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Action: Ensure that federal information resources are available in a form useful for
developers of learning tecltnotogy. This would be f"manced largely through partnerships
with private information' firms and software developers. Federal seed money would allow
federal participants in partnerships to hold up their part ofthe bargain and avoid "cream
skinuning". Priorities for FYI 99617 would be;
• Creating a compreh~ve collection of American Cultural materials including
documents, photographs, sound recordings, movies, and perhaps some 3-D
renderings of materials in the ""necuous of the Smithsoni"" the
NationalArchives, and the Park Service. [$10 million for the consortium in the Sl
budget]
• Making the "crown jewels" of US statistical infonnation useful for classroom.
~ork: Basic census data [permitting schools current data on local demographics],
BEA and BLS statistics [job infonnation, business data by state and region], and
DoElEPA infonnation on energy and the environment, USDA infonnation on
soils, crops, etc.
.
• Creating a digital collection of drug-education materials (including curricula for
teachers) for dissemination over the net [Office of National Drug Control Policy
is working to see what is possible1
Moniker: lei schools get into Ihe nalion's attic. The public paid for the infonnation, the
public owns this infonnation, teachers and kids can use this information to make their
teaching materials more interesting and more relevant to local conditions, Technology
makes it possible to make the stuff available to aU Americans at an extremely low cost
and without visiting Washington.
]mpacl: AU schools with internet access would have immedjatc access to the resources.
This is 30%[1] of schools and 3% of classrooms today and our goal is to have l'{OI01
COtulected by the year 2000. Corrununication developers whQ would participate in the
effort could have products based on the federal collections on the market by 1997.
Ij'unding:
• American Cultural Collections SIOM
• Statistical information (Census, Jobs~.Business·activity, Energy/environment)
$IM (5 agency projects@$200K)
• Drug education on~line $lM
NonMFedcral Participants: Software developerslcommunication companies interested in
developing products. School systems nnd universities.
I
�Downsidel': Funding from private developers for digitizing federal resources may require
giving them an exclusive right to the data for a fixed period [e.g. two years]. They'will
want to "cream skim" collections.
What's being done today: NASA [space photos ... ], NOAA [weather maps ..], EPA
[envirorum:ntal infonnation], USGS [maps ...] and other teclmology agencies have made
extensive collections availa~le in digital fonn over the net and have requeSted funding in
1996 to expand this work. The new White House Home page arid any new education
home pages made available through this initiative will make these Collections more
accessible. SEC filings and Patent and Trademark infonnation (after 1994) are available.
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�A National J)igitaJ Library Initiadve
.. Goal Convl!rt historical materials to digital form SO that they can be archived and made more open to
public access lhan ever imagined,
• Actions to be Taken. A four pronged approach is proposed to realize this goal:
~ Making Research More Useful. Continue research to develop more capable systems of storage and
display and to develop relevant information processing standards. .
~ Building Useful Collections. Continue to digitize materials in government collections, but at a greatly
accelerated pace. This is the most urgent unfunded priority.
~ Improving Access and Dissemination. Take steps to provide access to holdings and to establish
proper indices and inventories ofdigital holdings.
.. Improving the Grantmaking Process. Take actions to increase the resources available to support
digitization efiorts.
.
• Leverage Existing Federal I>rograms. The needed actions require extensive coordination among a
large nmuber of fedent) orgnnizations, A partial list of these organizations includes: NOAA, NASA,
ARPA, NSF, NARA, Library ofCongress •. Smithsonian Institution, Government Printing Offiee,<
National Technicat Information Service of the Department of Commerce. National Park Service, and the
National EndoWment for the Humanities. There have been some preliminary coordination meetings
among these organizations, under the leadership the Smithsonian Institution, but the pace and scope of
those discuss.ions must be expanded.
of
• Private Sector Actions. Federal funding ean never be adequate to make the government's enormous.
extended collections available in digital form. In order to address this issue it is proposed that a program
be initiated tluough which successful applicants in the private sector win be awarded rights to
repositories that they digiti?.e, However, once the private sector digitizers have realized a reasonable
return on their investment (e.g" 5 years of exclusive rights to the material), the rights to the digiti7.ed
repositories will revert to the American public.
• Barriers to Address. There are several barriers that must be addressed if this initiative is to be
succes.')ful, lne first barrier affects the leveraging of ,existing federal programs. Several of the agencies
that are important participants in the area are members of the legislative branch and are not part of the
executive branch budget process. In addition, several of the organizations are primarily cQst~recovery
agencies that are essentially not part of the budget process. Thus, it may prove difficult to formulate,
balanced. long term programs and budgets that ade9uately coordinate across all of the affected
organizations.
Second. arguments over property rights have blocked significant private investment A mechanism must
be established to award limited duration'intcllectual propeny rights to the digitized material to reward
private sector participants who are willing to make the needed investments.
• Bumper Stickers
- (Digital) Libraries Without Walls
- The Mother of AU Libraries
- Your Digi"'l Library Card: Your Passport 10 History
,
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. BUILDING TIlE INFORMATION SKYWAY:
CONNECTING THE CLASSROOM
Summary: A rJUmber of companies such as Apple have proposed setting aside some of the
spectrum for unlicensed Usc. As opposed to "auctioning" the spectrum for specific uses and
for specific providenl, this "NlI Band" would be freely available to anyone. This allocation
would be uniquely suited to the needs of schools, libraries, and community networks, The
Administration could support this initiative by filing comments before the FCC and
identifying the portions of the spectrum that could used for these purposes.
Background: The FCC is currently considering how and whether to respond to a proposal
made by Apple and supported by other leading ·high tech companies such as Microsoft. The
"Nil Band" proposal would set aside 300 MHz of spectrum in the 5 GHz mnge. This
proposal has a number of benefits:
1.
Schools (or any other user, for that matter) would not have to pay connect charges.
2.
The cost of "wiring the school" could be avoided. The spectrum can beused·for'both·
local-area networks and long-;distance (up to 10 miles) links. This is particularly
important for remote, rural schools and for schools with asbestos problems.
3.
The marl:et for new, Iow-cost wireless devices would be stimulated,
4,
Communities can create flexible networks that connect community centers, school
districts and universities without the need for licenSing and coordination.
Timing: The Administratio~ could make an announcement that it supports rapid FCC action
on this in September. assuming that there are no inter-agency concerns. Companies could
,.
develop products that use this band of spectrum within 6-8 months of the establishment of
FCC rules for tbe spectrum.
Cons:
L
llJcrcJs some disagreement between oomputer oornpdnics and telecommunications
companks as to the exact technjcal rules that shoold gUide the use of this spectrum,
Computer companies are interested in data -- telecomm'unications companies would
like to see support for voice. The industry is currently working to develop a
compromise,
2,
Some companies may claim that this aHocation would be unfair to those companies
that have, paid billions of dollars for licensed spectrum. However, this aUocation will
not support "roaming" or highly reliablc mission-critical services, so it wjlt not be
j
dirCctly competitivc with those services.
_ _ _.::D.::,"::fO-tT.om Kalil 9/1/95
'
�THE WHITE HOUSE
WASHINGTON
September 19, 1995
MEMORANDUM FOR THE PRESIDENT ANI) THE VICE PRESIDENT
FROM:
SUBJECT,
Gene Sperling, NEC
Paul Dimond, NEC
Bill Curry
Greg Simon, OVP
Jim Kohlenberger, OVP
Jonathan Sallet, DOC.
Herrry Kelly, OSTP
Ed Fitzsimmons, OSTP
Mike Schmidt, DPC
Background on Broador Educational Technology Initiative
INTRODUCTION
Pursuan. to ),our request, the ~YP. NIl and NEC- DPC Education Working Groups, OSTP,
and WH Communications have been working together to develop a proposal for making
educational technology a defining issue for you and for the nation -- now. through the S~atc
of the Union Address, the 1996 Campaign and the Second Clinton-Gore Term. The proposed
campaign is premised on a major launch by you and the Vice-President on or about October
2. The build-up to this launch will occur over the next three weeks. Policy and
communication issues remain to be resolved, This background memo· is designed to assist
you in addressing key issues as they arise over the next three weeks.
GOAL
As depicted in the graphic on the next pagej the ultimate goal is to enable all chHdren to
Jearn the skills they need to thrive in (he knowledge-intensive. infonnation age that is
sweeping the global economy at the: dawn of a new century. The United States can do this if
emerging technologies can be focussed on driving four relatcd changes;
to makc modem computers an integral pan of every classroom
to connect these classrooms to the emerging National lnfonnation Infrastructure
to train teacherS and provide the on-going suppOrt they need to usc these new learning
tools ~o engage aU student in active learning by doing
to make available education software that is as engaging as the best video game and as
meaningful as learning with an expert tulor.
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...
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World Class Skills for All Kids
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BACKGROUND ON TECHNOLOGY AND LEARNING
The Challe!!l!!l
We are in the midst of an information and communications revolution that is changing the
nature of how we work, how we learn, and how we live. There has been much higher
investment in computers and rela1cd telecommunications equipment during this economic
recovery, The state of Ihe art in telecommunication, compufers} and software is advancing
rapidly and provides a host of new,opportunities for workers and firms to add new and higher'
value to the goods and services they produce. As businesses lean more heavily on emerging
telecommunication. electronic technology and software, American workers must increasingly
learn the ways of electronic communications just to carry out their day-to-day
responsibilities. Over the past ten yearS, the number of workers who directly use computers
at work has grown from 25% in 1984 to 47% in 1993, It is estimated th.t more than 60% of
.' .. new jobs in the year 2000 and beyond will require technology skill~ held today by aboo.' 20%
'of the workforce. Technological skills arc also tie~ to highe~ wages -- in 1993 workers who
used a computer at work were paid 23% more than those who didn't. Well-educated and
skilled workers are prospering in the new technology-driven economy, while those with skilts
that are out-of-date or out-of-synch with the new economic landscape are being left behind.
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A<; the new information technologies rapidly transform the way America operates, they are
also transforming what our children need to learn, Technological literacy will be as much a
pari of the 21st century as knowing how to use a telephone is today. This generation of
children and youth is uniquely positioned to so: they are more comfortable than many of their
parents and teacheIS in playing and working with VCRs. interactive electronic gamcs! and
computers, 42% of households in America now have video game software. and 36% have
home comp'..lters.
The problem is. when we walk through the doors of most schools today, we enter a time
warp, In a burgeoning informaHon age, where technological skills are crucial to personal
success and national prosperity, we are using industrial age tools to educate OUr sons and
daughters, In classrooms that should be information and communications hubs for learning.
the basic medium of instruction continu•• to be blackboards and chalk, textbooks, pencil and
paper. The only ubiquitous 20th century technologies in classrooms are tbe P.A system and'
the belt -- to keep classes moving in lock step. Uru:cll$cionably, telephones, television and .
VCRs, fax machines and the first several generations of computers simply passed by most
classrooms. Fewer than 20% of aU classrooms have phones. let alone modem
telecommunications equipment. . Less tban 3% have computers and connections that are even
capable of bringing the Internet and the other emerging resou.rces on the Information
Superhighways to students in the classroom. Our schools are technologically impoverished in
a technologicalty rich world, and this has serious economic consequences for the future of our
children and our nation,
Barriers to the Effective Use or Technology in the Classroom
There are four principal barrierS to the effective uSe of education teChnology in our nation's
classrooms:
.
Connecting Schools and Classrooms to the Information Highway. Most
classrooms lack two types of connections that are vital to theIr joining the information
revolution: First, they are not connected externally to the outside world, either by
cable wire, phone wire, wireless telecommunication or satellite. Second~ most
classrooms arc not connected to each other (and to homes) so that students and
teachers {and parents) can share information, communicate with each other, and learn
together in schools (and on their own time at home).
<-
Getting Up-to-Date Computers and otber Interactive Technologies into the
Classroom. The problem is not only in bringing computers bito the scbools, but
bringing relevant, up-ta-date computer and other interactiv~ technologies into the
classroom. Over the past decade, schools ~vt made ".a concerted effort to add '
.
computers for student use, and the number of students per computer has decreased
from 125:1 in 1983 12:1 in 1995. Unfortunately, 80% of all computers used for
instruction in the classroom aren't capable of running most new software being
designed today; and only one computer for every 48 students is capable of connecting
~
to
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�to the Internet. 'Additionally, schools lack many of the bask "hardware" items that
would allow them to access the information revolution that is sweeping the private
sector.
Teacher Training and Support. The vast majority of teachers in the classroom today
have had nO fonnai training in the use of technology as a teaching and learning tool.
As discussed above t most teachers don't even have the opportunity to come into
contact with education technologies at all during their daily work in the classroom.
Schools of Education continue to downplay the importance of technology in training
teachers, [f teachers do have access to technology at all, follow-up training and
technical support for teachers is almost non-existent, with only 6% of elementary and
3% of secondary schools providing a person for technical support of technology
equipment let alone assistance in inl.Cgrating learning technologies into the daily" '":" "'"
curriculum to help all students learn.
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Shortage of Meaningful Content. Most of the "educational" <:<Imputer software that
is currently being produced in this country does not get used in schools: there is a
limited supply of material; mos.t (cachers and classrooms aren't equipped to use the
available education software; and most education software applies only to a limited,
range of any curriculum. Too often teacherS sec this sort of narrow instructional
software as a distraction that is not central to their basic teaching goaJs. Furthermore,
the software that is developed for schools is too often "drill and kill" -- nothing more
than an electronic version of flash cards. Until educators and software developers do
a better job of communicating with one another. the education software market wHl
continue to lag behind other forms of software -- in 1993, for examptc t the retail
sales of the violent video game "Mortal Kombat" alone were about 50% of all
educational software sales to the home.
.
Reason for Hope: Three Converging Shifts in Paradigm.
The good news is three major shifts in paradigm are nOw converging that provide a new base
for launching a revolution in the productivity of learning in schools and homes:
Firs', a new consensus is emerging abou. the dyna~ics of learning: The primary work of
learning is done by the leamer, not the mstructor. An students learn at their own pace, often
in different ~tyles. Learning is more engaging for the student if it involves active interaction
and occurs in a meaningful context. rather than through passive listening in the abstract or
.;/ rote memodzation. 1ft this new perspective, the role of the teacner:;;hifts from a "talking
head" imparting knowledge onto the students to a learning "coach" or "tutor" working with
students who are actively exploring issues and ideas-in a con'textual setting. Research shows
that students taught by individual tutors do better than 98% of students taught in traditional
"mass production" setting of most schools and classrooms designed for the industrial age; and
studies of DoD education and training programs shows that it is possible to achieve such
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�gains through the student's use of interactive learning technologies with standard teacher-pupil
ratios,
..
learning Productivity
Hlgll"T.... learning 10 Effective
......_ ....
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........ "........._.......
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Second, digital tecbnologies are emerging -- in computers, simulation, data compression,
multi-media -- that offer new ways for learnerS and tbeir teacbers and peers to engage
actively in learner-centered environments. Such engaging experiences allow learners: to
experiment llnd to explore -- by using simulated equipment (telesco~ submarines,
airplanes, spaceships etc.) to walk freely through ancient cities, to explore the physical
environment or conduct experiments (around the world, in jungle settings, outer-space, etc.).
We can exploit this potential, however, only if we can bring the creators of these new
technologies together with the makers of essential learning content to transform games,
information and entertainment into engaging curricula and research opportunities for all ages)
interests and styles of learners.
Third, diverse means of transmission, tclecommunication and portability are being
developed tbat will enable students to,CODOCct with these learning tools -- and with other
learners, experts and tutorS -- in classrooms and at home. Long-distance and regional
telephone carriers, cable and wireless companies) even electric utilities will be able to connect
classrooms and homes to vast new libraries of easily'accessible infonnation, interactive
learning games and curriculum, and dialogues with experts and peers. Virtual learning
communities can thereby be created that will enable students of aU ages to usc these new
learning 100is at all hours of the day, weekends, throughout the year. Parents, as first
teachers) can be empowered to continue to work and play with their children in learning from
",'
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early childhood thro\tgh graduation from high school. The extent tif learning and the .
cffectivencs:l of teaching no longer need be a priso,!ler of the;. amount of time in the classroom
at school nor a captive of p~sivc watching in front of Tv at home.
These three paradigm shifts finally make it possible to develop what was virtually unthinkable
even ten yellfS ago: engaging and entertaining content and curriculum that will entice learners
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of all ages to playa new game -- learning to acquire world-class skills, including the ability
to solve unexpected problems~ to explore knowledge and information available throughout the
world, and to learn how to learn Ihroughout life. New, interactive learning curriculum,
educalion games I and personal res'carch and discovery opportunjtjes can unlock the fuU
potential of the three paradigm shifts. As. a result, we stand on the brink of a rcvolution in
schooling, teaching and learning:
schools can become the high-tech salling ships chartercd to enablc all students to
make the historic crossing to high skills needed to thrive in the 21st century
teachers (and parents) can become the navigators and guides to help all students make
a successful crossing
•
<
students will have greater opportuniiies -- and can take pc~nal responsibility - for
learning tbe skills they need to make<. successful crossing to the twenty-first century
information age and to blaze their own paths to a better future for thernse1ves and their·
families.
