, which in turn assist
local schools, Project BEST makes useof audio and satellite video teleconferencing, a series of videotaped modules
on current technology school practices,
print support materials, and an electronic
mail system (BEST NET) interconnecting
41 participating states on microcomputers. BEST NET is used for problemsolving, information exchange, and thesharing of reference resources and personal/professional experiences with these
new information technologies. The use of
microcomputers and related telecommunication technologies, as integral partsof Project BEST, are designed to explore

concrete applications of these tools formaintaining professional communication
amoug state educators in an era of dwindling travel budoets for staff development
and increasing pressures for staff to better
understand the administrative and instructional applications of these newnology management units of their agencies, as well as other units state officials
have designated. Strengthening the SEA's
ability to utilize advanced telecommunications technology, and increasing theirawareness of successful applications in
the field, is expected to enhance theirefforts to reach out and assist local education agencies and schools trying toutilize these various new technologies.
For this purpose, a variety of products
and information services are being devel-

oped and made available to the State
Teams throughinclude:Project BEST. These

port planning, administration, and instruction;a series of video and audio interactive
teleconferences to present information
on successful applications in the field
and to permit participants to interact

with each other and to query otherpractitioners and experts about these
activities: anda current body of information accessi-

ble through such means as an electronic mailbox, telephone or regular
this information(1) news notes on upcoming conferences, workshops, seminars, meetings, etc. on basic education skills

only with each other but across their own
internal departmental units. In the process significant !earnings and personal ex-

documented andshared which are vital to the applicationof technology in education.
Who's Involved?

Forty-one State Departments of Edu-

cation (see attached listing) have been
selected for involvement in the project.
Each State has formed a State Team of
relevant individuals who can benefit fromparticipation in the project and can contribute to the development of projectmaterials and to the expansion of state
capability to deal with educational technology. Each participating state, therefore, has assembled a team of the individuals most appropriate to its needs andorganizational structure. Individuals representing the following units/organizations are participating on these State
Teams:
Educational

media/technology serv-

and/or the new information tech-ices;nologies;

Basic skills content areas;

tools.
Project BEST is working through State(2) names of local educators and ex-

Team: composed of personnel from thebasic skills, in-service training, and tech-assistance; and(3) bibliographic citations of recent
materials on new communications
technology, the use of technology°Henry T. Ingle is Director. Projects Division,
Associarion for Educational Communications
and Technology, Washington, D.C.

pating State Departments of Education
for both the exchange and application of
the most current information on methods, procedures, processes and materials
associated with the use of educational
technologies such as the microcomputer.
In so doing, it is providing both opportunities and reasons for State Departments of Education to communicate notperiences are being

modules of written and video materials
on the use of technology in basic skills
education. including materials to sup-mail. Included inbank are:In short, Project BEST is serving as a"brokerage" or focal point among partici-

perts who can be contacted forin education, and the applicationof technology both to education
concerns in general and to basic
skills education, in particular.

March /April MONITOR

276

Dissemination, diffusion and innovation;
Information and library sciences;
1n-service training;

Coordinators of special computer
projects;
Teacher Lssociations;Intermediate school districts; and1HEs involved in pre-service and inservice teacher training.

A listing of participating SEAs
include:State and Designated Team Leader

Alabama, Ron Wright
Alaska, Bill Bramble
California, Frank Wallace
Colorado, Dr. Fred Jurgemeyer
Connecticut, Elizabeth Glass
Delaware, William J. Geppert
District of Columbia, Reuben Pierce
Florida, Jack Binns
Georgia, Bill Hammond
Hawaii, Rose Yamada
Illinois, Carolyn Farrar
Indiana, Phyllis Land
Iowa, Erik B. Eriksen
Kentucky, Joseph T. Clark
Maine, Richard K. Riley
Maryland, Dr. Richard M. Petre
Massachusetts, Susan Foote
Michigan, Wayne R. Scott
Minnesota, Robert H. Miller
Montana, Duane Jackson
Nebraska, Bob Beecham
New Hampshire, William Ewert
New Jersey, Stephen Koffler
New York, William Halligan
North Dakota, Ethel J. Lowry
Ohio, Irene G. Bandy
Oregon, James W. Sanner
Pennsylvania, William Isler
Puerto Rico, Sylvia Acevedo
Rhode Island, Donald R. Gardner, Jr.
South Carolina, S. Kemble Oliver
South Dakota, Joyce Levin
Tennessee, George Malo

The other groups indirectly involved in

1:(1,1c:V2r° and administrators within

Project BEST, although they are notState Department. of Education thatheretonme (Ad not communicate andwork with each other, or who did so

specific target audiences, are: the U.S.
Department of Education and the following professional associations that are co-infrequently, are being brought to-operating in the project as members ofgether in a meaningful and highly suc-

an Advisory Board:

cessful way to identify problems andplan for their solutions. Largely,these meetings are scheduled around
BEST teleconferences and/or followup activities stemming from BEST
teleconferences (audio and video) and/or in response to Project requests for

American Association of School Administrators
Association for Educational Data Systems
Association of State Supervisors ofMathematics
Basic Skills National Technical Assistance Consortium/CEMREL, Inc.
The College Board
Council of Chief State School Officers
Education Commission of the States

ERIC Clearinghouse on Information
Resources

National Association of State Educational Media Professionals

National Association of State English
and Reading Supervisors
National Council of TeachersofEnglishNational Council of Teachers of Mathematics
National Governors' Association
National Science Foundation
National Steering Committee of State
Basic Skills Coordinators
National Council for Accreditation ofTeacher Education

information via the electronic mailsystem and/or printed memoranda,
issue papers, and/or content priority
ranking activities.

A consensus as to the importance of astate technology plan has evolved that

permits SEA staff to develop theirown sense of control over the use anddetermination of project services andproducts, content acas addressed, etc.
in line with their specific state plans
for the educational application ofthese new information technologies.

It is also clear from the feedback received from the participating SEAs thatthey are developing direct "hands-on"
experiences with the new technologies.
As a result of their direct first hand exposure to the Project BEST telecommunications network, they are beginning tomodify previous myths about technology

Texas, Marvin eselka
Utah, Kenneth L. Neal
Vermont, James Lengel

How Are States Benefitting?

and to develop more realistic insights
about current and future educational

A feeling commonly voiced by participating State Departments of Education is

Virginia, M. Kenneth Magill
Washington, Joan Newman
West Virginia, Dr. Norma M.K. Roberts
Wisconsin, Dianne McAfee Hopkins
Wyoming, Alan G. Wheeler

ers to acceptance of technology is thethat Project BEST truly is evolving into
a user or need-oriented information exchange service assisting them in solving
current, immediate and specific technology utilization problems of relevance tothem. The usefulness of Project BEST,
from the state perspective, largely focuses on the extent to which the people

Indirectly, many other individuals at
the state and local level are involved in
Project BEST. These are individuals invited to attend one or several of the teleconferences conducted by the project andindividuals who participate in subsequentSEA-directed training sessions that incorporate Project BEST materials. Thus, theproject serves two different audiences:individuals who will serve as trainers andlinkers, and professional individuals whowill be the ultimate recipients of training

and development efforts. The materials
developed by Project. BEST are being de-signed to respond to different needs ofeach target audience.

within the information receiving organizations feel that their needs, idiosyncracies,

modes of operation, etc. are, being met
through a seriesof communication activities involving audio conferencing, electronic mail, regular mail, and the telephone mix of media and technology the
Project is defraying for each state.
The conunon reactions from the states

about the l'roject and its efforts to datesuggest -that where BEST is having thegreatest impact, the following factors areprevalently cited.

32

sit ;`

277

technology, applications.

