Fostering the Use of Educational Technology: Elements of a National Strategy

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9780833023728: Fostering the Use of Educational Technology: Elements of a National Strategy
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The nation's most important educational goal must be to produce learners adequately prepared for life and work in the 21st century. Computer- and network-based technology will play a key role in reaching that goal. In 1983, there was about one computer for every 125 students in the nation's public schools. By 1995, there was one computer for every nine students. In 1994, U.S. schools spent about $3 billion on computer- and network-based technology. Despite all this activity, however, examples of schoolwide use of technology are comparatively rare and isolated. This report identifies principles for guiding public officials, educators, and others concerned with increasing the use of technology to improve the performance of schools and school systems. Prepared as a result of RAND's Critical Technologies Institute (CTI) participation in federal efforts to plan a research agenda and develop a national educational technology plan, it is based upon a series of workshops, interviews, and literature reviews. This report takes stock of the current status of the use of technology by U.S. public elementary and secondary schools and suggests some of the challenges that face educators, policymakers, and producers of educational technology and software as they seek to expand and deepen the use of technology in schools.

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Since early 1992, at the direction of the president and vice president, federal officials have been exploring ways to encourage greater and more effective use of modern technology in the nation's schools. As part of this effort, RAND's Critical Technologies Institute (CTI), in support of the Office of Science and Technology Policy, conducted analyses of existing federal research and development activities related to technology for education and training and participated in the planning activities of the Committee on Education and Training of the National Science and Technology Council.In 1994, the Goals 2000: Educate America Act directed the Secretary of the U.S. Department of Education to develop a national long-range technology plan for actions promoting higher student achievement through the use of technology in education. The CTI was asked by the Office of Science and Technology Policy and the Office of Technology of the U.S. Department of Education to undertake a number of activities to support the development of this plan.The CTI held four workshops dealing with important policy areas to be considered in the national plan. These have been documented in four papers:Technology and Teacher Professional Development, James Harvey and Susanna Purnell (eds.), DRU-1045-CTI, RAND, Santa Monica, CA, March 1995. Planning and Financing Educational Technology, James Harvey (ed.), DRU-1042-CTI, RAND, Santa Monica, CA, March 1995.The Market for Educational Software, James Harvey (ed.), DRU-1041-CTI, RAND, Santa Monica, CA, May 1995.The Costs and Effectiveness of Educational Technology: Proceedings of a Workshop, Arthur Melmed (ed.), DRU-1205-CTI, RAND, Santa Monica, CA, November 1995.In addition, the CTI analyzed the technology-related costs of a set of schools making extensive use of technology. The results of these analyses appear inThe Cost of School-Based Educational Technology Programs, Brent Keltner and Randy Ross, MR-634-CTI/DoED, RAND, Santa Monica, CA, 1996.This report draws on the discussions in these workshops, the analysis of costs, and reviews of existing literature to identify key elements of national strategy and federal policy that will contribute to effective use of technology by the nation's schools. It should be of interest to federal policymakers concerned with education and technology policy as well as educators and others concerned with the use of technology in elementary and secondary education.CTI was created by an act of Congress in 1991. It is a federally funded research and development center (FFRDC) within RAND. CTI's mission is toprovide analytical support to the Executive Office of the President of the United States help decisionmakers understand the likely consequences of their decisions and choose among alternative policies improve understanding in both the public and private sectors of the ways in which technological efforts can better serve national objectives.Inquiries regarding the CTI may be directed toBruce W. DonDirectorCritical Technologies InstituteRAND2100 M Street, N.W.Washington, D.C. 20037-1270

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Drawing on workshop discussions, cost analyses, and literature reviews, this book assesses what is known concerning current use of technology and outlines the challenges that face educators, policymakers, and designers and producers of hardware and software as they seek to expand and deepen the use of technology in schools. It concludes by proposing key elements of a national policy and federal strategy to effectively incorporate educational technology in American's schools.

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Book Description RAND, United States, 1996. Paperback. Condition: New. Language: English . Brand New Book. The nation s most important educational goal must be to produce learners adequately prepared for life and work in the 21st century. Computer- and network-based technology will play a key role in reaching that goal. In 1983, there was about one computer for every 125 students in the nation s public schools. By 1995, there was one computer for every nine students. In 1994, U.S. schools spent about $3 billion on computer- and network-based technology. Despite all this activity, however, examples of schoolwide use of technology are comparatively rare and isolated. This report identifies principles for guiding public officials, educators, and others concerned with increasing the use of technology to improve the performance of schools and school systems. Prepared as a result of RAND s Critical Technologies Institute (CTI) participation in federal efforts to plan a research agenda and develop a national educational technology plan, it is based upon a series of workshops, interviews, and literature reviews. This report takes stock of the current status of the use of technology by U.S. public elementary and secondary schools and suggests some of the challenges that face educators, policymakers, and producers of educational technology and software as they seek to expand and deepen the use of technology in schools. Seller Inventory # ANB9780833023728

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