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Wond Cia•• Skills for All Kids
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Educational
Teohnoklgy for
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III, FRAMEWORK FOR PROGRESS
To reach our ultima.te goal -- "to equip all American children with the skills they need to
thrive in the knowledge intensive, information age that is sweeping the global economy at the
dawn of a new century"-- we believe that you and the Vice Presidenl can use the framework
provided by the four components to establish clear objectives and meaningful indicators of
progress for each.
The figure above offers an example of what the objc<...'tives and indicators might be: all
classrooms connected to the NH; J interactive computer for every 3 students; an teachers
trained to use the new ~earning tools in their teaching; all students using interactive ~eaming
lools as a regular part'of their work and play at school (and at hom;;). The "capstone" .
objective might then be 100.000 21st Century Schoqls (that i~tcgrate aU four components Into
the daily work and play of students), say by the year 2000 (or 2002). The ultimate goal
displayed in the dome migh(then be described as "World Class Skills," wilh which our
children and youth can, indeed, use to thrive in the decades ahead, Progress -- each year or
quarter -- can be depicted on each of the four components by filling in the "pillars" (as in a
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bar chart) and the "capstone" (as shown):
Each of the rdated objectives, indicators, and capstone can be defined differently, Consider
two example~;. In the newly emerging world of digital communication, multi-media and
software. the "computer" as we now know it may be converging with the lV, the video
game. cable, VCR's and other "set-top boxes," the tdephone, the copier and Ihe fax into a
range of related, competing and possibly interchangeable products or components, Calling
such emerging "instruments" a "computer" as we begin a multi-year campaign may run the
risk of the elites suggesting either tha{ we are tilting the playing field among the competitors
towards today's computer companies or that we haven't thought about the range of new
"instruments!! that arc already emerging.
Similady. tbe objective and indicator f!" content is also problematic. W. could highlight. fa".,."";",,,:
example, (1) sales or revenues for education software, (2) the development and availabiUty of:""".;.t~"1!{;
education software, or (3) the use by students'of new learning·tools. Education software ''','','' ".,'
revenues (from sale and use of various learning and research resources on the'NIl) as a % of
K-12 budgets may 'provide the easiest to measure, but surveys of actual usage of educational
software by students might be a more relevant guide.
Finally, the "capstone" objective could be labeled, defined and measured in a number of
ways. In evaluating alternative options, three criteria are vita1~ credibility based on the
available evidence. relevance to the overall goal, and clarity of meaning for the American
people.'
'
CONCLUSION.
You and the Vice-President have provided leadership in focussing the nation's attention on
the pmential. and importance of the NIl and education technology to the future of the country',
The time is now ripe to propose a major campaign to realize their full potential for the:
nation's children and youth. Only you and the Vice-President can provide the essential
leadership, You should know that Chainnan Walker is holding a hearing On October 12. at
which Speaker Gingrich is the lead witness, No administration officials have been asked to
.,
l The targel date 1s an open issue. Rand and McKinsey studies indicate that the four objectives can be
achieved in most schools in the 2005-2010 time ftan'le. Setting the target date as 2000 makes it less credible
Utal aJl (our objectives can be realized in all schools. Based on the extenl of the on-going canrp!lign. it might
. be more rcali'itic 10 set a lfI.rget date of 2002 or 2004. Choosing a dah~ later than {he Year 2000, however. may
raise confusion with the Balanced Budgel ISSUes or enabJe Ute Republicans to trump your leadership by setting
an earlier dale.
..
2 We also will need to detern;ine whether and'llO~ to define any intermediate target dates, e.g., within a
year (I} doubJe the number of schools or classrOOMS connected 10 the Internet. (2) double lhe number of modem
computers in the claSSroom, (3) double the number of leachers trained to lise computers connected 10 ihe
IJl1emel, and (4) double the number of studellts using education software ill their daily learning.
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tesdfy, althQugh the two private Scctor leaders who co-chair the NIl Advisory Committee
have been called to discuss how they believe the nation can realize the full potential here.
You and the Vice-PresIdent will seize the initiative on this issue through your actions and
announcements leading up to the launch of your technological literacy campaign On or about
October 2.
'
9
�E x E CUT I V E
OFFICE
o
F
THE
PRE SID E N T
15·Peb-1996 04,07pm
TO,
{See Below)
FROM,
Paul R. Dimond
National Economic Council
SUBJECT: Ed Tech - Possible Events
Team,
Plese put print this memo and put It before Laura (in her book) and Gene (in his
reading material.
"puts the future on your fingertips" -- great sound bite for the TLC event
today. Why didn't r think of that instead of learning levers three years ago?
Probably, just as well~ you all have made sure this beocme much more now than it
ever could have been then Thanks!.
Dimond
Distribution:
TO:
Laura O. Tyson
TO,
Ger..e B. Sperli::g
CC,
Thomas A. Kalil
CC:
CC;
Jason S. Goldberg
Paul A. Deegan
cc:
David J. Lane
�February IS, 1996
MEMORANDUM FOR
LAURA TYSON
GENE SPERLING
FROM:
PAUL DIMOND
MIKE SCHMIDT
SUBJECT:
EDUCATION TECHNOLOGY INITIATIVE
EVENTS AND ANNOUNCEMENTS
CC:
TOM KALIL
JASON GOLDBERG
A. Events/Announcements That H@ve Already Taken Place
•
September 21: Announcement of NetDay % In California. On September 21,
the President and the Vice President met with. group of high.tech California CEOs
who supported the four pillars for educational technology and pledg~d to connect
20%, of California IS K~12 schools to the infonnation superhighway by the end of
this school year, The bulk of the work will take place on "NetDay 96" on March 9
(desoribed belOW),
•
Odober 8:
Letter to America's Parents. On October 8, a letter appeared in USA
Today from the President and the Vice President to America's parents on potential
of education technology to help all children make a successful crossing to the 21st
Century,
•
Oct.ber 10: Working breakfa,t with key CEOs, On October 10, the President
and the Vice President met with 14 key infonnation-industry CEOs, Keith Geiger
(NEA) and AI Shanker (AFT), At this meeting, they consulted with this group to
gain their input on the importance of educational technology and obtained their
strong commitment to work with the Administration on this initiative.
•
Oetober to: Announcement of .he First Round Technology Learning Challenge
Winners and the Creation of the U.S. Tech Corps and the American
Tecbnology Honor Society. The President and Vice President announced the 19
winners of the Technology Learning Challenge grant competition (community*oased
con:sortia of schools. businesses, software developers. community organizations. and
telecommunication companies who will create interactive curriculumlcontent for
teachers and students) and the creation
the Technology Corps (a non-profit
organization that places private sector volunteers with technological expertise in
schools to assist in the integration of technology into the classroom) and the
American Technology Honor Society ( a school-based organization through which
of
�,,
students with technological expertise can help expand their school's use of
technology, and which Vim recognize and reward students wllo use their
technological expertise to serve their schools),
•
December 7: Outrea<:h Session with Private Sector and Education
Representatives, On December 7, staff from the NEC, DPC, OMB, OSTP, OVP,
and the Departments of Commerce and Education mel with over 100 representatives
from the private sector and the educational community to consult with them on the
four goals and the overall educational technology initiative, These groups are
excited about this initiative and are willing to offer their active support
"
February 8: The President Signs tbe Telecommunications Act of 1996. The
President and Vice President have made connecting every classroom In America to
the Information Superhighway by the year 2000 a national goal. To deliver on that
goal, the President recently signed into law the Telecommunications Act of 1996
which ensures that schools. libraries, hospitals and clinics have access to advanced
telecommunications services, and calls for them to be connected to the information
superhighway by the year 2000. It will help connect every school child in every
classroom in America to the infonnation superhighway .- opening up worlds of
knowledge and opportunities in rural and low-income arcas.
•
National Information Infrastructur. Advisory Council (NlIAC),
The
36-member NIIAC, co-chaired by Delano Lewis, President and CEO of National
Public Radio, and Ed McCracken, CEO of Silicon Graphics and made up of
distinguished pri...'ate and public sector leaders~ presented their conclusions to the
President and Vice President on February 13. 1996. In their "Kickstart Initiative",
they issued a can to action to community leaders at all levels to "connect schools.
libraries, and community centers 10 the Superhighway" by the year 2000, Their
report provides case studies of schools that are benefiting from the introduction of
technoiogy ~ and also provides a handbook for local community leaders. Although
the work of 'he NIIAC is finished. its members are committed to reaching the goal
of {:onnecting all schools to the infonnation superhighway by the year 2000, and arc
funding follow-on work by the n{ln~profit Benton Foundation.
•
February 13, 1996: Union City Visit and Announcement of Teehnology
Literacy Challenge. In Union City NJ, the President and Vice President announced
their proposal for a $2 billion, 5-year Technology Literacy Challenge. which would
challenge states and local communities to put together their own plan to meet the
President's four pillars.
B. Future Events/Announcements Based on Four ]'iUars, [Please note that a decision
also needs to be made on two sure-fire network news pictures/stories: POTUSNPOTUS
launching CyberEd, the TLC 18-whcelcr: and POTUS demonstrating in the Oval Office
how he is now on-line v.ith his intera.,;tive .,;omputer connected to the information
superhighway,l
�1. Teacher Development; With leaders of the nation's teachers, education. nnd
parents' associations, the President will be able to afUlounce a series of actions
aimed at ensuring toat all teachers, new and existing, are given the opportunity to
get lhe development they need to use technology in the classroom by the dawn of
the next century. Possible actions include:
•
A new voluntary initiative, "21st Century Teachers" sponsored by the
NEA. AFT, PTA, ISTE, School Boards, Chief State School Officers mld
Secondary School Principals that would create a corps of teachers who use
technology and support the President's Educational Technology Initiative, and
empower them to train their colleagues, [This same announcement could also
include a component for future teachers. including (I) chapters of 21st
Century Teachers-at colleges for students who may interested in using
technology in schools; (2) implementation of a set of accreditation standards
for the natton's'colleges of education that will assure that prospective
teachers learn to use technology and integrate it into the daily curriculum
before they enter the classroom; and (3) implementation of licensing
standards by State Boards for that assure that new teachers can integrate
information tedmology into the daily curriculum before they are licensed to
teach.]
•
The President could also announceJhighlight the AT&T "Teachers and
Tecbnology Summit" which win take place sometime in Mayor Jooc in
conjunction with the Department of Education. [Secretary Riley will be the
keynoter, unless the President of Vice President wishes to made an address,l
Keith Geiger (NEA) and Doug Ross have proposed that we hold an event in Michigan to
make these announcements. Whenever we ·are ready to make such an announcement, they
will have the Michigan Education Association and other key stakehojder groups in
Michigan ready to commit publicly that they will implement the 21st Century Teuchers in
local communities all across the State, They can arrange a rally with however many
thousands of teachers, student and parents are wanted, in addition to a visit with teachers
and students in classroom where information technology has,transformed how teachers ,
teach and students learn.
2. Conn«tions: We also have several announcements/activities on the connections
pillar:
..
At the Empowerment Conference on February 22. the Vice President (or the
President) will announce a plan to conned all K-12 schools in th~ nation's
Empowerment Zones, This event wit! focus on equity, emphasizing how
every student can go as far and as fast as his or her imagination (and
improved learning) will take them on the information superhighway -- so
long we make sure that there aren't infonnation "have nots," This provides
an excellent opportunity to follow-up on the announcement of the
Technology Literacy Challenge.
�•
On March 9, 1996, the President and the Vice President will participate in
California's Net Day 96. This initiative, which has already received a
considerable amount of state and national media attention, will Connect 20010
of California's K·12 schools to the infonnation superhighway and challenge
America to connect all classrooms by the year 2000, [We also need to
dete~mine whether TechCorp, or others, are prepared to announce additional
~etDays for other places. in view of the Universal Service provisions of the
Telecom Bm. we should also investigate the extent to which major
tdecommunication companies may be pressing PUC's and the FCC to
implement these provisions and to participate fully in the TLC,]
3. Content: On the content pillar, there are a number of activities and
announcements that we can package together in a number of ways,
•
Many of these announcements could be linked by a White House Software
Rxpo/Conferente later tn the spring that does two things: (a) brings together
software deveiopers, internet suppliers, and new information computers and
terminals from all across the country to endorse the President's Educationru
Technology Initiative (including the Innovation Challenge component of
TLC) and considers ways to actively support it; (b) provides an eye-popping
display of state-of·the·art technologies that are being used for learning,
•
PBS Supports the Educational Technology Initiative: The nalion's public
broadcasting stations are ready to release a new charter in which they pledge
to continue to provide essential educational resources for aU citizens using
21st century technology. The message will be: "We will be the resource that
all citizens. including students. parent~ and teachers routinely seek out
whether they are seated before a television or a computer screen, in a
classroom, a library, n community center, at work or at home." PBS stations
have a long tradition of serving community educational needs. Many are
operated by state universities and coHeges, Their products are widely used
and trusted in the nation's schools, A statement has been adopted by most
public stations [che<;king status of approval]. They arc ready to release their
statement at any time.
•
Education Software Olympics: The White House could announce its
sponsorship of a back~to~school olympics at the beginning of the 1996/97
school year designed to highlight the power. excitement. and fun of
statc~of~the-art software. h would consist of a series of events, each
sponsored by a different universitylbusiness team. Each event would require
a different set of skills (mathematics, science. music, history) and each would
highlight a. different approach to learning, The software and communication
systems used in the contests would provide an early look at the kinds of
software universitylbusiness teruns are developing for nationwide application
in schools, Kids in different grade levels would participate in the contests ~~
many working at their own schools with observers watching their progress
�•
over the net. Universities and a number of key software developers would
team with Colleges and Universities to develop the contest tools.
Conversations with a number of companies and universities are underway,
•
Announce a New Policy Allowing Cost~Shared Partnerships Between the
Federal Government and the Private Sector to Digitize and Distribute
Federal Cultural Collections. The Smithsonian, National Archives., and
Park Service hold priceless collections in American culturat history, natural
science, and other areas, Only about 1% of the collections are on view and
these only to Washington visitors, Easy access to text images, recordings,
videos, 3-D representations, and simulations would be an enormously .
resource that could be used directly by students or as raw materials for
instructional packages, The cost of making these materials available over the
net far exceeds the federal resources available. The new policy would launch
a partnership with the private sector to provide funding for these purposes.
The poHcy would consider such things as giving donors exclusive rights to
the digital collections, and the logo of the institutions, for a fixed period (e.g.
1·2 years].
Other nnouncements/Events
A
There are two additional announcementsievents that
invOlve\~hun one pillar:
Governors~Gcrstner
•
Education Reform: On March"-t9, the President will speak at
the Governors Education Goals And Technology Conferenoo sponsored by Lou
Gerstner of IB?>.t At this conference, the President can reiterate the four pillars.
highlight outstanding state efforts in this area, ask for the support of Governors and
business in getting the P.U.e.s to cooperate in implementing the Universal Service
provisions of the Telecom Bill and. possibly, even announce new NetDay initiatives..
We will also be \vorking dosing with Marcia Hale and business leaders to assess the
extent to which Governors may be willing to respond affirmatively to the
Technology Literacy Challenge proposaL The Department of Education'5 National
Educational Technology Plan will also be ready to be released at this time.
•
DOD Schools: The President has asked Secretary of Defense Perry to ensure that
all DoD schools achieve the national education technology goals. High quaHty
personnel are the foundation of our warfighting capability and DoD recognizes that
such people will insist that their children be provided with the best possible
eductltion, DoD is prepared to tell the President how they plan to fuJfill this
commitment by ensuring that DoD schools are exemplary users of education
technology, DoD is committed to working in partnership with the nation's public
school systems and businesses to understand how best to meet the four pillars. DoD
expects to make a major contribution by purchasing high-quality educational
software. DoD can bring some unique expertise because of a long history of
purchasing software fQr military training that demonstrably increases learning
�performance while reducing costs. (This anno:uncement could be included in the
Software Expo; DoD has some of the most eye-popping interactive education
programs available.1
�,"
•
EDUCATION TECHNOLOGY ROUNDTABLE DISCl:SSION
OF THE PRESIDENT AND VICE PRESIDENT
February 15. 1996
With Participants From
the Christopher Columbus Junior High School
and the Bergen Academy of Science and Technology -
Live and Via Two-Wav Interactive Television
,
BRIEFING MATERIALS AND SCRIPT
�.,
ROUNDTABLE DISCUSSION OF THE PRESIDENT AND VICE PRESIDENT
With Participants From the Christopher Columbus Junior High School
and the Bergen Academy of Science and Technology Live and Via Two-Way [nteractive Television
February 15. 1996
Materials
Tab!
OVERVIEW (Event memo with sequence of events)
Tab 2
SCRlPT (Including bios of roundtable panicip.nls)
Tab 3
THE CHRlSTOPHER COLUMBUS JUNIOR HIGH SCHOOL SUCCESS STORY
(I page summary)
Tab 4
TECHNOLOGY LITERACY CHALLENGE (Summary of Policy Announcement)
Tab 5
CLINTON EDUCATION TECHNOLOGY ACCOMPLISHMENTS
Tab 6
STATISTICS ON HOW EDUCATION TECHNOLOGY IMPACT STUDENT
PERfORMANCE
�PRESS POOL
Union City
Mayor Bruce.