For example, one of the biggest barriassumption (expressed by those who pro-

mote and sell technology) that the reason to use it is that if you do it right, "itworks without a hitch." Yet, this runs
counter to the almost universal experience that things frequently don't worksmoothly (from space shuttles, to cars,
to film projectors). Through its experimentation with various mixes of technology and information delivery modes,
Project BEST is allowing the participants

to know that their experience is right;
and that the reason to use technology is
not because it will bring perfection, but
because it can allow them to accomplish
something that is important to them.
Only

againstthiscriterion

dothe"problems" of technology-use become
worth it. In other words, technology does
not always work the way it is supposed
to . . . but people don't either. But in the
March/April MONITOR

latter case, we assume that we can allow
for it, and make adjustments when it happens. Consequently, Project BEST isshowing technology in an array of settings (some more successful than others)
and preparing users to accept and understand both conditions for technology andto expect things to go wrong sometimes.
In the process, participating state educators are beginning to understand how tohandle such situations and to develop
appropriate contingency solutions.
Positive state reactions to 13EST focus

largely on those efforts of the project
staff to package and disseminate knowledge in the process of being developed.

Where the Project has established themost credibility and acceptance among
the user states, we find them citing thefact that Project BEST is relying on fieldpractitioners currently living the challenges of the new information technology

on a day-to-day basis. This reality isuseful in determining appropriate content
areas for using technology as well as useful presentation, formats and resource. . . all of the things kind of come together at the same time . . pressure
has been building to get micros into.

our departments.

If some states aren't finding BESTuseful, don't blame yourself It's theirproblem. They aren't adding the requisite ingredients to the Stone Soup.

. . state Superintendent on June 25
4. Our state is developing a teacher traineven said that he was embarrassed by.

their lack of knowledge re micros.

. finally . . . next Tuesday . . . theState Board will get a briefing on Project BEST.
.

.

. . . good, bad, or indifferent . . . if
Project BEST had not happened, wewould still be the only educational institution in our state without a micro-

computer.

2. It (BEST) is making us even moreaware of our progress and the problems shared by other states.

We see Project BEST as being a great
unifying force at the State in this tran-

sitional period of redefining State/ing package on the new technology

and is relying on BEST resources andthe use of the electronic mail system
to identify issues and needs. We also

are working out a small network of
public and private sector people toexplore ways of helping the schools to"get started" with the new technology.
. . we regularly use BEST NET tocheck on upcoming meetings, conferences and publications. We are eagerly.

awaiting more of the video training
materials BEST will develop fromcross country site visits to schools.

Also, BEST . . . cow that it's fully operative and delivering services... needs

to give greater attention to the basic
skills dimension. We are eagerly await-

Federal relations by pulling together
ing this focus.
disparate educational interests arounda common set of problems and con- 5. BEST NET . . what a good deal! We
cerns. Consequently, Project BEST isare demonstrwing its usefulness tovery much ours to use and determine.
various groups in the states.
siastic states as a personal "people to
It is the "soup stone" that at the statepeople"professional
exchange ofWe know Project BEST is a difficult
level becomes what we want to make"honest, no nonsense, down -to- earth" inone to manage. -'Overall, it has cerof it. The ball is in our court.
formation and experiences in a "notainly been useful to us to have thefrills . .
no glossy packaging" format. It 3. Project BEST's teleconferences areoccasion of. Project BEST to boost
is being viewed as an information-base ofsome of our state's activities and see
most timely and on target as to whatcurrent experiences, which not only isthat some of the people with realis happening in our state. It is meetingtalking about the new technology inknowledgeof school implementation
our expectations. We as a State Teampractical terms, but also is using modern
are able to get plans and activities
need to do more to channel BEST reinformation technology itself to: deterarticulated before the bandwagon rollssources to our very specific needs. We
mine precisely what information isover them.
currently are working on identifying
needed; gather it; and make it accessible
and defining them. Our group is reallyto those whb can use it in a timely andenjoying the opportunities BEST is 6. BEST is useful . . it clarifies issues
effective manner.
. . . provides guidance on pitfalls andproviding for teaching and learning
Illustrative of specific reactions toorganizational
strategies. Good inforfrom each other.
Project BEST in terms of its usefulness
mation . . . points out similarities ofto them are the following unsolicitedYour BEST NET electronic mail servproblems across the states . . . we're
ice and the problem-of-the-week bullecomments states have provided to the
not alone.
tin board is a great idea. We are justcentral Project BEST office and/or to
BEST is helping us to assemble inforrealizing its value. It is illustrative ofmembers of the Project's Advisory Board
mation regarding promising practices.'
how the proverbial stone soup analogy
through letters, telephone calls, personal
We are also relying on BEST for ourreally works.
interviews and/or formalized feedback
effortsin the development of a task
responses to Project queries.
We are using tapes from the past teleforce on instructional technology.
conferences and the companion issues
papers to run a series of state work- 7. It (BEST) is giving us some new ideas
Sample Comments from the States:
shops. We greatly value the use of theand strategies to use in our state. Also,
1. Project BEST has helped to move us
technology to bring resource people
potential sources to contact and muchout of the Dark Ages when it comes
like Robert Scanlon to us all on issues
needed awareness of what others arepeople.
This apparently ranks high among thestates and no doubt accounts for the factthat BEST is viewed by the most enthu-

to dealing with computers . .

of great concern.

March/April MONITOR

278

doing.

33

We are developing a series of Fall con

ferences for the schools on planningand implementation of micros in theschools. Also, in-service for SEA staff
8. Que maravilla . . el Provecto BEST!
What a magnificent opportunity to en
rich our teaching-learning approaches
and to create a much needed network
for professional exchange of experi.

ences.

9. What a state gets out of BEST, depends on the STL's (State Team
Leader) level of commitment and the
support lie /she gets from the top
Project BEST is a great.
levels.
source of insights and information as
to what others are doing. It provides
documentation to support and rein.

force our goals.

it is helping to focus ourown activities. The focus it provides
perhaps is as useful as the content

10. BEST . .

.

presented.

11. Project BEST is such a good oppor7

tunity. So sorry our state didn't see
fit to participate. We are just now seeing the value and the need.

As the preceding state comments suggest,

the range of reactions to Project

positions under the title of Educational
Computer Specialist, Education Com-

have ALL states "get something out of
BEST," it is our feeling and philosophy

puter Consultant, etc.

Items most frequently voiced by thestates as benefits they are deriving fromBEST include:

A resource which assists us to respondto school information requests andprovide more realistic technical assistance to local education agencies
The development of technology legislative proposals and policy statements
An information base for making decisions on the utilization of block grant
funds for technology
A low-risk "hands-on" technology experience for specific and immediate,problem solving activities

An enjoyable way to develop appropriate levels of comfort for using the
new technology

The development of state-wide technology initiatives for educatione.g.,
computer literacy competencies, hardware/software evaluation guidelines

The continuation of professional exchange and information sharing in aperiod of reduced travel budgets tovisit sites and attend workshops, meetings and seminars.

Along with these more visible positive
outcomes, the states also have voiced

constructive feedback about the moresalient operational difficulties and lessthan satisfactory experiences that they
have had with the project. Constructive
valued. Either as a result of Project BEST, feedback has been voiced regarding teleor in tandem with the use of Project vised production approaches and quality
BEST information resources and mated- and technical problems associated withals, the States are developing a full range teleconference audio bridging services,of activities for promoting the more and/or initial difficulties in logging on
effective use of the new technologies in and accessing the BEST NET electronic
the teaching of basic education skills and mail services. This is to be expected inother areas of operation at the SEA and a cutting-edge effort making such wideLEA levels. These include, as reflected in spread and varied use of the new infortheir State Plans submitted to BEST and mation technology, while also pioneering
their quarterly monitoring reports, staff new approaches and methods.
Project BEST staff is using construcdevelopment workshops and planning retive
feedback of this nature to quickly
treats, technical 'assistance efforts to themakenecessary adjustments and modiLEAS, computer literacy curricula,"hands-on" conferences with microcom- fications to our services, while also inputers, private-public sector cooperative corporating these ]earnings into a moreagreements for promoting the use of the generalized set of experiences which
new technologies, long-term planning and can be shared more widely with otherlegislative initiatives regarding a technol- interested agencies, organizations andogy policy in education, the revamping groups attempting to use similar mixes
at the state of media and technology.
of organizational stn
Although we do not want to getanology challevel for handling tl.:lenges, and/or defining new staff line caught in the cycle of trying to please orBEST generally have been positive, andthe overall thrust of our efforts, information products, services and approaches is

34

2 7j

that what a state gets out of BEST is
directly proportionate to what they eachput into it in terms of time, planning,
motivation commitment and their particular defined needs for exploring themerits of the new information technology.

For such efforts BEST seriously tries
to be "user-responsive" both to the needsof the 41 SEAs participating in a projectBEST and to the requirements of ourcontractual obligations to the Department of Education. We, therefore, endeavor to underscore the following fiveprinciples of information dissemination
andexchange

throughout

allProject

efforts:

Reinforce and build on the existing
networks of educational agencies andprofessional organizations alreadycommitted to the improvement ofbasic skills teaching and technology

applications, e.g., SEAs, intermediate
education agencies, institutions ofhigher education, professional associations, Department of Education projects;
Focuss on common areas of need thatthese support organizations have, suchas:examples of modern information
technology use

training (both pre- and in-service)
strategies

guidelines for software evaluationand selection

on-going professional contact andexchange of experiences

Provide functional experience, both
good and bad, with the new information communication technologies sothat participants can experience thebenefits and generalize them to theirown situations in a realistic way;

Insure that the State Teams are com-posed of the varying forces within
the State with a specific interest in
instructional improvement of the basic

skills and/or effective application of
the new technologies;
Keep in mind that regardless of where

the technology has the potential totake education, we must start by viewing it within the context of the current
concernsof teachers and administra-

tors, which vary from state to stateand even within a state..
March/April MONITORLINKING THE NEW INFORMATION TECHNOLOGIESTO THE WORK OF STATE EDUCATION AGENCIES:
A PROFILE ON PROJECT BESTHenry T. Ingle*
The term Technology-Exchange Transactions, popularized by Rubenstein"' and his associates at
Northwestern University, describes a wide range of formalized procedures. technologies and nformation exchange activities aimed at increasing the knowledge and capacity of groups and organizations tobetter their use of promising new practices, techniques. procedures. methods and media.
This article presents some preliminary thoughts which my colleagues and I at the Association for
Educational Communications and Technology (AECT) have developed for an ongoing technologyexchange transaction in education. The effort is known as Project BEST. The acronym BEST stands
for Basic Education Skills through Technology. The what, why, how, when and for whom of ProjectBEST follows.'''PROJECT BEST: WHAT IS IT?

Project BEST is a cooperative effort being undertaken by AECT under contract to the U.S.
Department of Education (Office of the Assistant Secretary for Educational Research and Improvement, Office of Libraries and Learning Technologies, Division of Education Technology). The projectis entering its second and final year of operation. It involves a number of professional associations andFederal, state and local governmental entities working collaboratively to increase the knowledge base,the general level of awareness, and practical working experience about the use of an array of the newinteractive information technologies for basic education instruction. The project's primary goal is toenhance the capacity of State Departments of Education (SEAs) to work cooperatively with Local
Education Agencies (LEAs) in planning for and using new information technologies to improve theteaching and learning of basic skills.

It is expected that the project's information on these technologies and its telecommunications
infrastructure for communicating this information, which emphasizes satellite video and audio teleconferencing. information storage and retrieval via the microcomputer. and problem solving and information sharing by means of electronic mail service, could serve as a model for the states. They may wish to
implement similar technology-based information exchange efforts in other priority areas of education

and/ or in such program areas as health. human services. housing transportation, and energy. Thispossibility may become particularly important to states as the change from categorical to block grantFederal funding becomes fully operational and the states take a stronger leadership role in the planning.

design and implementation of their various program priorities. In support of this leadership role.
modern information technologies can improve both the effectiveness and efficiency of gathering andmaking accessible information needed for new programs and policies.

For this purpose. Project BEST is( I) developing and assembling an array of cooperatively-produced information materials for use bystates in assisting local schools to make effective and efficient use of technologies such as the
microcomputer and the video -disc;(2) serving as a "brokerage" or focal point among participating states for the exchange of the mostcurrent information on the role of this technoldgy in basic skills instruction-.
(3) providing opportunities for State Departments of Education to mutually support each other inthe exchange of current information and practical experience concerning the use of thesetechnologies;(4) brokering opportunities for joint problem-solving on the use of these new media and technology
for basic skills instruction.

Recognizing that states are at varied levels of sophistication with respect to their use of these new
information media for educationaPfiErposes. Project BEST is providing information that will enable

recipients to determine when and how to use media and technology in support of a number ofDr. Henry T. Ingle is Director of the Projects Division for the Association for Educational Communications andTechnology (AECT) Hi-Washington: D.C. and holds principal responsibility for directing Project BESTBasic Education Skills through Technology.
7

administrative. management. project plannine. training. instructional and information dissemination
functions: to assess the relative advantages and disadvantages of their application in varying educational settings and for various pressing educational needs in areas such as basic skills instruction: and toestablish their own guidelines for hardware and software selection and evaluation.

The project is working through state teams composed of personnel from the basic skills, in-service
training. and technology management units of their agencies. as well as other units state officials havedesignated. Strengthening the SEA's ability to utilize advanced telecommunications technology, andincreasing their awareness of successful applications in the field is expected to enhance their efforts toreach out to local education agencies and schools utilizing these various new technologies.
A variety of products and information services are being developed and made available to the stateteams for this purpose through Project BEST. These include
education.
( ) modules of written and video materials on the use of technology in basic skills
including materials to support planning. administration, and instructions:(2) a series of video and audio interactive teleconferences to present information O'A successful

applications in the field and to permit participants to interact with each other and to ask
practitioners and experts questions about these activities: and(3) a current information bank accessible through such means as an electronic mailbox, a toll-free
telephone line. or regular mail that includes(a) information on upcoming conferences. workshops. seminars. meetings. etc. on basic education skills and or the new information technologies:(b) names of local educators and experts who can be contacted for assistance: and(c) bibliographic citations of recent materials on new communications technology. the use oftechnology in education. and the application of technology to basic skills education.
Target Audience

Forty-one State Departments of Education. including the State of Maryland. have been selected for
involvement in the project. Each state has formed a state team of relevant individuals who can benefit
from participation in the project and can contribute to the development of project materials and to the
expansion of state capability to deal with educational technology. Each participating state. therefore.
has assembled a team of the individuals most appropriate to its needs and organizational structure.
Individuals representing the following units organizations are represented on these state teams
educational media technology services:
basic skills content areas:
dissemination. diffusion and innovation:
information and library sciences:in-service training:
coordinators of special computer projects:
teachers associations: intermediate school districts: and1H Es involved in pre-service and in-service teacher training.

I ndirectly many other individuals will also benefit from Project BEST-by being invited to attend one
or several of the teleconferences conducted by the project and individuals who participate in subsequentSEA-directed training sessions that incorporate Project BEST materials. Thus, the project serves two
different audiences: individuals who will serve as trainers and linkers. and professional individuals whowill be the ultimate recipients of training and development efforts. The materials develqped by ProjectBEST are being desiened to respond to different needs of each target audience.

It should be noted that two otherroups likely to benefit from Project BEST. although they are notspecific target audiences. are the U.S. Department of Education and a number of professional
associations that are cooperating in tb.c., project as members of an Advisory Board. Represented are theAmerican Association of School Administrators
Association for Educational Data Systems
Association of State Supervisors of Matheniatics
Basic Skills National Technical Assistance Consortium/ CEM REL. Inc.
College Board
Council of Chief State School Officers
Education Commission Of the States

ERIC Clearinghouse on Information Resources
International Reading Association
National Association of State Educational Media Professionals
National Association of State English and Reading Supervisors
National Council of Teachers of English
National Council of Teachers of Mathematics
National Governors' Association
National Science Foundation
National Steering Committee of Basic Skills Coordinators
National Council for Accreditation of Teacher Education
Expected Project Outcomes

Direct outcomes of Project BEST can be expected at both the state and national level. At the statelevel, there will be

expanded knowledge of the information resources. including knowledge about hardware,

software, and experts available at the state level to assist LEAs and schools in the selection and useof technology for basic skills education;a team of SEA experts who can provide technical assistance and training as required by and for
LEAs and school personnel;
an information base that can enable the states effectively to use block grant funding to support
project planning for basic skills education and purchases of technology;
a series of positive experiences in the use of technology for cooperative planning and in-service
training according to the individual needs of each state;familiarity with teconiques and materials that rely on technology for use in in-service training
programs; anda series of written training materials with supplementary audio and video modules collaboratively
developed with the states for use by interested SEAs and LEAs.