Walter
•
•
Senator
Lautenberg •
Luciano
Calles
(Parent,
•
Christopher
Columbus)
Ela Meseguer
(Teacher -- •
Christopher
Columbus)
STUDENTS
Congressman
Menendez
Bob Fazio,
Prinicipal,
Christopher
Columbus
•
i
'
•
•
Erika Leon
(Student -
Christopher
Columbus)
VPOTUS
• •
POTUS
George
• Gonzalez
(Teacher Bergen
. Academy)
•
Andrew Nemr STUDENTS
(Student -Bergen
Academy)
menca S ec no ogy
Literacy Challenge
(Banner)
Jim Cullen
(Vice
Chairman,
Bell Atlantic)
�THE WHITE HOUSE
WASHINGTON
February 14. 1996
ROUNDTABLE DISCUSSION
OF THE PRESIDENT AND VICE PRESIDENT
\\11TH PARTICIPANTS FROM THE CHRISTOPHER COLUMBUS JUNIOR HIGH SCHOOL
(UNION CITY. NJ) AND THE BERGEN ACADEMY OF SCIENCE AND TECHNOLOGY
(HACKENSACK. !'II) LIVE AND VIA lNTERACTIVE TELEVISION
Dale:
Time:
Location:
From:
Febmary 15. I 996
10:30 a.m.
EI. Me,enguer s Classroom
Gene Sperling
Jason Goldberg
I. PURPOSE
Following up on your Stale of the Union Address. this roundtable will highlight challenge that every
classroom in America must be connected to the infonnallon superhighway, with computers and good
software. and well-trained teachers.
You wi/{ annoynce America'5 Techn%n LiterafJ!. Challenge at thjs eyent -- your $2 billion proposal
that will serve as a catalyst for States and local communities to leverage the kinds of resources.
including with private sector partners. they need to ensure that our schools provide aU of our children
with the basic technology skills needed to thrive in the next cenrury.
The roundtable at the Christopher Columbus School will include a two-way video link to the Bergen
Academy of Science and Tectmoiogy. Secretary Riley and several students from the Bergen Academy
\vlU participate in the discussion from a classroom at the Bergen Academy.
II. BACKGROUND
A. SITE SELECTION .. THE !"'NION CITY STORY AND TIlE BERGEN COUNTY
CONNECTION.
Union City was chosen to host the announcement of your Technology Literacy Challenge
because the Christopher Columbus school serves as a model example of the incredible impact
technology can have on students: learning, classrooms. families. and cotrununities. 5 years
ago. the Christopher Columbus school had the lowest test SCOres in the area and was on the
was on the verge of being taken over by the state. An innovative technology pannenrup
sponsored by Bell Atlantic put computers in the classrooms and the homes of seventh and
with grade students; trained teachers; provided exciting learning software; and cormected the
studen~ teachers. and parents IOgether through a network e·mail COMect1on, 'The results
have been truly remarkable: test scores are now more than 10 points above the statewide
average across the board~ and the school now holds the district's best attendance record.
[More detailed background attached .. Tab #2J
�The Brn,.'en Academv o(Science and TechnoiQO!, is' Bergen County's magnet school.
dedica.ted 10 providing students with project-based. imer~disciplinary curricula within :3
non-traditional atmosphere. From the outside. lhis pristine suburban magnet school appears to
be 'he complete opposite of the Christopher Columbus SchooL BUL on the inside. these two
schools are quite simllar in their hands~Dn technology education. Like. the Christophet
Colwnbus school. the Bergen Academy places computers in the homes and classrooms of
. every ';rudent. linked through an internet e-mail connection.
•
Unlike the Christopher Columbus school. most of the Bergen Academy's funding comes
from the public sector - 'With about 50% coming from county and mwticipal grants and
projects, 300A, from state grantS. and 20% from various private Sector contributions.
•
Of special note, Silicon Graphics. whose chairman Ed :McCracken you met with on
Tuesday .t the White House. has named the Bergen School a member of its "Varsity
Program" team - the only high school in the East Coast to be chosen for this college
program in which Silicon Graphics provides extremely powerful graphics computers for
.
students to explore )·D imaging,'
Internellve Video. The roundtable is being connected by an lTV video hookup, cormecting
the Ber~en Academy and the Christopher Columbus School by two-way television video,
This system connects classrooms in 65 schools throughout Hudson. Bergen. and Morris
counties. where students will be watching your roundtable.
B. A NEW TECHNOLOGY LITERACY CHALLENGE FUND: The $2 billion. five year.
Technology Literacy Challenge will catalyze and leverage State and local effons •• including
work with the private sector -". so that our schools provide all our children with a greater
opportunity to learn the skills they need to thrive in the next century, [Details aJtached ••
Tab #4]
III. PARTICIPANTS
With Vou At Christopher Columbus SellOol
L
The Vice President
2. Jim Cullen. Vice Chainnan of Bell Atlantic
3. Senator Lautenberg
4. Congressman Menendez
5. Mayor Bruce Walter
6: Bob Fazio. Principal. Christopher Columbus School
7. Erik. Leon. Christopher Columbus School Student
8. Damel Carbajal. Christopher Columbus School Student
9. Cathy Wu. Bergen Academy Student
10. Andrew Nemr. Bergen Academy Student 2
I L George Gonzales. Teacher. Bergen Academy
13, Ela Mesenguer. Teacher. Columbus School
14, Anna Calles. Parent. Columbus School
�At Bergen Academ\' [Connected to You Via Interactive Television}
1,
Education Secretary Riley
2.
Carol Usa. Principal. Bergen Academy
3,
Anne Lutie, Teacher, Bergen Academy
4.
Louis Clements. Bergen Academy Parent
5-12,
Bergen Academy Students at computers
IV.
PRESS
Pool Press
�V. SEQUENCE OF EVENTS [Detailed Script attached .. Tab #2)
•
Bob Fazio, principal of the Christopher Columbus Junior High Scbool, makes welcoming
remarks.
..
Carol Lisa, principal of the Bergen Academy of Science and Technology, makes welcoming
remarks.
•
THE PRESIDENT make, remarks and announces new Technology Literacy Challenge.
•
THE VICE PRESIDENT makes remarks
•
THE PRESIDENT .alls on Ela Messguer, teacher. Columbus school. to teU why
technology is so important to her teaching and how it has made a difference,
•
Ela Mcscguer, teacher. Columbus school, expJains why technology is so important at
Christopher Columbus school.
•
Messguer asks Erika Leon. student. Chrisl<)pher Columbus School. to tell why
technology is SO important to her education and Daniel Carbajal, student, Christopher
Columbus School. I<) demonstrate how he uses the technology.
•
THE VICE PRESIDENT calls on George Gonzales. teaeber. Bergen Academy. to teU why
technology is so important to his teaching and how it has made a difference.
•
George Gonzalez, principal. Bergen Academy. tells why technology is so important at
Bergen Academy.
• Asks Andrew Nemr. Bergen Academy students to talk briefly about how they use
technology.
.
• Calls on Anne Lucie, Teacher, Bergen Academy, via interactive television.
•
Anne Lucie, Teacher. Bergen Academy, via interactive television. gives a vinual tour of the
Bergen 3-D CAD computer lab and demonstrates the kind of work her 5lUdents are doing.
•
At Thi5 Point, The President And Vice~President Will.CaJIOn RQundtable Participants to
Speak On The Following subjects:
•
•
Parental Involvement! Family Perspective
• Luciano Calles. Parent. Christopher Columbus School
• Louis Clements, Parent, Bergen Academy [via interactive video1
Private Sector Role
Jim Cullen. Vice Chairman of Bell Atlantic
~
•
Ooverrunent Role/Importance of President's .New Initiative
•
•
•
•
,
·
ongressman
eneodez:::..
_________
Senator Laulenberg _
Secretary Riley {via interactive video j Mayor Bruce Walter
ma omments
porus Final Comments
\
!
�VI.
REMARKS
Opening Remarks Prepared by Terry Edmonds.
�ROUNDTABLE SCRIPT
Roundtable DiscussioD of the President and Vic. PresideDt
With Participants From the ChristOpher Columbus Junior High School
and the Sergen Academy of Selene. and Technology
Live and Via Two-Way Interactive Television
February 15, 1996
I.
BOB FAZIO. PRINCIPAL OF THE CHRISTOPHER COLUMBUS JUNIOR HIGH
SCHOOL MAKES WELCOMING REMARKS.
Three years ago Mr. Robert Fazio beeame the principal of Christopher Columbus, a highly
inn,)vative middle school, For the past 19 years, he has been involved within many aspectS of
Union City's educational system. The vision set forth by Mr. Robert Fazio has become a
realilY' Columbus School has provided its students with the greatest opportunities to leam.
devcl,;,p and apply high level skills in ail academic areas with particular focus upon
technology.
•
Welcomes the President, Vice President.
Senator~
and Congressman.
Brief sununary of the important role technology and the public·private partnership
has had at Christopher Columbus (brief history of the Christopher Columbus
•
School).
-
II.
Asks Carol Lisa, Principal of Bergen Academy to introduce people on her side.
CAROL LISA, PRINCIPAL OF TIlE BERGEN ACADEMY OF SCIENCE AND
TECIINOLOGY MAKES WELCO:l-IING REMARKS.
r--------------~----------------------~
i
I
Carol Lisa is the new Principal of the Bergen Academy - she has held this position since
December. 1995. Before holding this pOSition, she was the Dean of Students at the Academy
- responsible for wofting with corporate sponsors and parental involvement
•
Welcomes the President. Vice President, Senator. and Congressman. and introduce
Secretary Riley.
•
Brief summary of the important role technology and the public-private partnership
has had at Bergen Academy.
•
Asks the President to make opening remarks.
�III.
THE PRESIDENT MAKES REMARKS AND ANNOUNCES illS NEW
TECHNOLOGY LITERACY CHALLENGE FCND.
IV.
THE VICE PRESIDENT MAKES REMARKS
V.
THE I'RESIDENT CALLS ON ELA MESSGUER, TEACHER, COLCMBUS
SCHOOL, TO TELL WHY TECHNOLOGY IS SO IMPORTA:-;T TO IlISIHER
TEACHING AND HOW IT HAS MADE A DIFFERENCE AT TO THE
TEACHERS, STUDENTS, AND COMMUNITY.
VI.
ELA MESEGUER, TEACHER, COLUMBUS SCHOOL
Mrs. Mcseguer has been an educator in Union City for [8 years. Born in Cuba. she
emigrated with ber family to the U.S. at age 12 years. Mrs, Meseguer is the Media
Teaci1erlSpedalist at Columbus School. Through her developed and applied
knowledge of computers, she opens the door of technological advances to all students.
teachers, staff and parents on' a daily basis. Her creative ways of teaching and her
motivatiol1 for ongoing learning have made her a great asset for the Columbus SchooL
•
Explains why technology Is so Important at ChrIstopher Columbus school.
•
Asks Erika Leon (fernale), student, Christopher Columbus School, to tell why
technology Is so important to hislher education and Daniel Carbajal (male), student,
Christopher Columbus School, to demonstrate how they use the technology.
Erika Leon is the President of the Student ,Council and needless to say a
very active part of the student body. She is a 13 year old 8th grader who
has lived and studied in Union City her entire life, Erika plays on the
girl's basketball team and was quoted as saying, "f love alt sports, cruising
through the Intemet and McDonalds!!~"
Daniel Carvajal is a proud Columbus School Student. He is a 13 year old
8th grader who has resided in Union City all of his life. His parents and
grandparents emigrated from Cuba in 1971. Danny is an all-around
student. He does weI! academically and is alw~ys involved in school
events. He loves to organize activities and is usually in charge of
collecting and counting money!!
�VII.
THE VICE PRESIDENT CALLS ON GEORGE GONZALES. TEACHER.
BERGEN ACADEMY. TO TELL WHY TECHNOLOGY IS SO IMPORTANT TO
HIS TEACHING A!'I'D HOW IT HAS MADE A DIFFERENCE AT TO THE
TEACHERS. STUDENTS, AND COMMUNITY. AT THE CHRISTOPHER
COLUMBUS SCHOOL.
Mr. Gonzalez has been a technofogy teacher in the Bergen County Technical school
district since 1931. He helped create the technological environment of the school district
and served as a member of the team involved in the creation of the Academy, Among his
many contributions. Mr, Gonzalez developed a partnership with corporations which supply
technology, and he developed continuing education programs in the field of technology
for the profes:iionai community of Northem New Jersey. Mr. Gonzalez has been awarded
"Teacher of tile Year" by Bergen County Technical school district (l985). Business Week
magazine (1992). and Technology and L<anllng magazine (1994).
VIII. GEORGE GONZALEZ. TEACHER. BERGEN ACADEMY
•
Tells why technology is so important at Bergen Academy.
•
Asks Cathy Wu. and Andrew Nemr, Bergen Academy stUdents to talk briefly about
bow they use technology.
Cathy Wu has been involved in numerous activities while a student at the
Academy. including a member of the Mock Trial ar.d Debate teams. She: is
co--editor-in..chief of the school newspaper.Ihe Chronicle, She was selected to
be a member of the panel. for the Coalition of Essential School's Fall Forum last
year. She has presented for the Committee for Economic Development. dealing
with the tOpic of how technology should be used in schools.
Andrew Nemr [s currently a member of a team involved in the Smithsonian
projeet. conducted in the Biovisuaiization laboratory, in collaboration with the
Smithsonian fnstitute. Another project in progress involves exploring the use of
Silicon Graphics machines in animation, His goal is study at the School of
Visual Arts in ~ew York City and prepare for a career in graphic art or design.
He has been ~ommissioned by it private company, Curvet USA. to develop
'0
designs for a line of glass tables.
�George GonzaJez Cal!s on ,>\.nne Lucie. Teacher. Bergen Academy, via interactive
television. to teU a linle more about technology at Bergen.
IX.
ANNE LUCIE GIVES A \1RTUAL TOUR OF THE BERGEN 3·D CAD
COMPUTER LAB AND DEillONSTRATES THE KIND OF WORK HER
STUDENTS ARE DOING.
Ms. Lucey has been affiliated with the Academy for six }"ears. initially working in the
continuing education department. For the past foor years, she has combined this
position with the positi<)Q of Specialist in the area of information technology, She has
been a strong partkipant in the design and'implementation of the school's LAN/WAN
connection.
At This Point. Th, P"sid,,,t Aad Vice fresidenr
Will Call On NillJnd/able. PgnicipglllS to Speqk Qp The
X.
E!!/Iowin~
Subiccts:
PARENTAL INVOLVEMENTI FAMILY PERSPECTIVE
•
Luciano Calles. Parent. Christopher Columbus School
Mr: Calles was born in EI Salvador and arrived in [he U.S. in 1980, He is the
parent of twt) schoolwiged children in the Union City School system, Employed
as a machine-operator. he feels that the United States has opened its doors to his
family. He says he is very grateful and honored to be part of this great country.
•
Louis Clements. Parent Bergen Academy (via interactive video]
Mr. Ciements is the President of the Bergen Parent Panne~hip Organization: he
has served on its Executive Board since 1992 when hls son. Gienn. entered the
Academy as a freshman, He and his wife L.ynne are active participants in aH
Academy functions alld together they have served on numerous committees over
the years, They nave two children - Glenn. a senior at the Academy and Ryan.
a sopbomore at Bucknell University.
or
�XI.
PRIVATE SECTOR ROLE
•
Jim CuUen. V ice Ch.innan of BeU Atlantlc
James G. Cullen was elected vice chairman of the Ben Atlantic Corporation in January
1995. Prior to that. he was president of BeH Atlantic. a position he had held since
Febmary 1993, Mr. Cullen was Bell Allnntic·New Jersey President when the planning
for the Union City. Project Explore began. He R~eived a BS in economics from
Rutgt~fS University in 1964 and a Masters in Management Science from the
Massachusetts Institute of Tedmology as an Alfred P. Sloan Fellow in 1982.
XII.
GOVERNMENT ROLEIlMPORTANCE OF PRESIDENT'S NEW INITIATIVE
•
Congressman Menendez
•
Senator Lautenberg
•
Secretary Riley [via interactive video]
•
vporus Final Comments
·
porus Final Comments
�Turning an Inner-Cltv Sehool Around
L:nion \::1\:..\ew !erse:y.ls a .:ommurury Qi ethnic ,ma culturai diversity wnh a
?reaommanriy immIgrant Latino popuiation. With nearly 42.1JOO restdents per
Gary Ra:nella
SuCtMsar
~qu!l.re
fT'uit!. it 15 tM moSt dens~iy populated cit;>' in rhe country. The Boani Of
E;ducanon sel"\'fl8.361 sruaems In t 1 schools (8 elementary, 1 middle. and ;;:
ChnSloDoer COluO'\!)us 5C!lCOI
1500 New 'tone Ave.
hi~n 'Si:i'loOi$L
Uman City. NJ 01081
Uit.e trumv urban school distnrn. t.:nion Citv has iaced many educanonal
T,I:
20'·171-2083
Fax: 10'-271·2087
e-ma11; I1rame1!i_acucooeGeat::~Q
-
chal!en~e5.
--
In t98li. it was idmnfied as one of New jmr~"s 3Q speoal*needs
distncts ror education. Student aroPOUl and transier fates Wfl'I! nigh. and
stanciarciized test Kores we", ~U below State aVeRSes. When the State Invesn·
pted L' niQn City $Chool.s.lhl! dUma l"ta'!lvai failing grades in 40 out of the 52
areas studied. Union Cty WQ gt\'U.5 yll'aJ'S to improve its schools or have them
taken (\\'er by tile State.