At the national level, an electronic network of information resources is being made availabie ontechnology-supported education in reading, communication skills, and mathematics. It is alsd expectedthat the network of states and professional associations directly involved in the project will provide an
on-going link among these organizations to support a continuing exchange of ideas, information, andreadily usable products emanating from the project. Other project outcomes include the following
benefits and changes.
State Level

Increased visibility of the SEA as a resource for information on the use of technology in basic
skills education;
Planned uses of the project materials in future SEA-sponsored training programs;
Positive effects of the project on the use of technology in basic skills education in the state and on
the quality of basic skills education:
Increased perceived utility for technology in education;
Institutionalization of the process, including:Plans for continuation of the state team expertise after the expiration of the project;
Plans to use a similar team approach within the SEA for other priority areas;
Plans for continuation of the developed information resources after the expiration of the
project; andPlans to apply a similar Federal-SEA technology model in other areas of education and/ orother state priority areas.
Federal Level

The Department of Education will have a practical example ofa functional State-Federal partnership based on some of the evolving changes in leadership roles
brought by changes in Federal funding patterns:
a relationship fo decreasing dependence on the Federal government as project services become
part of the regular support that associations and SEAs could provide to their constituents;a model of appropriate Federal support of state government, one in which the government
9

provides the mechanism that allows states to conserve their resources by ongoing exchange offunctional information:
a demonstration of the intention of the U.S. Department of Education to be an advocate ofmodern technology applied to local problems.
Professional Associations

The associations whose members relate directly to basic skills teaching (NCTE. IRA. NCTM) andinstructional technology (AECT. NASTEM P. AEDS) will benefit in the eyes of their dues-paying
constituents if they can provide appropriate and relevant answers to concerns about technology's role in
improvement of basic skiits.

Their interest, therefore, in working with BEST is that membership of the participating professional
associations will have access to services that have been defined and developed with their needs in mind;
participating professional associations will have developed the capability to provide similar support totheir memberships after the end of the project.

PROJECT BEST: ITS RAISON D'ETRE
To summarize the relationship of Project BEST to its goals and outcomes, one must start with the"end" conditions which have prompted the project and the situation it is intended to influence. At the
local level. it is no longer a question of "whether" schools should use technology. The microcomputerand related video communication technologies have arrived, their numbers are increasing geometrically, and schools are actively seeking to find out how to use them.

The Department of Education funded Project BEST to help respond to those current needs.
Recognizing the uniqueness of each states situation. the Federal government is interested in working
with the states in a transition role to help them develop or expand their capacity to assist local education
agencies and schools, and in the process cooperatively work toward defining leadership responsibilities
being brought about in part by the "New Federalism" and changes in the schools. This capacity includes
specific skills, knowledge, and relationhips necessary to respond to local needs, such as examples ofeffective use of microcomputeis for basic skills improvement, and continuing access to information
resources.

To develop this capacity, each of the forty-one participating state sites has the opportunity to be partof an interactive telecommunications network in the development of staff training and support
materials they will ultimately use. These materials include videotaped examples of effective instructional and administrative uses of the new technologies and access to a bank of related information

resources useful to the planning and utilization processes.

As part of this materials development effort. Project BEST is working closely with the national
professonal organizations that represent the practitioners most concerned with basic skills improvement and technology. Thus, when the project is completed, the state practitioners will be linked to thepeer groups to which they normally turn a7 the national level for assistance. It is envisioned that theseassociations will be ahle to provide the continuing support that the states need as they respond tochanging local needs and evolving new Federal I State roles in education.
Project BEST, in one sense, therefore, can be seen as a response to a set of separate, but related,
treads in current educational practice. Among these are increased concern for achieving basic skill
competencies in elementary, secondary, and adult student populations; the desire to use technology,
especially the new information technologies. such as the microcomputer and video technologies, tomore effectively and efficiently teach such competencies; and the emergence of new roles fo stateagencies resulting from recent changes in Federal, state and local government relationships and funding
arrangements.

PROJECT BEST: WHAT ARE ITS PRINCIPAL COMPONENTS?
Project BEST. as an information dissemination project, is best understood with the context of thedecisions facing schools today and the types of information needed to support those decisions.
Ouite.simply, much in our educational milieu is changing. Once-appropriate relationships, priorities
and assumptions are being questioned. Moreover, the particular information technologies with whicho283

we are concerned are in a state of rapid development andcorresponding change. Decisions made inanenvironment like this are "risky." yet they must be made. in many cases. what is not available
to theeducational decision-maker today is knowledge. The best that con be used is information and thus
themore current and comprehensive it is, the better.

In this context, Project BEST is disseminating knowledge in the process of being developed. This ispossible today only because the nviv information technology prov,des the interactive links
to gather andprovide access to that information within realistic and practical I:osts and time frames. ProjectBEST.
therefore, can be viewed as an information base of current experiences related to the improvement ofbasic skills teaching with technology. It employs modern information technology itself
to (I) determine
current needs for information; (2) gather it. and (3) make it ar.cessible to those who can use it.

Briefly, the information technology components of Project Best are(1) Four audio and four video teleconferences (each about ninety minutes)each teleconference

covers key topics and issues which are of prominent concern to state education agency personnel
regarding the use of technology in education. The Confersat network of the Public Broadcasting
Service (West Star Satellite IV) is being used. As Project BEST moves into the remaining twelve
months of its work, a calendar of activities has been set for the teleconference component. which
will be supplemented through, the BEST NET electronic mail system, audio conferences, printmaterials and pre-recorded videotaped modules. The video teleconferences will involve participating states in a series of interactive discussions transmitted via the PBS Confersat system. A kick-off
to the effort was. spearheaded by the Secretary of Education's National Technology Telecast on
June 22. succeeded by the following interactive teleconferences:
October 27, 1982
SEA Organization for Effective Use of Technology in its Own Work and to Promote Use in
Schools
January 24. 1983
Practices and Examples in Planning, Introducing and Implementing the New Technologies

in the Classroom by Basic Skills Content AreasIncluding Equity Issues, Financing, andPrivate/ Public Sector Cooperative Arrangements (also to be received at Commtex A ECTConvention in New Orleans)

March 29. 1981
Teacher. Administrator and Parent Literacy in the New TechnologiesIllustrative Examples, Issues, Concerns and Promising Approaches
June 28. 1983

Guidelines in Software/ Hardware Selection and EvaluationWho's Doing What, How
and With What Effects?
(2) Videotape case studies
These videotapes document the key experiences of school practitioners who have been using
microcomputers and related video technology effectively in basic skills education. They are short,organized in a manner that will allow variations in use, and will not becorml outdated in a short
time.

Each video module is being designed for an audience of adults who work in or with education,seeking information from others ikt situations similar to theirs. On such topics as what thetechnology allows them to do or accomplish; what's involved and how they handle it; how they feel;
what didn't work and what they learned from it; what constraints they had to deal with and how;
Project BEST will produce four videotaped modules responding to these concerns.

(3) An electronic information system including electronic mail and bulletin board services
Each of the participating states feeds into this communication system information of a practicalnature on the use and application of the new information technologies in their own state, including
problem-solving approaches experienced by local school districts and SEA staff. Also included is acomprehensive vertical tile with references on microcomputer software development and evaluation sources and information on exchange possibilities.
Of all the media Project BEST will be utilizing. electronic mail may be the one that is least familiar
to most participants. Simply stated. electronic mail is a central computer that allows individuals in aIlprescribed network to send and receive messages to and from each other. Messages are "sent" butnot delivered until the recipient requests them. In addition the system allows an unlimited numberof "bulletin boa rds." These are usually lists of information that is stored and made accessible on-callto anyone wanting to read them. (e.g.. listings of new publications, announcements of upcoming
meetings. etc.)
Research suggests that after the initial novelty wears off, there is usually a decline in usage ofelectronic mail systems and that the technology should be matched to appropriate organizationaltasks. rather than indiscrimately thrust into all communication activities. This makes sense. Most
professionals are not accustomed to operating in a style where they can interact with peers at otherinstitutions on a regular basis. As much as they think they might like to do this, few make it a regular
practice when given the opportunity. It can be a burden on others: one can appear dependent andunknowing: and it might take too much energy to describe to others just what you are looking for.
Project BEST is playing a "pump-priming" role for the electronic mailbox. We shall be asking
questions that require responses and giving state teams reasons for contacting each other and us.
The electronic bulletin boards we are maintaining are the states' primary access to the most current.
information in two areas--forthcoming meetings and current related articles. We will also use it tomaintain an experience exchange around the problems of managing support services between SEAs

and LEAs. One mode is a Problem-of-the-Month in which solutions are being solicited byelectronic mail messages and displayed on a special bulletin board. Users of the system then react tothe problem by providing approaches or solutions they have used and or sharing experiences
about si7riilar types of problems.
For Project BEST. a network for electronic mail has been established with a mailbox address foreach State Department Team Leader and the Project. Team leaders provide their own video
terminal and telephone connection (a telephone and modem) to send typewritten messages to theBEST project office and to each other. The Project furnishes the network and about two hours ofuse time per month for each site.

(4) Data Bases

Project BEST will develop four data bases that will be accessible through electronic mail. toll-free
telephone calls. or by mail. These include an information bank of print and nonprint resources onbasic skills and technology: an exchange on microcomputer software information: a directory ofregional pools of experts: and a collection of supplemental materials developed by the Project tofacilitate use of the services:
Information Bank: Project BEST houses a reference and referral collection including a bibliographic source list and a collection of print and nonprint reference materials. This information banksupports state capacity-building needs, and through them, local needs for current information on
Materials. media and methodology. Materials and resources cited include current practices onteaching basic skills (reading. mathematics and communications) and on utilizing modern communication technology (hardware and software) that supports basic skills education (including
telecommunications, computers and interactive video/ audio systems). These data bases are being
developed collaboratively with the national offices of the basic skills professional associations/represented on the Project BEST Advisory Board. Input from participating state teams also is being
solicited to assure that the information bank remains current and comprehensive. In this manner
the data base can provide information to address educator needs and at the same time keep Project
staff apprised of current programs. methodologies and effective strategies.
Microcomputer Software Exchange: The microcomputer software exchange is a mechanism forsharing information both on the growing number of teacher-produced microcomputer programs
Project
and information on commercial microcomputer programs in the teaching of basic skills.
microcomputer
programs
dealingwith
theBEST will facilitate the exchange of information on
linkinterested
users
tobibliographic
listings
teaching of basic skills, public-domain programs, andof commercially-produced software for basic skills teaching. It will also provide status reports on
promising selection and evaluation guidelines.

Regional Pools of Experts: The Project is developing a list of individuals and organizations.
identified by the states as having experience and expertise relevant to technology and the teachingof basic skills. The Project will develop a simple format for states to use in providing brief indexing
intodata on the persons in each state's file. After BEST has aggregated the various state indexes
BEST'sofexperts
willbeaccessible
to
SEAs
from
regional or subject pools of expertise. the listing

information service. Requestors then would seek additional information from the appropriate
12

2S5

SEA. After completion of the Project, the index to current expertise can be maintained by state or
regional organizations.
Supplemental Materials: As an outgrowth of other information services activities, the Project isdeveloping supplemental materialsthree print productsto facilitate the use of the services andto catalog its holdings. Sources will include AECT publications and accumulated
knowledge.
information learned in the project's design phase, and input from cooperating organizations
andSEA teams. The three products area. How to Select Technology - a brief guide to help users select appropriate technology for theirown needs;b. How to Evaluate Microcomputer Software - a guide to selecting and evaluating software; and"Promising Ideas and Practices" in Using Technology To Teach Basic Skills a series ofoccasional papers giving case studies across the nation where technology is being used effectively and imaginatively to improve basic skills learning.
The project will provide camera-ready copy of these materials to the state teams for duplication anddissemination to the LEAs.
(5) A toll-free telephone hot line
Project BEST is establishing a telephone "hot line" to respond to inquiries of a more urgent
nature from participating states on given technology issues in basic skills instruction. This hot line
was scheduled to become operational in October 1982.

In summary, Project BEST's information technologies both undergird and enhance the networking,services, and training activities of the project. All three phases interrelate to serve one purpose: building
the capacity of the SEAs to support appropriate uses of technology in basic skills teaching.
The intent is to facilitate the exchange of resources (information and expertise), establish a process
for accessing the hard-to-get-at knowledge and experience that reside among individual teachers andeducational administrators, and create a mechanism for sharing infr-mation directly among the states.
The information services are structured in such a way as to reinforce the SEA professionals' visibility as
the source of information and assistance. Therefore, these information services can be continued
without Federal support after the Project ends, through the cooperation of SEAs and the participating
professional associations with a vested interest in maintaining these resources.

In carrying out the scope of work for Project BEST, the Association for Educational Communications and Technology has entered into contractual arrangements with the Maryland Instructional
Television (MITV) Division of the Maryland State Department of Eduction, and with Applied
Management Sciences, Incorporated (AMS) a research consulting firm in St'ver Spring. Maryland.
The MITV staff is responsible for the production of the video teleconferences and the pre-recorded
videotaped modules presented during each teleconference.

WHAT WE EXPECT TO LEARN FROM PROJECT BESTThe two most significant trends in federal-state relations with respectito education are ( I) a general
reduction in the amount of Federal funding for education programming; sand (2) the replacement of
categorical programs with block grants. These two developments will have, important effects on
education. Both trends lead in the same directionthat is. increased competition among different
educational programs. Instead of having monies earmarked for their use only, programs will have tocompete against each other for a piece of the smaller pie, Educational activities favored by the generalpublic will, therefore, have a comparative advantage. In this regard, the basic skills area may have an
advantage so long as the competency of secondary school graduates and, by extension the adequacy ofthe schools which produce them, remains a salient policy issue, To the extent that new educational
technologies contribute to this comparative advantage, they will be viewed as an ally.
A second effect of block grants is to alter an array of established relationships that have been wovenaround categorical programs, each of which has its own network o f service providers and users. interest
groups, legislative sponsors and professional associations. The move away from categoridal funding
will disrupt patterns of interaction at the national, state and local levels that have provided much of thepeer support necessary for improvement efforts.
13

Continued progress in basic skills instruction and increase use of technology in that effort requirethat the states adjust to these trends in federal-state relations
new roles. It is particularly
important that a state he able to coordinate its planning for has skills improvements in all curriculum

content areas. and to have the data and skills to broker the exchange of information on exemplary
practices. implementation experience. expert consultant data banks. etc.