COlun C.v re!oponded b~' mllnn~ it cumcuium that supportS the deveiopment 01
d:uni>.ml:, re-itsonlf'!'{. ana collaboration skjlls. L'nder this plan, studentS learn by
Jom~, ,ina a~ e.'o:;~ed to dtn'\a-!\$trate' proticienaes by wnnng resftf(h paprl'$
,uui com'l"letm~ projects. Simuhan~usiy. the school board made lllgnifieant
chaf\R:el> In the physical tl\\·U'Ot'I~nts of its schools.. A botId initiative pU$ed by
Union Cit~ restdents hefped lhe dilmct Tl!iurbish aU ot the $C.hools and l'fW\y
indh;du.al duuooms...nd funds hom New Jemy's Quant\' EducabQn Act
pn:nided Ihe capital needed to install 77'S cctnputer$ In the! distTict-.!Stabllshing
an Il»to-l rano of stud~rs 10 computers.
This prngnlm WIui ere.uN thnJ'Ug" a p.trmershtp of the Bell Atlantic Carperanon,
the Ct\iQI't City Board of Educanon, and the £duatlon Dewropment Center'S
Cent.:t tcrOuldren AM Ttdmoiogy. The 2.·~ear mal began In September 1993.
Corn~mtrrS Wt!:n!! supplil.'d .11 the school ana It'l Ihe homes Of' aU of Ch:mtopher
Cl.llumt'tl)o 1JS sevt'nth·~rIlQe sluaents and theIr tea-che:rs. 7eachers W~ trained
,'1\ un' <Ir the computer';t'J{~m5ana thc\" mnnt'd the parents. The lechnQlo~'
..nA!llell p.\mClFJInts to commuruca(~ berw~n sct\OQt and home, "nd use a set Of
b",I': 1'i(HtWI\n!! rool, tu ca~ OUI a Wide range Ot cumculum achvln~, Later, very
hi'!eh·t>lt rate digita15uO!mbu bnltS and audtol ,'tdeo ~r technology ~
Inte>ttllteci infO the. networK. ramopants gradually became accustomed to unng
coroputen by being intn:xiuerd only 10 c--mail in the nrst ~"r. Cunni fhe seolnd
:rear. ;;Jditiunal muJrim«l:ia tnOUrt'tS were tntegrattd into the:s<:i\ool and its
Internet Access: I1rtD'./1V!WW,C~~.
btlH·au,eomJoo(l!istnet!W:O.r.~1
-I have iteR Ihe iuture oj edUCilllln
ana It'! in Union City, NJ,~ -:,.'IQ'.1'
RobVt$. DoEJi
'1 ftnd 1nat my stuc1ems want tq 'Nrru!
more. and they ire fWtmq mere
because mey ar~ u$l1IQ the cof.'ltluter
Mld If' lief'( _nl. They iQ
cOm!$oomSlnq Wilt!: eacn CUll'J, .orA;
Irtev are torreSoondlnq Wltn re~
tltrtiugll e·m,JlL"-llUltilt
ClitrslOOtllf CohJmlllJ$ !cI!{lOf. t.:t:(QI'!
City. Ntw AlSey
cumrulurn.
Rc<enl test s('om And other caLl demonstrate lust how sua:::eufW the prognm
has peen. Student lest s«>m iorChristOpher Columbus School on N~ jersey So
EAlrly \,'.\m1ng Te!t'n readirls:. m.uh. and. wntmg are now mote than 10 points
.\OOxe the stAtewide ave'ra~cmu Ihe board. Abw!n~tsm by studtnt$ and
teacnt.'f'S IS \'~ low, and the dropout rate IS now almost nonexistent uransiel'$
inro th~ $ehool are hIgh. and transfers out are very lowl. Panmll> who eQuid not
~pea~ Enlt1ish iuse 2 years aso are now actl\'eiy lm'oh'£'d with thcir chitdrt'n' $ \,Ise
oi Ih~ ,;ompuur1 lilt homi!' and frtquendv Send mnMges ro leachers and the
smooi ~rn'Clpal.
~As Ollt\D$eO
to nunmj ~oans .bout
usu)nmtnts.l.iey are txtn!O aDDut
'Where ara W4 QomQ to find II.' and '1'1
it.. nat nere itt'S try cown at tn!
mecm cern!t' Thm s a UIl5e ot
al\tK:loauon tOM now (0 go .leolJt
tesllrctuno.~ -4 fut:lttf. CllmtCOMf
~ ScMtJt.
umon Cltt Nt'll Jtm'i
�AMERICA'S TECHNOLOGY LITERACY CHALLENGE
February 15. 1996
TAB d:h4
r·--------------------------------------~
"In our schoolj, every classroom in America must be connecfed to
the information superhighway with computers and good software and
well-trained leacners" ..l ask Congress to support this education
technology initiative so that we can make sure this national
partnership succeeds."
President Clinton. State of the Union. January 23. 19%
NATIONAL MISSION TO MAKE EVERY YOUNG PERSON TECHNOLOGICALLY
LITERATE: The President has launched a national mission to make all children technologically
literate by the dawn of the 21st century, equipped with communication, math. science. and critical
thinking .lOlls essential to prepare ,hem for the lnfonnation Age. He challenges the private sector.
schools. teachcts. parentS. studentS. community groups. state and local governments. and the federal
government. 10 meet this goal by building four pillars that will:
I.
2.
3.
4.
Provide all teachers the lraining and support they need to help students learn through
computers and the information superhighway;
Develop effective and engaging software and on-lin. leandng resources as an integral
pan of tbe school curriculum;
Provide access to modern computers for all teachers and students;
Connect every school and classroom in America to the information superhighway.
A NEW TECHNOLOGY LITERACY CHALLENGE FUND: President Clinton today proposed
the creation of a $2 billion. five year. Technology Literacy Challenge to cataiyze and leverage state.
local. and private sector efforu so that our schools provide all our children with a greater
OppOrrunlty to learn the skills they need to thrive in the next century.
State Challenge with Muimum Flexibility: :while states will be asked to come forward with a
state-wide strategy to meet this four-part national mission. they win be given maximum flexibility
to accomplish these objectives. In order to receive funds. states must only meet the following three
objectives:
=
L State Sl!i!tegx: Each stale will develop a strategy for enabling
school in the
state to meet the four goals that the President has outlined by the dawn of the next
century, These State strategies will ensure that local districts and schools from the
suburbs to the inner cities to rural America are able to participate fully in this
initiative. Strategies will include benchmarks and timetables for accomplishing the
four goals. but these measures will be set by each state, not by the federal
government.
�2, Private Sestor Partnership and Matchine. Requirement: State stratellies shouid
include significant private-sector participation and commiunCntS to meet the four
pillars. Private-sector commiunents should at least match the runount of federal.
suppon. Such a match can be met by volunteer services. cost reductions and
payments for connections under the expanded Universal Service Fund provisions
of the Telecom Act. and a range of other commiunems.
3. Annual Progress Repon to the Public: To ensure accountability, eath state must
not only set benchmarks. but i, must also publicly report at the end of every
school year to its residents the progress made in achieving its benchmarks and how
it will achieve the ultimate objectives of its strategies in the most cost~effective
manner.
Local Community Challenge Option: \\'hile states are encouraged to come forward with state
wide st.rategies in order to receive funding, a stale may also choose to have its local communities
compete individually for a pro-rata pertion of its funds. Or if a state is unable to come forward
with a state·wide su:ategy application. local communities -.. or consonia - will have the option to
come forward with local plans.
LocallnnovatioD Challebge Fund: Even where a state does have a state-wide strategy, local
consonia of private companies and local communities will be eligible to compete for an
Innovation Challenge Fund, which will be funded at approximately SSO million a year. This will
further ensure that everyone can participate in meeting this Technology Literacy Challenge.
Funding Ltve"': The Technology Literacy Challenge Fund will provide a total of $2 billion
over five yClU's. The President is committed to increasing education funding each year to meet
the nation s education needs while dramatically cutting lower priority spending to balance the
budget. To provide the $2 billion in discretionary funding over five years. other lower priority
programs will have to be frozen. cut. or eliminated. Each state will receive funding based on the
nwnber of students in each state.
Reassessment and Review! The Technology Literacy Challenge Fund will provide funding for
five years. then be SUbject to a sunset provision to allow a review of what the Fund has
accomplished and a~reassessment of whether the Fund is still necessary, and if so at what level of
funding.
Building on Affordable Connections UDder the Telecommunications Ad: The President
signed the Telecommunications bill on February 8, 1996. This landmark Ac, will lower the costs .
of connecting schools and classrooms to the infonnation superhighway by billions of dollars. by
requiring carriers to provide telecommunications services to schools and libraries at discounted
rates -- helping schoois and students gain access to the Internet and advanced information
services. The Technology Literacy Challenge takes the next step by building on ,iUs new
platform to support the national partnership that can nOW accomplish the national mission of
providing all students with the basic skills ,hey need for the 21st cenrury.
�Some Examples Of Education Technology
Success Stories Across The Nation
"
�SCHOOL SUCCESS STORIES
Hueneme School Distrit::l, Port Hueneme. California
Located in an agricultural strip, halfway between Los ,Angeles and Santa Barbara. the Hueneme
School Dislrict bas over 7,800 students. More than half of the district's students come from low
income households, and 30 pereen! have timited or no proficiency in English. in 1983, they decided
to lum their classrooms i~to "smart" classrooms. Using f~deral, state, local, and private funds they
were able to acquire equipment that could integrate dissimilar data, audio, and video learning
reSources on command for teachers and students. After years of coordination, this valuable
technology has brought about a new enthusiasm for learning in these challenged students. This
excitement has had a tremendous impact on their learning abilities. Consider these results:
Students have exhibited Significant increases in achievement ·Ievels.
!n 1992, eighth-grad< students scored at the 90th percentile and above in moth.
history/social studies, science, and writing.
Students scored 24 scaled points above the State average.
Critical thinking skills, measured through several different exams, rose: from the 40th
to the 80th percentile.
Average daily attendance has increased and discipline problems have declined.
Chestnut Ridge School District, Chestnut Ridge, Pennsylvania
In a rural area of south central Pennsylvania. Chestnut Ridge is a small and poor school district.
However, their investment in technology has been the "great equalizer". This commitment and belief
has led administrators to form a partnership with the private sector. In 1993, GTE awarded Chestnut
Ridge a grant that provided them with free hours of Internet time to help train teachers. Again in
1995, GTE awarded ihem more Internet time to help teach other teachers. Some teachers used their
own money to fa.--niliarize themselves with tbe Intemet,in order to pass it along to their students. A
Goals 2000 grant worth $25,000 nOW allows Chestnut Ridge to pay for !nternet access throughout'
the 1995-1996 school year. The Internet has be<:ome the books they could not afford and the
teachers that could not be budgeted for. This isolated community has now been able to play on the
same field as tbose more privileged communities.
Rosa Parks Elementary School, Baltimore, M~ryl.rid
Three years ago Rosa Parks Elementary was ready to close. Test scores were the worst in the
archdiocese and faculty morale was deelining. An answer to all their problems came in Spring 1994
when MCI adopted the school to improve its curriculum, integrate technology, and exPand its
communication infrastructure. The results are impressive. Standardized test scores are way up.
Rosa Parks Elementary now perfonns above average in their already high achieving school district.
�One class, tracked over 3 ycars, rai::;ed their percemilc rank against other students in the archdiocesc
an llmazing 20 percentage points. Mo;ale is high-among students and faculty-and enrollment is
rising, These occomplishmcms ,were spurred by making the computers a focal point in the
classroom, Tf.is new technology has demanded skills and thought that are unpa!'aUcd to any other
educalior:al experience. The rewards arc aiso unma:chd, Students who are unabie :0 le,Jvc the
confines of their elty can now e-moil other titudcnlS from around the globe, Like their school's
namesake, these students are entering ncw frontiers and leading the way in a chang.ing society.
Harvard-Kent Elementary School, Charlestown, Massachusetts
Since 1991, the Harvard-Kent School hus actively participated in the Center for Applied Special
Technology, which is dedicated to expanding opponuniries for individuals with disabHitics, This has
allowed Harvard Kent, an ordinary public school, to make regular school curricula accessible to aU
students. Educationally challenged students are now able'to learn math by uSing an on-screen
interactive grocery store v.~hiJc others answer questions about Social'Studies with a character named
Carmen Sandiego. A student \\rho has difficullY organizing his thoughts' and writing legibJy is now
able to type on the compuler, which helps him with spelling and structure, Along with his
experience on the computer, he is now able to type quickly and familiarize himself with its
applications which is sure to help him when he finishes his education. With the help of CAST,
technology is able to lessen the gap between the learning disabled and the common student.
Guilford County Schools, Guilford County, North Carolina
In 1994, Guilford County became the fj"'t school system in Nnrth Carolina tn equip and network all
high schools for distance learning, The superintendent of schools and the school board were so
committed to the: project that they revised the: entire school system budget to fund network.
construction, AI a time when State funding was uncertain, Guilford County went to tile forefront and
began construction. Although it is too early to determine changes in student achievement levels) two
Changes are already certain: school attendance rates are !JP and discipline problems are down. As
evidence of the excitement over .ew opportunities for leaming, 122 high scbool students and 1S
math teachers recently enrolled in a night c1ass·o. applications of. graphing calculato", taught by a
noted university professor and more than 1,200 fourth-graders recently took interactive lessons on
how to improve their scores On the North Carolina writing,examination. Distance learning labs allow
Guilford County to provide course equity, both locally and statewide. Students have access to
courses previously unavailable due to low school enroUment or lack of a qualified instructor, As an
additional benefit. the network of learning labs has resulted in a real cost savings for the school
district by eliminating unnecessary travel, reducing busing, and through a more efficient use of staff
time.
Information Courtesy: Kickstart lnitiative, United States, Advisory Council On the National
Information Infrastructure, January 1996
�CLINTON ADMINISTRATION PROGRESS 1;11
EDUCATIONAL TECHNOLOGY
The Clinton Administration has made an unprecedented commitment to bringing
technology into the classroom. Bringing :echnoiogy into the classroom is a central
element of President Climon' s lifelong leam:ng agenda. The President believes tbat
lechnology can help expand opportunities for American children to improve their skills.
maximize their potential. and prepare them for the 21 II century.
Accomplisbments!
Technology Learning ChaUenge. The Clinton Administration initiated the Technology
Learning Challenge grant program to challenge communities to form partnerships of l""al
school syste~ students. colleges. universities. and private businesses to develop creative·
new ways to use technology for learning. Each grant focuses on integrating innovative
learning technologies into the curriculum and leverages federal dollars (e.ch federal dollar
is matched by more than 3 to I by local and private funds) to establish local consortia of
communities committed. to school reform and technology integration. The Administration
awarded 19 grants for fiscal year 1995. The President' s Technology Li(eracy Challenge
announced today would expand this progrnm [:om less than S 10 million to S50 million per
year.
U.S. Tech Corps. On October 10. 1995. the President announced the cremion of the US
Tech Corps ~~ a national. non.. profit organization of private sector volwaeers with
technological expertise dedicated to helping improve K·12 education at the local level, Its
mission is to recruit. place. and support volunteers from the private sector who advise and
assist schooJs in the integration of new technotogies tnw the classroom. Since October.
leaders from industry and education have been working together to eStablish Tech Corps
organizations in aU fifty stales, Official Tech Corps chapters have been fonned in 21 states
plus the District of Columbia.. with 9 additional states expected to join by this spring, Tech.
Corps expects to be heJping schools across the country integrate and use technology
effectively in learning environments by the faU of this year.
American Technology Honor Society. On October 10. 1995. the President also
announced the creation of the American Technology Honor Society (ATHS). This
organization. sponsored by the National Association of Secondary School Principals und the
Technology Student Association. is a school-based organization through \vhich students
with technological expertise can help expand their school's use of technology. [t will
recognize and reward students who use their technological expertise to serve their schools.
ATHS will be· piloted during the 19%·97 school year in 300 schools across all 50 states.
and will be launched nationally during the 1997~98 school year,
�NetDay '96. On September 21. 1995. the President and Vice Presidem announced ~etDay
'96. a volunteer effort by California companies. universities, parents. teachers. and
engineers iO help co:mect California schools. On NetDay (March 9, 1996). thousands of
volunteers wiii begin wiring thousands of California schools with the technoiogy needed :0
connect ciassrooms. libraries. and laboratories to the information superhighway. This
initiative win evenrually connect 20% of California's K·12 classrooms to the information
superhighway.
Affordable Aecess to Advanced Telecommun'ications. The Presidem and Vice President
have made connectIng every classroom in America to the lnfonnation Superhighway by :he
dawn of the next century a national goaL To deliver on that goal. the President i'cCI!Dtl:
signed into law the Telecommunications Act of 1996 which ensures thllt schools. lihrari.:~"
hospitals. and clinics have access to advanced telecommunications services. and calls for
them to be cOMected to the information superhighway by the year 2000. It will help'
connect every school child in every classroom in America to the information superhighway
-- opening up worlds of knowledge and opporrunities in rural and !ow*income oreas.