IMPLICATIONS FOR PROJECT BESTIf the above contexts represent "the world as it is." then Project BEST is indeed timely and useful
because it reinforces and builds on the educational agency and professional organization networks
already committed to the improvement of basic skills teaching. e.g.. SEAs, intermediate education
agencies. institutions of higher education. professional associations. It focuses on common areas ofneed that these support organizations have, such as examplcs of modern information technology use:
training (both pre- and in-service) strategies: guidelines for software evaluation and selection. It
provides junctional experience with the new information communication technologies so that participants can experience the benefits and generalize them to their own situations. It insures that the stateteams are composed of the varying forces within the state with a specific interest in instructional
improvement of the basic skills. It keeps in mind that regardless of where the technology has thepotential to take education, we must start by viewing it within the context of current concerns ofteachers and administrators. which may vary from state to state and even within a state.
Project BEST is building on these experiences and lessons in an effort to strengthen the capacity ofState Education Agencies (SEAs) to set in motion a new approach to dissemination and the exchange of
information technology. These ends will be accomplished by outlining and defining a set of approaches,
people networks, information resources. data bases, and technology facilities to support Project BEST
training and technical assistance requirements. Project BEST emphasizes a set of approaches that arevery persona! in nature from the viewpoints of both the recipients of the project's services and of theproviders. This approach is erounded in a number of principles and lessons cm...ati.,e fror
ch on
dissemination and practice improvement.

Project BEST's approach to dissemination has incorporated components from What the research
literature and practice has identified as successful information and technology transfer experiences. It isa user or need-oriented exchange. It provides users with extensive two-way interactive opportunities. It

builds on existing people networks for information exchange. It provides access to informationmaterial?, that are usablethat is provides information receivers! users with materials and productsthat have a life of their own and can be directly applied to a practical setting with little or no adaptation.
The soundness of these guiding principles also is underscored in the project BEST rationale whichbuilds on the many and varied technology-based educational change projects since the late 1950's. It isclear that the real innovation and success factor in these projects was not the particular technology (e.g.,

television, programmed instructions, etc.) but rather the planningand utilization process that thetechnology required. This common factor in successful innovations (1) brought educators together to
identify problems and plan for their resolution: (2) allowed them to develop a sense of control over partof their working environment (most projects required systematic management): and (3) let them see
results. Thus, these processes of involvement helped educators meet personal psychological needs thatare not adequately met in the usual routines of teaching and administration.
It is also clear from the experience of the past two decades that you cannot directly "sell" changes in
the psychological and social processes of the school on a widespread basis. They are seen as frills. For
this reasont it is important that the project participants maintain a perspective that keeps its products.
services, ancFprocesses in proper alignment, with the focus always on the tangible products and services.
As for the approach to the "concept" of technology, the foregoing suggests that it be very simple andpractical. F'roject BEST. as such views the SEA staff members (and the eventual LEA personnel) as
practitioners who face daily problems in managing their resources to accomplish their purposes (as we

all do). "Long-range improvement" and similar goals only make sense when they start from thisjumping-off place. It deals with "modern information technology" as tooli that can be used to addressthese ongoing management problems, We know technology has other appropriate dimensions (preparing students for a technological society: technology as "hardware." as "software." technology as a"design process." etc.) but these can blur the distinction necessary for an individual to see it in relation tohis her own immediate. specific ends. It emphasizes that there are a lot Of reasons why schools vhott/c/
u5e technoloey and we have had them for twenty years.he issue is not whether these are valid reasons

but rather the way they are presented. Being told what one "should" Or "ought" to do can he atremendous barrier to doing what one ean.do. These "shoulds" are usually broad goals that cannot heattained through simple actions. Thus. the practitioner is immobilized as she he realizes that a desirable
goal vould require complex actions over which she he has little or no control.

Project BEST also wants to be realistic about the experience with technology that project participants will bring and: or take away with them. One of the biggest barriers to acceptance of technology isthe assumption (expressed by those who promote and sell technology) that the reason to use it is that if
you do it right. "it works without a hitch." Yet this runs counter to the almost universal experience thatthings frequently don't work smoothly (from space shuttles, to cars, to film projectors). We need to let
the participants know that their experience is right: and that the reason to use technology is not because
it will bring perfection, but because it can allow them to accomplish something that is important tothem. Only against thiS criterion do the "problems" of technology use become worth it. In other words.
technology does not always work the way it is supposed to ... but people don't either. In the latter case.
we assume the fallacy; allow for it. and make adjustments when it happens. Consequently. we should
show technology in fallible and infallible settings and prepare users to expect things sometimes to go
wrong, as Murphy's Law indicates.

The Project BEST perspective on technology, therefore, will try to keep in proper.relationship theseveral interrelated decisions that have to be made before effective technology- suported teaching andlearning can take place. The decision to use technology often is perceived as a trickle-down process.

Because capital expenditures may be involved, those who make the major resource decisions
administratOrs and boardsusually are seen as the "gate-keepers." These decisions. however, only
provide the hardware and software. The'primary decision to use technology does not trickle down or
up. It is made by the claisroom teacher each time she; he weighs the needs of the student against theresources available for meeting them. Itinvolvesnot only needs and resources, but also the teacher's
own purpoSes. role, and needs.
For these reasons, video portions of Project BEST's teleconferences on what schools are doing withtechnology are being designed to be forthright. candid, and honest about the learning that is taking
place in each of these schools. The hardware does not come with a built-in set of "best-uses." These haveto be discovered by teachers through a trial and error process. Thus. we'plan to have the educators on
the tapes talk about the problems they had and are havine, what worked and what did not. and play up
the challenge of discovering how to be a more effective professional.

The basic strategy for Project BEST. therefore. is underscored: to work cooneratively with existing
national professional associations and with State Education Agencies (SEAS) to strengthen their own
stated needs to encourage and support the use of telecommunications technology in the teaching ofbasic skills.

The projeCi is also endeavoring to bring t6gether currently scattered resources and efforts tousetechnology to teach basic communication and computational skills.
Through sharing of knowledge being developed nationally in the states. direct participation in theshaping and development of training materials, and provision of modular materials and interactivemodes of accessing information resources of use to states, Project BEST can offer state educational
agencies a wealth of information and ideas to support state in-service training and technical assistanceto schools. To this end. Project BEST underscores an approach that relies upon building state teams
comprised of basic skills curriculum specialists and technology professionals who can ultimately plahand be the 'linkers who direct specific states' efforts. This approach requires participating states tocommit the time and resources needed to make project materials useful within the context of their own
environment. current needs, and operating structures.
Thus, Project BEST is an information resource providing an opportunity and a reason for.states tocommunicate with and learn from each'cit her. As such, it is and will be on/j. "what each participatingstate decides to make of it."

.15

288

References'Rubenstein. Albert H. Designing Orgdni.:ations for Integrating Technology Exchange Transaction.
Northwestern University. January. 1976.
=Ingle. Henry T. and Rhodes. Lewis A. et al. Proje'cINBEST:11'hat. H'hy. How, When and For H'hom..'l
Project Planning, Design, and Implementation Doc:11174nm A ECT. Washington. D.C. January. 1982.
3The author is particularly appreciative of the assistance aria -insights provided by Lewis Rhodes. Carol
Baker. and Cheryl Petty in the development of this last section of the article.

283
16

FINAL PROJECT BEST TELECONFERENCE
JUNE 30, 1983

Objectives

This final Project BEST teleconference was transmitted in two parts
with a 15-minute break in between on June 30, 1983 over the PBS Confersat
Network.
Part I was a 45-minute segment entitled "Microcomputers in theClassroom: Applications, Selection, and Evaluation."
It was followed after
the break by another 45-minute segment, "The New Information Technology in
Education--Continuing State Roles." Both hours of the teleconference included
a two-wayvideo segment with resource personnel at KVIE in Sacramento, California electronically joining Project BEST staff and invited panelists at
the Maryland Instructional Television studios in Owings Mills, Maryland.
The first part of the teleconference was designed to:define and clarify issues pertaining to the selection and evaluationof hardware and software and the application of microcomputers in
the classroom;
provide viewers with ideas about the purchase and use of microcomputers through discussion and screening segments of the last two
in a series of four 30-minute video modules prepared by the ProjectBEST staff.
The modules are entitled "Teaching WITH Computers: What
Can I Do?" (Module #3) and "Computer Wares:
Hard and Soft Decisions"(Module #4); andallow teleconference participants the opportunity to call in questions
relating to these topics for'immediate feedback from an assembled
panel of experts.
The second half of the teleconference was designed to:share the technology plans and experiences of five states participating in Project BEST that are illustrative of the type and rangeof new technology efforts being undertaken at the state level throughout the country;
introduce and explain the Users' Guide to Project BEST Products:
Print and Non-Print, which was developed by the staff to facilitate
the use of Project' BEST materials; andsum up the learnings and experiences of Project BEST over-the last
two years in areas'relating to telecommunications and video technologies.

10.5

29u

Users of the Videotape,These two video modules referenced above are useful for both stateand local administrators who need practical information and guidelines
for selecting and evaluating hardware and software. They also suggest
ideas for ways in which microcomputers can be used in the classroom as
instructional tools.
Content

Microcomputers in the Classroom:
Evaluation

Part I:

Applications, Selection andThis first hour of the June 30 teleconference featured a resourc
panel of experts in the area of instructional computing.
The panel included:
LeRoy Finkel - Instructional Computing Coordinator, San MateoCounty Department of Education, Redwood City, California

Beverly Hunter - Senior Staff Scientist, Human Resources Research
Organization (HumRRO)
Pristen Bird - Instructional Computing Consultant, Educational Technology, Florida Department of Education
Charles Philipp - Instructional Computer Analyst, Montgomery County
Public Schools, Rockville, Maryland
Cheryl Petty GE;rnette of Project BEST moderated the panel's discussion
during the first hour on issues relating to the selection and application of
microcomputers at the K-12 school levels.
Short clips from the two video
modules framed the discussion topics.
The panel noted the lack of researchin this area and stressed the need for cooperative arrangements between SEAs
and LEAs in the form of microcomputer clearinghouses and demonstration centers
to provide awareness' to educators making decisions about the purchase and useof micros in the schools: The role of industry was also mentioned in discussionof the Apple Bill and legislation like it. Software and the various programming
languages were brought up in relation to their relevance to the various curriculum areas.
Questions from the participating states were called in on the air
and the panel responded to and discussed issues raised by callers.
Lew Rhodesof Project BEST provided instant analysis and summary of the panel discussion
for this first half of the teleconference.
Part II:

The New Information Technology in Education--Continuing State RolesHenry Ingle and Carol Wolinsky of Project BEST facilitated the secondhour of the June 30 teleconference, which examined the technology initiatives
and activities of several states participating in Project BEST.
Among thestates featured in this segment were Ohio, Vermont, Tennessee, California, andPhil Daro, Manager of the Technology Division
the Commonwealth of Puerto Rico.
at the California State Department of Education, appeared live via satellite
from the studios at KVIE-TV in Sacramento to talk about technology centers,
state legislative and policy initiatives, and other activities at the Califor-Aft
nia SEA..

291
'10.6

Leroy London of Project BEST, along with Carol Wolinsky, presented ashort segment on the Users' Guide to Project BEST Products:
Print and NonPrint, highlighting various portions of t-e notebook and explaining its
components.
In this last portion of Part II, Henry Ingle, Lew Rhodes, and. Frank
Batavick discussed the learnings resulting from their experiences with teleconferencing over the last two years with Project BEST.
Lew Rhodes notedthat teleconferencing is a tool to be used only wheh there is a need for it -something specific to be said or some defined task to be accomplished.
Frank
Batavick, Executive Producer for all BEST teleconferences, reviewed the various
techniques explored by the Project in its four teleconferences and commented
on the "talking head" controversy associated with teleconferencing. Henry
Ingle further discussed the cost effectiveness of the teleconferencing medium,the vast numbers of people that can be reached through it, and the amount ofstaff preparation and lead time it takes to prepare a teleconference. The
three then took a brief look at what future teleconferences might bring--i.e.
3D, holigraphics, smell, etc.
Pre-Viewing Activities

Before viewing the teleconference, it may be useful to view the two accompanying video modules that are the basis for the teleconference topics--"Computer Wares:
Hard and Soft Decisions" and "Teaching WITH Computers: What Can
I Do?"
They present background information and suggestions for viewers toconsider when thinking about evaluating various brands of hardware and softwareand using microcomputers in the classroom.
It might also prove useful to readthe learnings paper prepared by Lew Rhodes and the Project BEST staff, Video
as a Medium for Sharing Experiences.
The learnings paper is included in the
Project BEST Products notebook.
Post-Viewing Activities

Discussion activities for following up on the teleconference may be
broken into two areas:(1) the comparison of different types of hardware
and software.and how their selection is influenced by specific applicationsof the technology in the curriculum; and (2) the viewers' technology plans
already in place as contrasted with the experiences of other states, schools,
or school districts.

AuestiOns to consider pertaining to the first part of the teleconference
might cover:

What elements/features are important in selecting or evalukting
hardware and software for use in your state, school or school district?
How will you deal with issues such as maintenance, obsolescence, staff
development, and security?

Inwhich curriculum areas would microcomputers be most effective?
How can they be integrated into the curriculum to be used as instructional tools? As administrative/management tools?
How can your state, school, or'school district move from teaching
ABOUT computers to teaching WITH computers?

10.7

292

The second half of the teleconference may raise questions such as the:le:0What have you the viewers learned through your experiences witheducational technology, that may be of use to others? HoW can you
effectively share this information with them?
What kinds of .information would d-you find most useful to share withcolleagues currently involved in the area of instructional computing?
What is the best medium for exchanging ideas - - i.e. newsletter, videotape, telephone, in-person meetings, etc.?
How can your state, schoOl, or school district build a network ofhuman resources to avoid "re-inventing the wheel"?
Resources

For more information on teleconferencing, refer to the Users' Guide toPrint and Non-Print and the learnings paper prepared.
Project BEST Products:
by Lew Rhodes, Video as a Medium_for Sharin Experience, which is includedin this Users' Guide notebook.

293

10.8,

Basic Education Skills through Technology

Project BESTA state capacity and technical assistance effort of the U. S. Department,of Education with the Association for Educational
Communications and Technology, Washington, D.C.

1126 Sixteenth Street, N.W., Suite 214, Washington, D.C. 20036(202) 466-3361
DrAmlryT.InMe.

Project Director
Association foi Educational
Communications& Technology (AECT1
Washington, DC 20036

PROJECT BESTSTATE TEAM LEADERS

Mr. Lewis Rhodes
Asst. Project Director
Applied Management
Sciences. Inc. (AMS)

Silver Spring, Maryland

June 1983

STATE TEAM LEADERS

20910

Dr. Dolores Deardorff
Asst. Project Director
Maryland Instructional
Television (MITV)
Owings Mills. Maryland

21117

Advisory Board
American Associationof School Administrators

1. ALABAMA

Ron Wright, Director
Alabama Learning Resources Center
State-Department of Education
304 Dexter Avenue - Room SG
Montgomery, Alabama 36103(205)
832-3443

Association for
Educational Data Systems
Association of State
Superiisors of Mathematics
Basic Skills National
Technical Assistance
ConsortiUrniCENIREL, Inc.

The College Board

Council of Chief State
School, Officers

Education Commission

2. ALASKA
Dr. Bill Bramble, Director
Educational Technology and Telecommunications
State Department of Education
State Office Building
Pouch F, Juneau, Alaska 99811(907) '465-28eof the States
ERIC Clearinghouse..on Information Resources

3. CALIFORNIA

International Reading'Association
National Associationof State Educational
Media Professionals
Natiusiai Associationof State English andReading Supervisors
National Council for
Accreditation of Teacher

Frank Wallace, Consultant.Computer Education Unit
State Department of Education
721 Capitol Mall
Sacramento, CA 95814(916) 445-5065

Education

National Council of
Teachers of English. National Council of
Teachers of Mathematics
National Governors
Association.