•
Nationa! Information Infrastructure Advisory Council (NlIAC). President Clinton
created the NIIAC by e.~ecutive order on September 15, 1993. The 36·member NIIAC.
co·chaired by Delano Lewis. President and CEO of National Public Radio. and Ed
McCracken. CEO of Silicon Graphics. was made up of distinguished private rmd public
sector leaders, and was created to advise the Administration on policy issues related to the
"information superhighway." 'This distinguished group of Americans presented their
conclusions to the President and Vice President on February 13. 1996. In their "Kickstan
Initiative'," they issued a call to action to community leaderS at aU levels to "connect
schools, libraries, and community centers to the Superhighway" by the year 2000, Their
report pl'Ovldes case srudies of sehools that are benefiting from the introduction of
technology, and also provides a handbook for local community leaders. Although the \vork
of the NllAC is finished. its members are commjned to reaching the goal of connecting :::~
schools to the information superhighway by the year 2000. and are funding follow-on \\ t1r"
by the non-profit Benton Foundation.
Grants ~o Schools Through TIIAP. In 1994. the Climon Administration I.:reated tilt:
Department ofCommerce's TIIAP (Telecorrununications and Information Infrastructure
Assistance Program) which makes grants to pubHc institutions to speed the flow of
informatjon through the application of advanced communications technology. 11lrough
federal support and investment.. TIIAP has accelerated the pace of connecting public
institutions and has stimulated private sector inves.tment. TIlis program has enabled the
federal government to leverage $24.4 million in federal fWlds to provide a total of $64.4
million in cutting-edge demonstration projects for public institutions. The program is
so successful that there are 200 times more applications than there are grants.
�ERIC Program. In order to reach out 10 the teachers across the country. the Climon
Administration funds the ERIC service. which stands for the Educationai Resources
Information Clearing House Service, Educators are able to send questions through ewmail
to askERIC. and receive a response within 48 hours. EducatOrs can ask about lesson
plans. educational techniques, information on GOALS :WOO. and so on. Every week 200
new questions come in. and the information that ERlC has made available on-line. such JS
sample lesson plans and answers to frequently asked questions. is accessed more than
15.000 times a week,
Star Schools Program. The Administration has maintained strong support for the existing
Star Schools distance learning projects. which have helped improve instruction in
mathematics. science and foreign languages. literacy skills and vocational education. These
distance learning projects serve under-served populations througb parcnerships that develop.
construct. acquire. maintain and operate telecommWlications audio and visual facHities and
equipment. develop and acquire educational and instruCtional programming. and obtain
technical assistance for the use of such facilities and instructional programming, More than
one millicm students and their teachers in the 50 states and territories participate in this
.
program funded by the Department of Education.
Connecting Students to the Environment.
Vice President Gore initiated the
Global Learning and Observations to Benefit the Environment (GLOBE) Program in 1994,
GLOBE joins students. educators.' and scientists tn an international science and
environmental education network using state-of·the-an technology, GLOBE students make
environmt:ntai observations at or near their schools and share their d.aut thro\lgh the Internet
More than 2.000 schools in the U,S. participated in GLOBE in 1995,
ImprovJng Rural Education and Health Care. The Administration supports the wide:
•
dissemination of information to improve education and health care for rural residents
through the existing Rural Utilities Service Distance Le.mmg and Medical Link (DLMLl
Grant Program. The program has given students attending rural schools in 28 states access
to previously unavailable courses,
Regional Technology Consortia. The Clinton Administration initiated the Department of
Education's Regionai Teohnology Consonia Program to belp state and local educational
agencies. teachers. administrators and others to integrate advanced technologies into K... 12
grade classrooms~ library media centers and other educational settings (including adult
literacy centers). The Cansonia are establishing and conducting regional activities that
address professional development. technical assistance. and information resource
dissemination to promote the effective: use of technology in education.
National Plan for Technology in Education. Education Secretary Riley will submit
a National Plan for Technology in Education to Congress later this year. The report is the
effort of hundreds of educators, citizens. and industry leaders in seven regional forums. two
nationai \;onferences, and an on..line discussion over the Internet to address the important
issues in educational technology.
�Rural Telecommunications Infrastructure, The Rural Utilities Service tRUS) administers
grant and loan programs to assist rural and remote communities with the deveiopmem of
their communications infrastructure, induding schools. In addition. ~2 K~12 school
systems will be provided two~way :!1teractive vldeo services.
Assessing Schooj Connectivity, The first national survey of school access to broad
band lelecommunicalions :md the Internet was completed in the Fall of 1994. A second
national survey was conducted in October 1995~ nnd docwnents the progress being made to
link schools and classrooms to each other and to the infonnation superhighway,
�.
•
EDUCATIONAL TECHNOLOGY IMPROVES
STUDENTPERFORh~~CE
• Using tethnology to support instruction improved student outcomes in langoage
arts. math. social studies. and science. according to a 1995 review of more than 130
recent academic srudies.
[Baila. Ellen R.. and Jay Sivin-Kachla. 1995. Effecliveness of Technology in Schools.
1990-1994. Washington, DC: Software Publishers Association)'
• A review of computer~based insrruction in military training found that students reached
similar levets of achievement in 30 percent less time than needed to achieve the SatDe
level of competency using more standard approaches to training.
[Orlansky. 1., and r. String. 1979. CoS/-Effectiveness of Conmurer Based IIU/ruction
in Military Training. Alexandria, VA: Institute for Defense Analysis.)
• A congressionally mandated review of 47 comparisons of multimedia instruction with
more conventional approaches to instruction found time savings of 30 percent.
improved achievement and cost savings of 30 to 40 percent. and a dire<:! positive
link between the amount of interactivity provided and instructional effectiveness.
[Fletcher, J,D, 1991. "Effectiveness and CoS! of Interactive Videodisc Instruction,"
Machine Mediated Learning. 3, pp, 361-385.J
• A review of New York City's Computer Pilot Program, which focused on remedial and
low-achieving students, showed gains of 80 percent for reading and 90 percent for
math wilen computers were used to assist in the learning process.
[Guerrero, J,F., M. Mitrani. 1. Schoener, and Swan. Summer 1990. "Honing in on
the Target: Who Among the Educationally Disadvantaged Benefits Most from What
CHl?" Journal of Research on Computing in Education, pp. 381403.]
• A comparison of peer tutoring. adult tutoring. reducing class size. increasing the length
of the school day, and computer·based instruction found computer-based instruction
to be the least expensive instructional approach for raising mathematics SCOrfS by a
given amount~
[Fletcher. l.F.. D.E. Hawley, and P.K. Pie!e. 1990. "COStS, Effects, and Utility of
Microcomputer Assisted Instruction in the Classroom, ~ American Educarionai
RLsearch/oumal. 27, pp. 783-806.)
• A 1993 survey of srudles of tbe effeetiveness of technology found that "courses for
which computer-based networks were used increased student-student and student
teacher interaction, increased student~ttacber interaction with lowe['~performing
studentS. and did not decrease the traditional fonDS of communications used.
[Repon on the Effectiveness of Technology in Schools 1990-1992," conducted by
Internetive Systems Design and commissioned by the Software Publisher>
Association, 1993. p,2.J
�,
.
•
• Research on the cOStS of instruction delivered via distance learning. videotape.
teleconferencing. and computer software indicates that savings are often achieved with
no loss of effectiveness. Distance learning vastly broadens the learning environment.
'
often providing teaching resources simply not available before.
[National Council on Disability, Slimy on Ihe FifU1!lcing of Assisl/ve Technology
Devicces and Services for Individuals wilh Disabililies, March 4, 1993,]
• A landmark study on the use of technology for children with disabilities showed that
"almost Ihr....quarters of school-age children were able 10 remain in a classroom,
and 45 percent were able to reduce school-related services" when computer·assisted
learning techniques were employed.
(U,S, Dept, of Commen:e, NaIlonal Telecommunicalions and Informmlon
AdminislraIion, June 1995,J
�..
__ . _ - _ . _ - - - - - - - - - - - . - - - - - - - - -
Fehnwry 2 J, 199()
MEMORANDUM FOR NICOLE ELKON
MARGO SPIRITUS
FROM:
JASON GOLDBERG
SUBJI::'CT:
"NeIDay" B;lckground
ALl,lChed is a h'1(;kgrollnd memo from Tom Kalil. the NI::C Tedmolngy expert. rcgmdillg
NctDny in Calirornia on March 9.
The exact sequence of event still needs
idea about
10
worked
Olll,
but this merno !'ihould give you a good
�"
-----------.~-,---.
rchrunry 24> 1'No
..
NCIDay96 i$ an "electronic oomraising" ~- a volunleer el10rt by C:tlifomia \:ump.1nics.
unions. schor!!s, parents. cngin{."t:fS and snJden!s to wire California sd){)ols so they can
be cO:'!JlCCtOO to the information sUjlcrhighwoy. The kickoff for Ncil)ny ,ICiivitit!s will h(.'
00 March 91h; other days will be organized later in ~hc year. The goal i:-. to connect al
leas! 20 percent of Calilofrlin's Sdi(\ols by the end of the yt:,:.tL
•
lit!:> initLiliv.;, lirsl proj'lOSL-tl by johe Gage of Sun !vlkrosY$lCmS and Mich~1C1 KauITJt1,m
.>1' KQED, h",'>::'i1lC a rCdlity iifl\!r I'rl'.~idem Clintoil CO'lH.!Tlcd u meeting with a Humber or
1\11 ~..:\ len's h.~Hding C()!IIp\~!(.'r, iI,::cc91:1mlU1ka~km:i, and s(ll1w,m: cOlllpnllic;.; (lI1
~,cph;mhcr21. l:)f)S. Pfcsitk1~t C:l'1Wll me!1tioneu Net!):I)' ill hi~ ~\:t!l: uf'the Ullin,:
!lddrt::::S and lIns pcrsu'ially :;cm ICtl(';I'b to ulan)" oi'Calii'orni:I's Inrge'H eillplny.,:.r:;, urg.ing
j
tll>':1'\ h.) pnrticip.llt.:.
•
111M 9,O(JO vol11nlecr~ have ;;igncd up, aHJ hundred" ur:}(ldi,I<JI,al
:;igning up each dny. NctDHY is ;l!sa sUPP0rl>:d by Ddaiw,: E;;s~;n,
~'lIPl.!ri!l:c:ldc;'lt or Public !nslrudi()l1. the Calil()n1ia Sdwol Employees A:<.sodatioll, tl:.;
CulJn)~liil Sch1.l01 Board A~s()ciatioll" Hnd hunurct!!: ofCnJifclrl\:a enmp:m:t;s :md
of)pl1b:nl~ol1s. Compunies sllch as [,\'1e1, AT&T d;)d AOL h;lVC agr.:..:d 10 prm':ctc fxe
Alrc:ldy.
:~:orc
\'ol\ln\>:...:r~ :\l~
j'iICrnC\ fleetSS.
nnd cOll1punies such as Piled!:.: Hell ilrc dor.:l!illg wirin:; kiK
•
l'rc5idenl Clinton believes lha! to bring. the future to 1he :ing;:rtip:; o(t\IllL'rk;l's chHdrl.':R
\\\.' must conl1ccllllc schools to the outside world. pJt modem (Ornp\:lcrs ill til..:
d!lSSro()nl. trail\ !tnehers to l11ake the be:.t u~ Oftl1:5 tecnnolo£y, ant! dc-velnp
compelling cducaliomll ::»lfhvan: and applications. On February J5th. h,,' unvciil.:d a $2
hillioll, 5-yo.:ar 'I'cclmolugy Lltcrflcy Challeng" fund 10 bdp slah.'s ;md loc~1 communith:s
m..:ct these impOrHH}t nmional goals.
•
Complete illJhntlation is :Jvailnhic oa the World Wide Web at Imp://www.nclday9(J.com.
This sitL' contains over len lhous:t\!ld l10mc pages for eneh oftlle CnHIt;rnla l'chools,
Voiun:eers ~ign up for:1 p'llJ1kukll :.<.:hool un·lioe; w, So<\O n:; $Oln,,'one Vi\;UllleCrs, their
name afljx:ais on tbcir S.cilOO!'S home p<lgc. together wilh their cm,lil ;ujdl~;;s. which
:tllow~ lhe ;:;d:(!Dllo. ,wg;:nizc for NCIDay. Progress is visihle 10 all: ;1:-' NelDay
progrc:,ses, th~c schools Wlt!1\)!ll vnlnnleC(:; Jj(e visiblu, and ncw volunteer:; lIlLly be
d;rL'C!c:! to thos,-, schools thnl need lhem mo;t. People ;;W1 aht: '-'all ! -i'\OO 55NET96.
�;vJan.:h 7,1996
l\IEETINr. 'WITH NETDAY COOJ.tUlNATOI.tS & SPONSOI.tS
Date:
Time:
Location:
Frum:
March 9, 1996
10:20 a.m.
Room 607
Ygnacio Valley High School
Concord, CA
Gene Sperling
Tum Kalil
Jason Goldberg
I. l'UllI'OSE
You will have a short "med and greet" with Nd])ny organizers anu other ipdividwlis who have been
particularly supportive of educational technology initiati~es in California and around tlw nation.
The purposc of this meeting is nollo hnvc a formal discllssion. but to:
I.
Th:lllk them for their efforts on hchalfofNctDay alld (llher cilorts to proll1otc educatiulwl
technology in Cdifol'llia anu around tile nation;
Urgc lhem to eOlltintle NC1Day ulid other public-private partncrships. and to target
undcrserved schools ill ruml and illtlcr city areas; and
3.
Challenge them to get more of their colleagues involved.
II. BACKGJ.tOUND
Yl,)lJl.t MEETINr. WITI! C\LlFOI.tNII\ TECIINOLO(;Y INDUSTI{Y LEAIH:J.tS IN
SEI'TEI\IBEI.t III~LPED I\1AKE Nl'IJ)OIY I'OSSI m,E. YOI J helped 10 kkkstnl'1 NetDay. tirst
prnposed hy .101111 Gage (~tln Mil.:ro"yslellls) and Michael K:J.uITIll<ln (KQED). hy bringing togelher
higll-lcch induslry leaders for a meeting 011 educational technology in California schools on
September 21, 1995. YOU also highlighted NetDa), in your Slatc of the Union address, and sent
Idlers to Calirornia's largest cmployers, urging thclll to participate.
YOI] SIIOULI) Non: THAT GARY BlClCCII, FOUNDIm OF 'I'll E U.S. TECIINOL{)(;Y
COIU' 'l'IIAT VOl] ANNOUNCEO IN ()crOBER WILL BE IN ATTENllANCE.
-------_._----
�-~------.-~--
III.
PARTICIPANTS
• TIl(' Viel' I'resident
.Iuhn (;agc (Sun) and l\1ichacl Kaufman (KQED): InvcllIors of NctDay concept and principal
organizers
Charlie Merrill: Ygnacio Valley High Schoo! Volunteer Technical Coordinatt)L
•
Will he joillctJ hy 2 /oclIll'oftlllteers!.\I'0Il.wrs:
Steve Deall. tac,t! Interne1 Provider (Small Business Uwner)
1):I\'illllorloll, Ygn:II.;io High School Volunteer Network Enginccr
Delaine Euslin (California Superintendent of Puhlic Instructioll): l'k1f.lcd rally the
cdtlc:lliol1al C(llllllllillity to support NelDay. Planning to rekase nwjor report Oil CducHlional
tecim()lugy il\ Cniifornia that will call
greater investmellt.
rot'
!'etcr Cross (Bay Networks), Charll'.~ (;arvin (Tclcsclln), Ilcrllil' Hargadon: Members
Delaine Eastin's Educational Technology Task Force.
or
Phi! QuiJ{ley (Chairman: Pacific Telesis Group): Donating over 1,000 wiring kits to NetDay
sites.
l-lieh"nl Bromlt·y (VI', AT&T): Providing free Internet access and helping connect
Empowerment Zones.
.Iay Samit: (.'lIslIline i\1uhimcdi:l): Organizing a "silent" auction to raise money for technology
for schools.
Cary lIecch (Computer World) and Patrick McGII\'crn (IDG): Sponsors
Corps.
or U.S. Tcch
• I'eter Sinclail' (CEO, Smart Valley): Help organize corporatc efi(wts in 100 Silicon Valley
schon Is.
Tt'lTy Cram' (Seninr VI), Apple): Strong supporters of'[\:clll1lllngy I.iterucy Challenge.
Lisa Smith and ,Ja)' Backstnllui: NetlJay stafr.
OTlIEH l'AI-lTICIPANTS MAY ATTEND FHOl\'1 'I'll E
Netscape
Mel
FOLL()WI~C
COMPANIES:
�-_
...
_-------------------------.
Nch':OI1l
IV. pnESS
V.
~EQUENC~:
OF "VENTS
You and the Vl<."C Pn:~Idcnt will cnkr II:..: re){ml and gree: the ':()~'r()mlC !>pol1~ors and eOlnlllllllity
'('Ot) WI:"'L NOT SIT DO\\'N.
h.:adcr~.
I
I
•
I
j
VI. nr.:'\1AHKS
Ni'l.,
�1'\'lan.:h 7. 1996
l\'ETDA Y VOLUNTEERING
Date:
Time:
Location:
From:
I.
March 9, 1996
10:45 :Ull.
600 Wing
Ygnacio Va1Jey High School
Concord. CA
Gene Sperling
TOill Kalil
Jnson Goldberg
l'UIH'OS'~
As NetDay volu1lteers. You and the Vice Presidelll will he pmt ora team 01'6 community volunteers in
helping to wire the Ygnacio Valley High Schoo\.