National Science
Fouridation

Steering Committeeof State Basic Skills
Coordinators

4. COLORADO
Judy Michalski
Technology Consultant
Administrative Support and Technical Services Unit
Colorado Department of Education
201 E. Colfax
Denver, Colorado 80203(303) 866-2239

S. CONNECTICUT
Elizabeth Glass, Consultant
Computer Technology
Connecticut State Department of Education
Box 2219
Hartford, Connecticut 06115(203) 566-4565
6. DELAWARE

Dr. William J. Geppert, State Supervisor
Mathematics
State Department of Public Instruction
Townsend Building - P.O. Box 1402
Dover, Delaware 19801(302) 736-4885

7. DISTRICT OF COLUMBIA.

Reuben Pierce, Assistant Superintendent, Region A
D.C. Public Schools
Savoy Elementary School
2400 Shannon Place, S.E., Room 306
Washington, D.C. 20020(202) 767-7065

8. FLORIDAJack Binns, Administrator
Instructional TV & Radio &Education Products Distribution
Florida Department of Education
Room 810A
Collins Building - 107 W. Gaines Street
Tallahassee, Florida 32301(904) 488-7101

9. GEORGIA
Dr. .Bill Hammond, Director
Georgia Basic Skills Program
Georgia Department of Education
Twin Towers East - 19th Floor
205 Butler Street
Atlanta, Georgia 30334(404) 656-2586.

295

Nancy Hove, Coordinator
Instructional Resources Section
Division of Educational Media Servic
Georgia Department of EduCation
Twin Towers East - 20th Floor
205 Butler Street
Atlanta, Georgia 30334(404) 656-2418

10. HAWAII

Mrs. Rose.Yamada, Education Director
General Education Branch
1270 Queen Emma Street, Room. 1206
Honolulu; Hawaii 96813(808) 395-7132
11. ILLINOIS

Carolyn Farrar
Basic Skills Coordinator
Program Planning and Development
Illinois State Board of Education
100 North First Street N-242
Springfield, Illinois 62777(217) 782-2826

12. INDIANA

Phyllis Land, Director
Division of Federal Resources
4 School Improvement
Indiana Department of Public. Instruction
Room 229, State House,
Indianapolis, Indiana 46204(317) 927-0300
13. IOWA

Erik B. Eriksen, Consultant
Instruction and Curriculum Division
Department of Public Instruction
Grimes State Office Building
Des Moines, Iowa 50319(515) 281 -3190

14. KENTUCKY

Mr. Joseph T. Clark, Director
Unit for Staff Development
Kentucky Department of Education
1825 Capital Plaza Tower
Frankfort, Kentucky 40601(502) 564-2672

15. MAINE

Richard K. Riley
Educational Microcomputer-Consulant
State Department,of,Education
Station 23
Augusta, Maine 04333-0023(207) 289-2475

296(Celeste Bloomfield)

4

16. MARYLAND

Dr. Richard M. Petre
Deputy As.sistant State Superintendent
Maryland State Department of Education
200 West Baltimore Street
Baltimore, Maryland 21201(301) 659-2385
17. MASSACHUSETTS
Susan Foote
Coordinator of Instructional Technology
Massachusetts Department of Education
27 Cedar Street
Wellesley, Massachusetts 02181(617) 431-7013
18. MICHIGAN

Wayne R. Scott, Mathematics Specialist
Instructional Specialist ProgramBox 30008
Lansing, Michigan 48909(517) 373-8793

19. MINNESOTA
Dr. Robert H. Miller
Supervisor Educational Media
Capitol Square. Building, Room 606
550 Cedar Street
St. Paul, Minnesota 55101(612) 296-1570

20. MONTANA
Duane Jackson
Staff Development Coordinator
Office of Public Instruction
State Capitol
Helena, Montana 59620(406) 449-2417

21. NEBRASKA
Bob Beecham, Director
Management Information Services
Nebraska' Department of Education
301 Centennial Mall South
Lincoln, Nebraska 68509(402) 471-2367

297(from D.C., 779-3560)

522. NEW HAMPSHIRE.William Ewert, Consultant
Science Education
New. Hampshire Department of EduCation
64 N. Main Street
Concord,iNew Hampshire 03301(603) 271-3607.

23. NEW JERSEY

Wayne Conrad, CoordinatorInteragency Planni.ng

Division of Research, Planning and Evaluation
New Jersey State Dept. of Education
225 West State Street
Trenton, NJ 08625(609) 984-6767
24. NEW YORKWilliam Halligan, Assistant Director
Center for Learning Technologies
Room 9A47 Cultural Education Center
New York Department of Education
Albany, New York 12230(518) 474-5862
25. NORTH DAKOTA

Ethel J. Lowry
Basic SkiIls Coordinator
Elementary Education Division
Department of Public Instruction
State Capitol
Bismarck,North Dakota 58305(701) 224 -2292

26. OHIO
Dr. Irene G. Bandy
Executive Director for Administration
808 Ohio Departments Building
65 South Front Street
Columbus, Ohio 43215(614) 466-3708

27. OREGONJames W. Sannei.

Instructional Technology Specialist
Oregon Depai.tment of Education
700 Pringle Parkway, S.E.
Salem; Oregon 97310(503) 378-6405

298(Lucille McCabe:

18/474 -5823)

23. PENNSYLVANIA

Mr. William Isler
Executive Assistant to Comm..for Basic-Education
Pennsylvania Department of Education
333 Market Street, Box 911
Harrisburg, Pennsylvania 17108(717) 787-4605
29. PUERTO RICO
Sylvia Acevedo
Director of Educational Technology Program
Puerto Rico Department of Education
Cesar Gonzalez Street
P.O. Box 759
Hato Rey, Puerto Rico 00919(809) 754-1285

30. RHODE ISLAND

Donald R. Gardner, Jr., Coordinator
Program Development
Roger Williams Building
Rhode Island Department of Education
22 Hayes Street
Providence, Rhode Island
02908(401) 277-2821'

31. SOUTH CAROLINA'Dr. S. Kemble Oliver, III
Secondary Reading Consultant
Room 308 Rutledge Building1429 Senate Street
State Department of Education
Columbia, South Carolina 29201,(803). 758-3696

32. SOUTH DAKOTA
Dr. Joyce Levin
DirectOr of Curriculum and Instruction
Division of Elementary and Secondary Education
Richardl. Kneip Building
Pierre, South Dakota 57501-2281.4605) 773-4696

29333. TENNESSEEDr. George Malo, Director
Research and Development
Tennessee Department of Education
135 Cordell Hull Building
Nashville, Tennessee 37219(615) 741.-7816

34. TEXAS

Marvin Veselka
Associate Commissioner for Professional Support
Texas Education Agency
201 E. 11th Street
Austin, Texas 78701(512) 834-4089
35. UTAH

Kenneth L. NealMedia Production Coordinator
Utah State Office of Education
250 East.500 South
Salt ,Lake City, Utah 84111(801) S33-5573

James Lengel, Acting Director
DiVision of FederaLAssistance
Vermont State Department of' Education
Montpelier, Vermont 05602-(802) 828-3111. VIRGINIA

Dr. Kennet4
Magill, Director
Division of Instructional Media andjeChnology
Virginia Department of Education
P..O.Box 6Q
4

Ricnmond, Virginia004) 225-2396

23216

Chris Dunne, Supervisor`Libraries & Information Technoldg
Virginia Department of Education.
P.O. Box 6Q
Richmond, Virginia 23216(804) 225-2855

38.:WASHINGTON
Dr. Joan Newman
Program Administrator for Learning Resources
Officd of SuperintendentOf Public Instruction
7510 Armstrong Street,:S.W. ,FG=-11,TumwateT, Washington '98504(206) 753-6723

V.

39. WEST VIRGINIA

Dr. Norma M.K. Roberts, Coordinator'
Continuing Education
Office of EducationalPerSonnel
Development
West Virginia Department of Education
CapitO1 Complex, Building 6 - Room 8304
Charleston, West Virginia 25305(304) 348-7017.

40. WISCONSIN
Dianne McAfee Hopkins, Director
Bureau of Instructional Media Programs
Division for Library Services
Wisconsin Department of Public Instruction,
125 South Webster Street, P.O. Box 7841
(608) 266-1965
Madison, Wisconsin 53707

41. WYOMING
Alan G. Wheeler.
Director of General Programs
Department of Education
Hathaway Building
Cheyenne, Wyoming 82002(307) 777-6267

301