You will assist with connecting wire from a central point in the school and running the wire to several
classrooms throughout the school. n,is is the primal)' task (if the NetDa)' )lolullleers ill schools
throughout Ihe .\'(ule.
The wire throughout the state has been donated by wmpanies including I'acitic Bell, Microsoti. and
s\."\"eral smaller local providers.
II. BACKCR(}UND
You ,\lId ViCl~ President Gore will join 4 other NetDay volunteers tn help wire the Ygnacio Valley High
School. Wiring the school enw.ils the following:
C{'rp('rnte spon:;ors provided each school with a "NdDay Kit" -- containing the proper cnhling
needed to wire the library and 6 classrooms. l:ach Net Day Kit costs about $500.
More than 3,000 NetDay Kits have been nwiled 10 schools across California.
Tile NetDa)' Kit includes nothing more than 2000 Icet of cabling and plugs. In many schools,
corporate sponsors have provided additional equipment heyond this basic Kit.
The wire is brought 10 a central point in the school and then !'iprcad down the hallways and into
the classrootn!'i.
IlcC:lllse nf Net Day and subsequent actions. at least 20 percent of California's schools will be wircd by
the elld or this school year. March 9th will be the kick-orr I{)r these activities, other events will be
scheduled later in I ()9(i.
�III.
IIAln'ICII'A~TS
YOU
THE VICE PRESIDENT
3 Net Day Volunteers:
Charlie Merrill. Ygnflcio Valley High School' Volullteer 'I\;chnical Coordinator.
David Horton. Ygnacio High School Volulltccr Network Engineer
,
Vl'rlJuka Dc.h-slls. Vo1uJltecr.
IV. PRESS
Pool Press
V,
SEQUENCE OF EVENTS
Yotlll'illtal\e pan ill:
(I) Pulling wire down n school hall I Yuur team will unroll the wire and stretch it down the
hall]
(2) Tagging and bundle the wire [As you make your way down the hall. you will .stop
periodically to mark the wire and f:1sten the appropriate connectors needed for connection
to the computers, This is a ve':I'simple task that y()U will be showlI hoI!' 10 do I
(3) Putting the win..: into the ceiling so that it can be distributed into classrooms,
VI. H,r.MAHKS
NA
�r------------
-----------------,
J
I
i
March 7, 1996
C{)MPUTER DEMONSTRATION
Date:
Time:
Location:
March 9, 1996
10:45 a.m.
600 Wing
Ygmlcio Valley High School
COl1cord, CA
From:
Gene Sperling
TOIll Kalil
Jason Goldberg
I. I'URPUSEAND BACKGROUND
This demonstration will include 3 SlllliflllS:
(1)
I)cmonstr:ltion of hn\\' Nctllay was flul togclher on the Inlcrnl'l. One unique aspect of
NctDny is that it was urganized all110st entirely over the Interne!. i'.lorc than 17,000
volunteers signed up through the World Wide Web SilC that you will be shown. This sile
indlldcs nil online 111,1p ofCaliforl1ia that allows people 10 zoom dowil to the strcclicvd
anJ sec who hos volllll(ccrcd ,}I Ihdr school. This lins al1owt:d p..:oplc with a shnrcd illlL:rcst
ill upgr:l(ling technology in schools to discover c;1ch othcr, and it will :llso'help foclls future
effol1s on schools th;Jt hnve not been helped.
(2)
Interactive Cunnection With Secretary Riley, Secretary non Brown, and Chllirm:ln
Rel'lI Hundt.
Secretary Riley will participate with students at the San Diego School for Creative
and Performing Arts, in San Diego, Ci\.
Scer..:tnry Ron Brown will r'lrtieipat<.: with students at Frccpon Elementary School. in
Sacrelllento, Ci\.
Reed Hundt will pmticipnte with studcnts at the Beethoyen Elcmentary School in Los
Angeles, CA.
This intt'ractive connection will illustrate how thc Intcrnet will he IIsed to nlnncct
childrcn to eHch other - no matter whl're they live, ill urlmn, suhurhan, or rurlll
arellS.
�---- -
----------------- ---
"
"
"
"
c
,
c
"
r
"
10
'J'
"
"
II.
I'AHTICII''\NTS
YOU
TilE VICJ, PRESIDENT
Wit" YIIII Oil Ille Ellfire TOllr
Llceky Slyles [Ygnacio Valley Technology Teacher]
Stalioll l' - COli/pilfer Dl'lIwlI.Wmlirm (J{lIol1' Ne/J)ay Iflll!1,elled
John (J:lgC, Co-FoUlldcr UrNl!lDny, Sui] rvlicrosYS!l.:lllS
Marlo l'vk(Juirc, grade 11
Courtney Sullivan, grade 12
.'\/(11;01111- DeIllOIl.\'/rtltitm oIlIoK' CI,ilt/fell Use Ted",,,I,,;:)' To COIIIlecl I'll Hac" Ollter
Jutie Allen, grade II
[with you at Ygnacio]
l.lIke Rm;kwdl, graue <)
lwith YOII at Ygnacio]
Secretary Riley
[San Diego]
SeCrel:lry Ron Brown
ISacramento I
Chairman Hundt
ILos Angeles]
Slm;oJ/ JII -- lklll(1fIMf(flioli of' U.\';1I3 llifemel IlI'S/!/lrd, Caf/llbilitie.\'
Gr<l111 Merrill, grade 10
�-_. - - _._----------
iV. PRESS
Pool Press
V. SEQUENCE
Of~
gVEN'fS
•
Station I - Computer Ocmunstration of Hnw NctDay H'IP!1Cned
•
Station 11- Uemonst..ution of flow Chihlrcn Use Technology To Conncct Tu t:nch Other
•
VI.
Sta1iun I II
REMAUKS
N;\
-~
()cmons.ratioll or Using Internet Research Capahilities
�-------Nctlluy TfllNGS WI(. NEF,f)
Mtwch 7, ]996
..
,
3.
<I.
Ctltlfcn..:t1cc .;,\!l with sc~ools find Administr:ltion advance j()!ks DUIi':~' repeal
President wanls profile nfl\c\\i Jersey schoo\; how they did it and how the private secto\'
p!nYl.'d
tH1
inslrumectal role.
5.
6.
J)c~crir(on
of what the NelDay
VOI\U1i(.".:fS
do
7.
R.
~Clmlid!
'I.
Equity iSlmcs II'OTUS reqilcstl-- Kalil memo
10.
Union ell)' I rx;gcr (POTU::; H.:qUCStj
Ilpdmc atiminislnlllulllh:..:omplisluncnts Oil Ed. Tc..:h
�CLASSROOl\l
l1eek), Styles. Technology Coordinator greets
Kauf1illan
Studellt
�March 7, 1996
I!ALLV WITII NETDA V VOLUNTEERS AND CONCOIUl COMMUNITV
Date:
Time:
l.ocation:
Prom:
March 9, 1996
9:15 a.m.
The Quad
Ygnacio Valley High School
Concord, CA
Gene Sperling
Tom Kalil
Jason Goldherg
I. PURPOSE
Following up on your meeting with technology industry leaders on September 22, 1995, your State of the
Union challenge, and your announcement of America's Technology Literacy Challenge in Union City.
New Jersey, Ihis rally will honor the activities orthe NetDay volunteers who will help. wire at least 20%
or ClIifurnia's schools by the end of this school year.
II. HACKGH.OUNn
YOU, Vice President Core, and Members ufyollr Administration will participate in NetDay
1t)9() --lIn "Ielectronie Barnraising." On this day, You, Vice President Gore, and Members oflhe
Cabinet will visit California schools to participate in NetDay96, a grassroots, volunteer effort to
connecl as many California classrooms to the "inHmnation sllperhighwny" as possible. More than
17,000 volunteers arc expected to heir out :1Cl"OSS thl.: stull.: on this da)~,
Sccrcwry I{ilcy will participate at thl.: S:1Il Diego School Cor Cn:ative and Performing Arts, ill San
Diego, CJ\,
Secn:tary
ROil
Brown will participate al Freep(lIt Elementary School, in Sacramento, CA.
Reed I'lund! will participate at the Beethoven Elementary School in Los Angeles. CA.
•
At L{'!lst 20 Percellt ufCalifornia's Schools Wired By Th{' End Of This School Year, The goal
or Ne!Day is to connect classrooms in at least 20 p'ercent of California's schools by the end of the
year. It is important for you to know that this is just the kkk-niT -- connecting 20 percent of
{lit' :.dlOols will .,till require a lot {lfwork -- hut it will he done hy the end of this ... £'11001 reliT.
March 9th will be the kick-off for these ae{ivities, other events will be scheduled later in 1996 to
ensure Ihat the 20% gual is reached.
You should 1Iiso know that cunnecting the chlssrooms is only one of the four "pillars" of your
�'.
I.
_ . -- -
-- _ . _ - - -
educational tecbnology initilltivr. Prugrci>s is also fu*;]et! un ilu:rc:I!'ling n..:ct.'ss to modern
cHmput<!rs. tnlining te-.u:hcrs. and
d('\'elopin~ higb~quaJity
t.'ducational
~nf1warc.
YOU Were One or The Ori\'inf! FOTet'$ H('hind NetDay, YOU hcipcd 10 kickslart NctDay, first
proposed by John Gage (Sun Microsystem:;) and Miehacl Kauffman (KOED). by bringing together
high-tcch industry' !;:tid<.:rs for n meeting on educational tcchnolugy ,;1 thl.:
E;,;p~llral0ri\l1l1
in
C:IUf'omtn on S?ptcmDcr 21, 1';9:). Th;s ndpcd crystalize indu~try's dCli,';t;ul11aliunio Slipp0l1
Nc!Day, YOU ;;150 highligJlIcd NctD:',y iii you: Stale urlhe Union, and :;~nt 1!,;11<:rs 10 Cnlilornin's.
largest e;l;ployer.';,. urging tncm !o F.1rticirH;c.
Tilt' rcspuR:.1' to YOUl~ NdUay -Chlll1CII~C hali been ovcrwhclminJt:
As or March 7til, OVl'r 17,000 parents, engineers and olher YoJumCl.:fS hav..:: ~ig!leJ up io help on
:-!ct[):J.Y. 'nley wHl go to a local school to connect the library and at least 5 other cJ;l~sroom;; ~n
the .school with internal wiring.
Comp.1nies ;;uc11 ItS Mel, Ndcom, AT&T and AOL have lIl;rced co provide fn..'e hternct access.
!'neitie lkll is providing mtln.~ {hull 1.000 wiring kits. oth:!' com;)anie!> arc pmvicing free
s<)ft ware, :-Ind hundl'l,'ds or nthcr cOIn;'l.m:cs Ilave sponS:()fcd individual ~.dlOOIs.
Nctl)ny has also heen cndu,:c;..c,j oy :hc mayors uf LA. San J05G, g"n jCr;p;l.:isl,;o. ;;\nd Oaklaml. the
Cnlilomia Sc:\Uol I:mi,loyees Ass(lc:alicll. and Delaine Eat>tin, Sla:c Supcrilitendi.-'nt ofPublil.:
Instruction. ,
Thb is tht· first m:th'il)' of its kinu thai ha~ t)(>cn urgllni/:ed ;lhnu"l enlirely nn the Internet.
Volunteers sign lip on~linc, IndIcatIng their level of expcrtise. They c;m ;1150 sct' who else has
\'o!unlc<:rcd ttl help lh:u $chool. All on-linc. color-coded map nfCnldilmin, avaibhle down in lb~
:;1rcd k:vcl. allows people to !'<:e which !ldlOOls have volunt<:crs, Teachers ran find oot which
t'ompnnies are offering fn.'c ur discoulllt.'d InlCmct acceS5 or soi1ware.
N\'11 }IlY :llso advanct'S llie 4 goufs of YOIJI< $2 hillion Tcrlwology I Atcl'n.:y CllllUcngc, II IIvcilcd
ill lJllhm City, New Jerscy on J<'cbcllury 15th, We 1ll.,S! m:lkc pr()gr::~ll i:1 fl,tll' nrcas: (1)
wnncctions, (1) computers. (3 J ;<':<lcl!cr !r;lin:ng, and (4} c\!ucfltitlllilll1ollw(1n.; ~. ;lI1d the privmc
scctor must he a IXmncr. Nt.:!Dny helps aevance the goo! of connct:ting Ill! clus~rtlol11:\ 10 the
iniormal!On super:'ighw<lY by the YlOtlr 200e.
�-.
~.
>----- -.----------
III.
PARTICIPANTS
With Yon 011 Stagt'
. Paul Alan, Concord Superintendent
Delaine Eastin, California State Superintendent of Schools
SCllutor B~rbarn Bo:<er
Congressman George Miller
Shciln Walker, Prillcipa1. Ygn.lI.:io I'ligh School
Mi~h,ld Kaufman, KQED Public Television, NctDay Co-Founder
John Gage. SUIl Microsystems, i\\.'llJuy Cu-Founder
LITian DcGrassi, Student, Ygnacio Valley High School
The Vice President
Scated I'mlllincntly
More tiwil 150 area NelDay volunteers
[Wew'in!; NelDay T-Shirts that say, "Plugging Our Kids
[1110
The Future" J
IV. I'I{ESS
V. SEQUENCE OF EVF.NTS
Enlr:lIICc. YOU and the Vice President will he intrOlluccd lllnng with 311 NetDa),
Vollinteers. The Nct[):IY Volunteers will he wearing: T-Shirts that read: "Plugging Our
Kid~ Inlo the Futurc." You will w:llk on to the st:lgc togcther.
l'rc- Pl"Ogr:lm.
11aul /\Ian, COllcord Superintendcnt
Delaine Eastin. California State Superintcndent of Schools
Senahl[' Barbara l1ox..:r
Congressman George Miller
l)rogram,
Sheila Walh.:r, Principal, Ygnacio High School will make bricfrclllarks,
John Gage, Sun Microsys[cms. NCll)ay Co·F()under willillakc briel' n.:lllarks.
!irian DeGrassi, Student. Ygnacio Valley High School. willl11ake brief remarks and
introduce the Vice President.
Tile Vice President will make remarks and introduce YOU,
�-.
.'.
--_.
__._----------
---------
YOU will make remarks.
VI.
I<r.MAIU'S
P.-cp:m:u by Terry Ed:::onds.
VU.
ATrACllMI\~TS
YOu H:'<kcd
( :)
tn;;t
we Include lnfor!l::ltioll un ihe ,following IOpics:
The Uninn City. NJ Clumnphcr Columbus Sd10Dt 'U"C,,-""' "my
�POTUS COMMENl:V ON "NETDA I'"~
~
t:nJllutiwnrl.: Laid Last SCpicllllicl.. 1:1 September, J
COll\'\.'m::d !he kadl.:r.s ofC:llij~ml~a's high tcd. economy to
discuss initiatives to bring the "information superhighway" 10
our dassn:mms -- so tl1a[ we can truly pm lhc future at the
f'inJ;;cnips of our children,
~i'ltc of the Union ChaUcn~i..'. ["m pleased to say that
C;llilhmi.t is rising to the chalk:ngc I set forth in September.
and in the Sl:.ric of the Union. Companies, unions, engineers,
p:H\:ms
amlcducn;ur,s aH (\\'cr California ali,': \\'orking
[\Igcth('r 111 organizt' NctDay
-~
thanks to their .::flOflS more
than 20'X, of all California schools will be wired this year.
I will pnrticipale in NctDay on March 9th. and I
ch:;[k'ngc :111 Calilornians t(l join me. jfwc all do a little, we
can tin a lot. Of course, NetDay is only the tir!'t step. Not all
commUnil!c:; nnd schools will hI.: rcudy on March 9th. so
fl;lor..:- "NctDnys" will he schcdllkd !al~r this ycac
l\1arch
i).
TC!.'iHHllH~y
I'{'lIming Clmlll'ng:c. We :1:;:;0 n..::~d 1[: inc:'c,lSC
,:1 :11..: C1.1SSroOIliS. ({ain
w;lciICrs. and J.:vclllp bl S:H;I';llily .:dllcaticn:tl so:'I\-v;;n.:,
That', \\'1:)' I It,we pl'opos...:d 1h>.: Tcdmdogy ;~jL:.::racy
Ch'lllcllgc, a $2 h!llioll. 5-YC'il' ruml thut will catalyzc and
kvcragc stall;. local ,lIld priv"lc sector efforts to cllubJe all
chiJUrcn In Jearn Ihc skilis Ihey ned 10 succeed in the 2151
c'i:llhrry.
;iI;.; ll\iPlb..;l' pf m{!(k'rn cUlilputcrs
�.'
Kalil
.Julie Kalllinknw (UoEd)
Schmidt
Silverman
.lOIlie
Need I page oflalking points -- for people to talk about
Medin strategy for bumping up over the course of the n~xt few days.
I~ilcy
San Diego
Sacramento
Son Jose
H.. Brown
Cohill"
Chula Vista Middle School
1111111
Two-pager on what Net lJay is and how it woresponds to the President's vision.
POTUSIVPOTUS
Concord
USI elf Calirornia ncgil)lIal papers
List of National Oullcts thai jl is worlh ha\'illg Gcnc/KlIIiIIVPOTlJS
Oml'C
giVl':I call.
KALIL I PAGE TALKING POINTS ON ADMINlSTI{ATION MESSAGE.
,.
2.
4 Pillars "
3.
JOSU
POTlJS committed through budget
Unnapologclic
SILVEI~MAN
-- LIST OF AHEAS
Jason and Josh pIal people in
MAH.Y ELLEN AND
�I~~
I
I
,
NET 1M.Y ASSIGNMENTS 3/5196
I.
C"lifornia Mt.-dill List
[Josh S:lvcrnmnJ .
Tuesday morning
,
Clilifurnia Media A... si~nm(>nls
(Jason/Jus!:1
Tm:sday morning
J.
[Olynu/Mcllody/
National r\h.'tlia Strategy
Kukisl
4.
Page talking l)!Jin!s for Illtervic\ls
(KaliiJ
Tuesea)' mo:ning
s.
IK;olil]
L P:l~e Q. aml A. for Inkrvicws
TlIl!~c!?Y l1lo::ning
{,.
(Kalil]
Net-Day Pn.'ss. Puckl'ts.
l
!\\!,!,\O
B:,ckground
01]
:-.let D::y
3 Pngc lJetni!cd Background on Nc: D:;y
W:lal has
be~n a;:c(\111p!i~hed
hL'{;llUSC or Net
I)~,y
Adminlstratioa accomplishments Oil Ed. Tech.
7.
�.
·
.._ - - - _ . _ - - - - - - - -
Potential Administration Reps. for NET nAY Interviews
I.
2.
,
,.
4.
5.
(,
VPOTUS
Sec. Riley
Sec. Brown
Dcp. Sec. Kunin
Linda RohcltS
Larry irving
j~ccd
7.
·X.
Laura Tyson
'I.
'1'011\
I ().
II.
Gent:: SpcI'ling
12.
I lUll!
Kalil
.I im K(lhlenberger
John Emerson
Potential NOli-Administration Reps. for NET DA \'
I.
Gray Davis
')
Delane Easton
Private-Sector
I.
2.
3.
11.
Gage
Bert Roberts (Mel)
Steve Case (America Online)
McCr'H.;kcll (Silicon Graphics)
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NATIONAL l'1EI>IA STRATEGY
I.
Ncws Mags:
Time,
Newsweek,
USN&WR
2.
Major Dailys: NYT,
WSJ,
LA Times,
WP,
USA Today
3.
Nets:
AIlC,
CUS.
NIlC.
CNN
VI'OTUS
Friday:
_~o
lill' only availahle Friday
ir~
Los Angeles
vrOTUS ('15 minutes) radio + 1 major interview
�DRAFT
TeclmoJogicaJ Uteracy:
Equipping Our Children with the Skills tbey Need,
to Thrive in the 21st Century Information Age
SEP I 7 1995
INTRODuenON. Pursuant to your request, the OVP, Nil and NEC- DPC Education
Working Groups and WH Communications have been working together to develop a proposal
for making educational technology a defining issue for you and for the nation -- now,
through the State of the Union Address, the 1996 Campaign and the Sc~~nd Clinton-Gore
Term. Policy and communication Issues: remain to be resolved. This background memo is
designed to assist you in addressing key issuc-Ii. as they arise Over the next three weeks,
GOAL. As depicted in the graphic on the following page, the ultimate goal is to enable ail
children to ll:arn the skills they need to thrive in the knowledge-intensive, information age
that is sweeping the global economy at the dawn of a new ,century, The United States can do
this if emerging technologies can be focussed on driving four related Ch80gCS:
to make modern computers an integral part of every da;;sroom
to connect these computers to the emerging National Information Infrastructure
to train teachers and provide the on-going support they need to usc new learning tools
to engage all studenl in active learning by duing
to make available education software that is as engaging as the best video game and as
m,eaningful as learning with an expert tutor,
The United States is uniquely positioned to achieve the ultimate goal before any other
country. But our nation will do so only if you and the Vicc President lead a public-private
campaign --with national goals and local solutions -- to seize this historic opportunity. The
proposal is premised on a major launch of this on-going campaign by you and the Vice
Presidcnt on or about October 2. The buUd-up io this laullch will occur over the ncxt thrce
weeks. 1
1 You began to lay lhe ground-work for the build-up ill your discussion wilb CEOs (jil Goals 2000 by
induding the importance of ooucallon lCchnclogics to achieving the Goal" A follow-up discussio-n with IBM
CEO Gcrstncr confirmed his view that the counlry win not achieve cssclilla! advances, deployment and usc in
educational technology unk<ig you provide the vision and leadership. Oil September lB, Erskine nowJcs, Gene
Sperling lind J"hnathan SaHett wlll address the annllal meeting of {he NC-TET COlIsorlitlID of high-tech
companies and edneation leaders who have been working with the Adminl'Str.ation over t11t~ past two years and
are prepared tQ announce the formation Tech Corp as a par! of your October 2 launch. On Scptem!lcr 18,
Secretary Rile)' will audress CED when they announce their findings ilJlU pWjXlsals fOi using educaljOllal
technology: and CEO is prepared to join with you on October 2. TIle week following your September 21st
event in California, yon and the Vice-President wJl1 announce the 19 impressive winning consortia in yOur
Teclinology Learning Challenge grants competition. Each event and media reporting is. designed 10 make clear
(a} that you and llic Vice-President have h~n providing leadership fin the issue s,ince the beginning of your
Administration and (2) that you arc perwnally engaged in cx)1loring a major new initiativC'"
.
Following; the major announcement on October 2. you call continue 10 bnlld Oil the announcement
through the Slale of the Uniun -- for example, by a major values speech on education technology and
telecommunication )1olic)','by .anuouncing a complcmz'Ht:l!)' jnifiati\'c for making Cdue,llion lcehlloJogy and
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BACKGROUND ON TECHNOLOGY AND LEARNI:>IG
The Ch.llcn!!ll
We arc in the mid'\t of an infonnntion and communications revolution that is changing the
nature of how we work, how we learn, and how we livc. There has been much higher
investment in computers and related telecommunications equipment during this economic
recovery. The technology in telecommunication, computers, and software is advancing
rapidly on all three fronts and is providing a host of new possibilities for workers tmd firms
to add new and higher value to the goods and services they produce. As businesses Ic.1O
more heavily on emerging telecommunicalion, electronic Icchnology and software, Americall
workers must increasingly learn the ways of electronic communicatiuns just to carry out their
day-to-day respollsibilitlcs. Over the past ten years. Ihe number of workers who directly use
computers at work has grow~ from 25% in 1984 to 47% ill 1993. IMike, need a footnote on
how this compares to other countriesl Technological skills nrc lied to higher wages -- in
1993 workers who used a computer at work were paid 23% more Ihall those who didn't.
information mQrc readily r!\'aillihJc In all adull.. and firms, hy making adtlitiOlml alll101Jnctmcnls of mm-fcrlcml
C\)m.mllmcnls in the illilinllve. itnd by convening lhc majm leaders who stlpjlOlllhc ll)ilitllivc in Ja/llwfy In
rcvicw vrugrc.~; and to'make additional n:commcmJ<iliolls ill early January_
�WeH-educated and skilled workers are prospering in the new technology-driven economy,
while those with skills that are out-of-date or. out-of-synch with the new economic
landscape arc being left behind.
As the new information technologies rapidly transform the way America operates, they are
also transforming what our children need to learn. Technological literacy will be as much a
part'of the 21st century as knowing how to use a telephone is today. This generation of
cbildren and youth is uniquely positioned to so: they are more familiar than many of their.
parents and teachers in playing and working with VCRs, interactive electronic games. and
computers. [insert stat or story on % of kids using interactive gamcs, VCRs and
computers,And need a footnote: on % of homes with computers 1n U.S. compared to abroad.]
The problem is, when we walk through the doors of most schools today, we enter a time
warp, In a burgconing information age. where technological skills are crucial to personal
success and national prosperity, we are uSing industriaJ age tools to educate our sons and
daughters. In classrooms that should be lnfonnation and communications hubs for learning,
,the basic medium of instruction continues to be blackboards and Chalk, textbooks, pencil and
paper. The only ubiquitous 20th century technologies in classrooms arc the P .A. system and
the bell -- to keep classes moving in lock step. Unconscionably, telephones, television and
VCRs fax machines and the first several generations of computers simply passed by most
cla.-;srooms., Fewcr than 20% of aU classrooms have phones, let alone modern
telecommunications equipment. Less than 3% have <,X)mputers and connections that are even
capable of bringing the Internet and the other emerging rcsources on the Information
Supcrhighw.oys to students in the classroom, Our schools are tcchnologicaUy impoverished in
j
a technologkally rich world, and this has serious economic consequences for tbe fu!ure of our
children and OUf nation.
8arriers to
th~
Effective Use of Technolo~v in the Classroom
There arc four principal barriers to the effective uSc of education technology in our nation's
classrooms:
Connecting Schools and Classrooms to the Information Highway. Most
classrooms lack two types of connections that are vital to their joining the information
revolution: FIrst, they arc not connected externally to the outside world, either by
cable wire, phone wire, wireless telecommunication Or satellite. Second most
classrooms arc not connected to each other (and to homes) so that ~tudcnts} teachers
and parents can share infoffilation, communicate with each other, imd IC3m together in
&Chool~ and on their own time at homc.
j
Getting Up-to-Date Computers and other Interacth'e Technologies into the
Classroom. At this point in time, rhe problem schools face in this area is not only in
bringing computers into the schools, but bringing relevant, up-tq::::.g.~.~.s: computer and
other intcractivc technologies into the classroom. Over the past decade, schools have
made a concerted effort to add computers for studcnt usc, and the number of students
pcr computer has decreased from 125;1 in 1983 to 12:1 in 1995, Unfortunatc1y 1 80%
.
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of all computers used for instruclion in the classroom aren't capable of running most
new software being designed today; and only one computer for every 48 students is
capable of connecting to the Internet Additionally, schoo!s lack many of the basic
"hardware" items that would allow (hem to aCCess the information revolution that is
sweeping the private sector.
Teacher Training and Support. The va,>! majority of teachers in the classroom today
have had no fonnal training in the usc of technology as a teaching and learning tool.
As discussed above, most teachers don't even have the opportunity to come into
contact with education technologies at all during their daily work in the classroom.
Schools of Education continue to downplay the imporlance of technology in training
teachers. If teachers do haVe access to technology al all, foHow-up training and
technical support for teachers is almost non-existent, with only 6% of elementary and
3% of secondary schools providing a person for technical support of te<:hnology
cquipmenl let alone ~lssistancc in integrating learning technologies into the daily
curriculum to help all students learn.
Shortage of Meaningful Content. Most of the "cducational'" computer software that
is currently being produced in this country docs nOt get used in school,s: there is a
limited supply of material; most teachers and classrooms aren't equipped to usc the
availablc educ.1tioll software; and most educatinn software applies to only a limited
range of any curriculum. Teachers sec the $Orl {jf narrow instructional software that
d0C8 not match theh curriculum as a distraction that is not central to their basic .
curricular goals, Furihcml0rc, the software that is developed for schools is too often
"drill andkHl" software -- nothing mOre than an electronic version of flash cards.
Until educators and software developers do a better joh of communicating with one
another the education software market will continue to lag behind other rorms of
software development -- in 1993, the retail sales of the violent video game "Mortal
Komhat" were $275 million, over $125 million 1110re (h;111 sales for .l?n home
educational software (sales of software for schools is even lower),"}
j
;. An l~'mc Ihal runs Ummgh an four of these harrier!i i!i SdlQPi Reform. In order for learning
technologies to take hold in our nalion's dafi..'>fooms, il hlmuld go hand-ill-hand with (;omprchcnsivc schonl
reform cifnrls 10 lnmmorm $Cliools inio high pCffmmall<:e learning organizations dedicaled to achieving Gnal:;
200ft With,)ut nmkillg It $Crious effort to link tt:chnoJogy Mid such school reform, m:tny fear Ihal sehnHI
.lislricls wiII SCi: ttwir iflvestments in technology !ilemlly sit \)1\ the shelf 1)( gatlwf dust ill Ibe comer of
cla...."Hl!lnlS. Others fear that making such M::hool reform a key part of tlt<: educalion technology illjJjJlivc will
provoke UnDCccs.'iary controversy. His pos.<;ible that focussing on (he fnur main eompOIICnL'i of integrating
education tcdUl()logy into the classroom and studenl learning wlll do more to promote educaliou reform and'
sUfiP<lrl for GOllls 2000 than toutiug education technology as the means to educatiofl reform" This is one of
several key opi:rI bsucs.
';
�Reason for "02£: Three Converg!!!g Shifts in Paradigm;
The good news is: three major shifts in paradigm are now converging that provide a new base
for launching a revolution in the productivity of learning in schools and homes:
First, a new consensus is emerging about tbe dynamics of leanling: The primary work of
learning is done by the learner, not the instructoL All students Jearn at their own pace, often
in different styles, Learning is more engaging for the student if it Involves active interaction
and occurs in a meaningful context, rather than through passive US1eni~g in 'the abstract. In
this new perspective, the role of the teacher shifts from a "talking head" imparting knowledge
onto the students 10 a learning "coach" or "tutor" working with students who are actively
exploring issues and ideas in a contextual setting, Research shows that'students taught by
individual tutors do better than 98% of students taught in traditional lI'mass production" setting
of most schools and classrooms designed for the industrial age: and early studies of DoD
education and training of youth and adults shows tbat it is possible to achieve such gains
through the student's use of interactive learning technologies with standard teacher~pupil
ratios"
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Second, digital technologies are emerging -- in computers, simulation, data
comprc~sion,
multi-media -- that offer new ways for learners and their coaches and peers to engage , /
actively in learner-centered environments. Such engaging experiences allow learners to·
experiment and 10 explore -- by using simulated equipment (tclcscopcs~ submarines,
airplanes, spaccships etc.) to walk freely through ancient cities, to explore the physical
environment or conduct experiments (around the world, in jungle seltings, outer-space, tIel
We Can exploit this potentia\' however, only if we can bring the Creators of these new
technologics together with the makers of essential learning content to tram.foml games,
information and entertainment into engaging curricula and research opporlUnilje,1; for all ages,
interests and styles of lcamcrs, ;
�Third, diverse means of transmission, telecommunication and portability are being
developed that will enable such learners to connect with these learning tools -- and with
other learners, experts and tutors -- in schools, daycare ccnters, workplaces, and homes.
Long-distance and regional telephone carriers. cable and wireless companies, even electric
utilities can connect classrooms and homes to vast new libraries of easily accessible
infomlation, interactive learning games and cun'icuium, and ditliogues with experts and peerS.
Virtual Jcarning communities can thcreby be created that will enable students of all ages to
usc these new learning tools at all hours of the day, weekends, ttiroughout the YC3L Piucnts,
as first tcachers, can be empowered to continue to work and play with their children in
learning from early childhood through graduation from high s,chool, The extent of learning
and Ihe effectiveness of teaChing nO longer need be a prisoner of tbe amount of time in the
classroom al school nor a captive of passive watching in front of TV at home.
TIlcs-c three paradigm shifts finally make it possible 10 develop what was virtually unthinkable
even ten years ago: engaging and enlertainjng contelll and curriculum that will entice learners
of all ages to playa new game -- learning 10 acqUire world-class skills, including the ability
to solve unexpected probtcms, to explore knowledge and information available throughout the
world, ,and to team how to learn throughout life. New, interactive learning curriculum)
education games, and personal research and discovery opportunitks can unlock the full
potcntial of the three paradigm shifts, As a result. we stand on the brink of a revolution in
schooling, teaching and learning:
schools can become the high~tcch sailing ships chartered to enable all students to
make the histqric crossing to high skills needed to thrive in the 21st century
teachers (and parents) can become the navigators and guides to hetp a.1I students make
a successful crossing
students will havc greatcr opportunities -- and can take personal responsibitity -- for
learning the skins they need to make a successful crossing to the twenty-first century
infoffiunion age and to blaze thejr own paths to a better future for themselves and their
families,
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III. FRAMEWORK FOR PROGRESS
To reach our ultimate goal -- "I{) equip all American children with the skills they need to
thrive m the knowledge intensive, information age that is. sweeping the global economy at the
dawn of a new ccntury"-- we believe that you can uSc the framework provided by the four
components to establish clear objectives and meaningful indicators of progress for each.
Figure 3 offers an ~~amplc of what the objcdivcs and indicators might be: aU classrooms
connected to the Internet; 1 interactive computer for every 3 students; all tcachers trained to
usc the new learning tools in Iheir tcaching~ all.students using interactive learning tools as a
regular part of Iheir work and play at school (and at home). The "capstone" objective might
then he 100,000 21st Celllu!)' Schools (that integrate all four components into the daily work
and play of sIUdenlS), say by the by the year 2000 (or 2002 or 2(04). The chimate goal
displayed in the domemight then be described as "World Class Skills," with which our
children and youth can. indeed, usc to thrive in the decades ahead. Progress -- each year or
year -- call he depicted on each of the four components by filling in the "pillars" (as in a bar
chari) and the "capstone" (as shown).)
] There is a scrious is..'<uc about \\/hllt thc targcl date should !>c. R.1nd aud !VlcKln:;.cy silidies indicate thai Ih!;
four objcclh·cl' nm he lIchieved in most M;h<)Qls in the 2005-2010 time frame. Setting .he target dille as 2000
makes it les5 credible that all four objeetives can be realized in all schoo.ls. llased 011 Ihe extent of the oil-going
campaign, it would not he unreaHslic 10 l'C1 a targel dale of lflO2 or 200·t Choosillg a dale later than the Year
2000, however, may raise cnnfusioll with Ille I3alanccd Bu-dget issues or enahle lhe RepublicilllS \0 trump your
�."
Each of the related objectives, indicators, and capstone can be defined differently. Consider
two examples. In the newly emerging world of digital communication, multi-media and
software, the "computer" as we now know it may be converging with the TV, the vide game,
cable, VCR's and other "sct-top boxes," the telephone, the copier and the fax into a range of
related, competing and possibly interchangeable products or components. Calling such
emerging "instruments" a "computer" as we begin a seven-year campaign may run the risk of
the clites suggesting either that we arc tilting the playing field among the competitors towards
loday's computer companies Of that we haven't thought about the range of new "instruments"
that arc already emerging.
Similarly, the objective and indicator for content is also problematic. We could highlight, for
example, (1) sales or revenues for education software, (2) the development and availability of
education software, or (3) the use by students of new learning tools. Revenues (from sale and
usc of various learning and research resources on the NIl) as a % of K-12 budgets may
provide the casiesl to measure, but surveys of actual usage of educational software by
students might be a more relevant guide.
Finally, the "capstone" Objective could be labeled, defined and measured in a number of
ways. In evaluating alternative options, three criteria arc vital: credibility based on the
evidence, relevance to the overall goal, and clarity to the American people."
A SUBSTANTIVE PLAN FOR PUBLIC AND PRIVATE ACTION
With respect to each of the four objectives, credible federal action and major commitments
from the private sector need to be announced when you and the Vice-President launch this
campaign on October 2. In addition, we believe that there may well need to be at lest one
overarching federal commitment and one overarching private commitment that promotes all
four objectives. For example, with respect to the private commitment, we believe that the
planned formation and support by major industry and university leaders of a volunteer
TechCorps in every slate provides such a key private sector commitment to all four:
connections ("electronic barnraisings" to wire schools or to provide wireless service),
computers (donation, refurbishing, and usc), teacher training (on-going technical advice and
support), and student use (teChnical advice, support, and mentoring).
Federal Education Technology Trust Fund
With respect to an overarchillg federal commitment, we arc now considering options for
financing a multi-year but time-limited Education Technology Trust Fund. The funding
leadership hy s(:lIing an earlier date. The target date, therefore remains another open issue.
"We also will need to determine whether and how to define any shorter term objectivcs, c.g., within a year·
(I) to double the number of schools or classrooms connected to the Internet, (2) double the number of modern
computers in the cJa).sroom, (3) douhle the number of teachers trained to usc computers connected to the
Internet, and (4) double the number of students using education software in their daily le'lTlling.
�would be pa'\sed through to 50 state counterparts to the extent they agree to match, for
example, $3 state-iocal dollars for each $1 federal dollar. Studies by McKinsey, OSTP and
Rand indicate that a "steady state" K-12 budget of $12.4 billion (or about 4%) for education
technology will be required to achieve the four objectives. Federal financing of such a Trust
Fund in the amount of $2.5 blHion per year could stimulate the necessary stale-local funding,
wi1h a ramp-up to the full amount by 1998 and a phase-out over the two years after the
target date. Options for federal financing include: proCeeds from the sale of the digital
broadcast spectrum (as more commentators and a few Republicans arc now proposing);
reprogamming and tCprioritizing requests for your budget in this and subsequent years; and
expansion of the Universal Service Fund (as proposed in the Snow-Rockefeller Amendment
to the Telecom Bill) fOf uSe in connecting schools and classrooms. The options arc not
mutually exclusive, and aU raise serious political and policy issues concerning the curren! and
fUiure budget battles; each would also involve a call upon Congress to "put up or shut up" on
jOining· you and the Vice-President on the common ground of an education technology
campaign to prepare OUf children and youth 10 thrive in the 21st century. We will present
options and pros and cons on the Trust Fund to you and the Vice-President early next week
after we have the benefit of the views of the principals. In the meantimc; wc are seeking 10
determine whcther there are any other federal executive commitments that arc sufficicntfy
credible standing alone to launch the campaign. ,
Other Potential Federal Actions and Private Commitments
!t! 04jective:
We have compiled lists. of other possihle federal actions and private commitments hy
Objective. We offer an example for each:
Connections
Federal -- Direct federal agencies to turn over a portion of the spectrum for free. usc,
This will create a free "pipelinc" analogous to the free interactive "bullc{in board"
created by the Internet.
Privalc --"Electronic Bamraisings" (in which firms commit Iheir qualified employees
to connect schools and classrooms to the information highway at no cost as: you will
be aJ1Ilouncing in San Francisco '\-'ith a consortia of Califomia firms); .md ";;tffordahlc"
connection (in which major Icleoommunication, broadcast, and cable companies.
commit to providing schools :md classrooms witb low-cost connectivity and
interoperable connections to the Intemcl at affordable prices),
Computers (and other electronic education tools)
Fedcnll -- Direct DoEd (perhaps with HHS and, und pcrh:.ps in cooperation with
PBS) to put out for bid immediately the development of cffc:clive and affordable
portable electronic learning kits and interactive set-top hoxcs that will cnable pre
schoolers and children in e:~rly elementary grades to play lnteraclive learning games
(and provide in the FY 98-2000 Budgets sufficienl funds to pay for one interactive
learnillg kit for cncl.l new I~cnd Start parlicipant); nndJor direct DoD If) enter into the
�most cost effective arrangements to procure the most affordable interactive, electronic
education tools for usc by DoDs schools for students in early elementary grades,
middle school, and high school.
Private -- secure commitments from the private sector (perhaps in conjunction with a
commitment by a consonia of States and GoyernorS to fund) to make affordable and
fully interactive, multi-media computers, other interaclive set-top boxes, and portable
electronic learning game kits for use by pre-school children, b)' siudents in the earlY
elementary ,grades, middle schools and high schools, and by teachers, parents and
.
mentors.
Training (of teachers in using electronic learning tools and resources)
Federal -- Announce the formation of Teachernet so that there will be a web site on
the Internet where teachers will Ix: able to exchange information on creating and using
technology curriculum, interactive student learning, and enabling students to meet or
exceed wodd-clas,.:;: learning skills
Private -- Announce that States: (and colleges and universities) will require
technological literacy in the training and ccrtification of an new teachers and that the
National Board for Professional Teaching Standards will require demonstration of how
experienced teachers use education tuhnology tools to enable their students to become
technologically literate and to meet or exceed world-class skms through interactive
learning by doing,
Content
Federal -- Announce the Second Round of the TLC grants compelilion, but with
major foundation partners and a challenge to develop a new gcnamion of fully
intemctive Big Bird, Barney and Mr. Rogers learning games for pre-schoolcrs; and
direct DoD to develop new (or to purchase off-the shelf, as 000 tleicrmines is most
cost eHective) inrcrnctivc learning programs and games for DoDs schools: (and direct
DoD to cnter into licenSing agreements to make availablc to interested huyers in
American homes and schools any education prognuus .md games developed for DoDs
schools)
Privatc -- Announce the commitment of major foundations (hlc1uding Anncnbcrg) to
paJ1ncr in funding the Technology Learning Challenge gran! competition; Announce
Ihe fortna.tlon of a National Technology Honorary Society for students
There is a range of other potential federal and state commitments. \Vc arc now engaged in
developing;l more complctcjlist and exploring the potential for each, We will prcscnt .a more
detailed substantive plan of acllon for review by the end of the week,
�PROCESS FOR SECURING "CHAMPIONS'" SUPPORT FOR THE PRESIDENT'S
VISION AND PLAN
The initial key to success here is the support of major private sector players. This will
require high-level contact on a rapid basis with a few; key 'potential champions. In addition
to the leadership on this issue provided by you and the Vice-President, the Administration
has the ability to do so because of the credibility already built through (a) our NIl activity
and the work of our NIl Advisory Committee to date; (b) the responses of the major firms in
the applications already submitted by local consortia in the first round of the Technology
Learning Challenge grants competition; (c) the contacts with leading California technology
companies for the September 21 event; (d) the work of the Administration with the NC-TET
consortia of major industry players in education technologies with whom we will be meeting
on Monday; and (e) the discussions by Secretary Riley with business leaders and other
stakeholders for the National Education Technology Plan that he is nOw drafting in response
to the Presid(mt's technology initiatives in Goals 2000 and the reauthorized ESEA. We arc
also working cooperatively with CED as they prepare to release their education technology
report next week; and Secreta~y Riley is the lead speaker at the unveiling of their report.
The Vice-President, Secretaries Riley and Brown, Assistants Tyson and Gibbons, and Deputy
Chief of Staff Bowles arc contacting approximately 20 potential key champions over the next
few days. You and the Vice-President will be involved in at least one follow-up meeting
with potential private sector champions at the September 21st event in California; and the
announcement of the Technology Learning Challenge grants winners the following week will
provide an additional opportunity for securing a broader range of private sector champions.
Other champions will also be consulted and recruited: c.g., representatives of the teachers
(both Al Shanker and Keith Geiger want to participate and add their support); school districts;
universitics and two and f~)Ur-year colleges; representatives of parents, school-to-work,
Disability, and pre-school associations. In conjunction with WH Public Liaison, OoEd and
Commercc, we will prepare a gameplan by midweek for sccuring the support of these other
champions.
Finally, the support of a fcw sympathetic Republican, as well as Democratic governors, would
be very helpful. In conjunction with WH Intergovernmental, we arc exploring the
possibilities and problems hcre and make a proposal by the end of thc wcek.
CONCLUSION. You and the Vice-President have provided leadership in focussing thc'
nation's attention on the potential and importance of thc Nil and education technology to the
future of the country. As matter of policy, kcy support from opinion Icaders, advanccs in
technology, and the interest of key constitucncy groups, and national prioritie~, the time is
now ripe to propose a major campaign to realize their full potential for the nation's children
and youth. Only you and the Vice-President can provi?c the esscntial leadership.s
5 Chllirmllll Walker is holding a hearing on October 12 011 October 12, al which Speaker Gingrich b Ihe
lead witlles''>. No administration officials have been asked to testify, although the two private sector lead.crs who
�co-chair lhe NIl Advisory Commluec have been called to discuss hnw Ihey bclic\c the nation call realize: tile
filII pOlenli.!1 herc. You and the Vice-President will s.ci;.'.c tllC inilia!he here !hfOugll yOUr ~ctjons and
ilIlfIoull<:cmcllls leading up 10 the launch of your education icc!uiologic"J IitCfllCY <<lmpalgn on Of .about October
2; this i;HlIIch should leave the ill)!)! open to Speaker Gingrich 11) jilin ill lhi~ h:-arning revolution. without Ica\<jng
him any of Ilw common grollnd to stca] away or 10 undercut yOllr leaderShip.
�BACKGROUND AND TALKING POI;)lTS FOR
NATIONAL COORDINATING COUNCIL ON TECHNOLOGY FOR
EDUCATION AND TRAINING (NCC-TET) MEETING
When:
September 18, 1995
9:30-11:30 am. (You are scheduled for around 9:40) .
Where:
Indian Treaty Room
Background
The National Coordinating Council on Technology for Education and Training is an
informal association of more than 100 organizations interested in promoting use of
technology for educatlon and training (see attached Jist). It has no formal connection
with the government.
It has provided strong support for administration programs in education technology
and has provided valuable comments on administration proposals in this area, It has
proved to be an extremely effective way to communicate 'with the diverse commWlity
of educators, software developers, universities, and government organizations interested
in supporting educational technology,
;..J"CC~ TET
has been intluential with both parties in Congress. It wrote the Snowe
Rockefeller amendment to the Telecom Bill and helped ensure its passage in the
Senate, It worke'd hard to secure funding for education technology budgets
particularly in the Departments of Education and Commerce. ,
~~
The group hilS demonstrated the effectiveness of using the internet to organize timely
support for specific Issues, They can get large numbers of e~mail and fax messages
sent to the Congress from their members on very short'notice.
h is likely that this group will be very supportive of our~plans for a possible
education technology initiative and can serve as important advocates on this issue.
�TALKING POI:'1TS FOR NCCTET
• [Thank the members of NCC-TET for their solid SUppOI1 of education
technology in this count!)'.]
. • As you know, suppol1 for education and lifelong learning have been a
central theme of the Clinton Administration. We finnly believe that
education is key to a prosperous economy and for ensuring that the
benelits of this prosperi!)' can be shared by all Americans. Education is
increasingly the ticket to success in today's fast-paced economy where
technology is a part of virtually eve!)'one's job.
• The Administration shares your conviction that technology provides
essential tools for improving American education. It is essential for
giving all Americans the kinds of skills they need to prosper in today's
fast-paced economy where technology has become a part of virtually
eve!), job.
• Technology can provide unprecedented new tools for learning. [t allows
the development of exploration and discove!),-based learning which are
more productive and cenainly more fun that conventional methods. It
can approach a tutor's ability to tailor instruction to individual needs
and learning styles. It gives teachers more power to develop exciting
curricula and can free them from rontine duties so that they can spend
more time with individual students. It connects both students and
teachers even in the most remote school to the enormous richness of
infonnation available throngh the internet.
• Your organizations represent the teachers, the businesses, the
technologists which can make this dream become reaL [want to thank
you lor your vision, dedication, and hard work and for serving as a
sounding board for our ideas on education and training technologies.
• I particularly want to thank you for your help in crafting the Snowe
Rockefeller amendment to the !elccom bill and working to get it passed
in the Senate. As you know the administration strongly supports this
method of providing affordable access for schools.
�• I also want to thank you for your 1994 paper outlining the educational
requirements for the National Infonnation Infrastructure and for your
support of Ihe administration's budget in education and training
technology .
• As you know, education budgets are under heavy assault in Congress.
Republican proposals !,'Ut the Goals 2000 program, the Universal
Service, and the AmeriCorps program. They've raised the coSt of
student loans by blocking the Direct Lending program. And they've
made drastic cuts in the administration's education technology budget
slashing technology lhuding in the Department of Education and lhuds
for connecting schools to the internet available through the Department
of Commerce. In this negative budget environment, we're grateful for
your unwavering support of our Technology Learning Challenge Grant
prob'l'am and other education technology investments.
• At this time, the President and Vice President are actively engaged in
thinking about ways to make education technology a top priority as we
move into 1996. The advice and ideas that this group has shared with
us over the past few years has been a central part of our thought
process as we move forward in this area, and over the next few weeks
Administration officials will be turning to you once again for your
support on this critical issue.
• The country is depending on the people you represent to take advantage
of the extraordinary opportuniry represented by educational technology
and to get it into the hands of our kids. We're determined to make the
federal government a constructive partner in this effort. We will
continue to welcome your advice and council on how to do this best.
I
�•
___
NC~TET
____.________________________._______
National Coordinating Committee on Technology
in Education and Training (NCC-TET)
. Members:
American Association of Adult and Cont.inuing Education
Ametkan Association of ('"..(Immunity Colleges
American AssociAtion of School Librarians
American Association for the Advancement ofScience
American Educational Research Assodarton
Am('fkan Ff'deratioo of Teachers
American Library Association
American Society for Training and. Development
American Vocarional Associa~i(}n
Association of American Publishers
Association for Computing Machinery
Association for Educational Communications and Technology
As!:KX:iacion for Education and Rehabilitation
Association for Supervision & Curriculum DevelOpmem
Association for the Advancement. of Computing in Education
Benton Foundation
Black Coliege Satellite NetWOrk
Broadcast Educntion Association
Cable In The Classroom
Cound! of 100
Council for Educational Development and Research
O:lUncii of Great City Schools
Consortium for School Networking
Council of Chief Sfllte Schoo! Officers
EDUCOM
George l.ucas Foundation
Grorge Washingron UniversilY
IBM Foundation
Information Infrastructure Clearinghou.se
Insriruce fur Research 00 Learning
Instirute for Simulation & Training
ImenK'tive- Mu1cimooia Association
Intemational Communi<ru:ions Industries J\sSO(iation
Ioternational Society for Technology in Education
KJDSNET
Learning through Media Coalition
Natiorul Allillnceof B!ack School Educators.
National Am Edl1(ation infotmatlon Network
. National Association «[Secondary School Principals
National Association l/E;ementtlry School Principals
13
�"
' - " - " - - - - - - - - - - - - - - - - - - NCGTTE'E'JIC'_
Nacional Association ofScare Boards of Education
National Association ofScare Directors, VoTech Edu<,:ation
National Catholic EdUl..'ationai Association
Natio'nru Center on Education and tbe Economy
, National Council ror Accrediration of Teacher Education
Nadonal Council for Social Studies
National Council ofTeachers of English
National Council of1eachers ofMathemarics
National Education Association
National Foundation for the Improvement of EduOltion
National Home Study Council
National Schoot Boa.rds Association
National Security Industrial Association
National Te<hnologicai University
Offke of U,S, Representative Winia."Jl F. Goodl1ng
Offices ofU,S, Senator Edward M. Kenned.y,jeffBingrunan, a.'1d Thad Cochmn
Organizations Concerned about Ruml Education
Private Sean! Council
Public Broadcasting Service Online
Public Broadcasting Service
Quality Education Data
Regional Bell Telephone Companies
Sociery fOr Applied Learning and Technology
Software Publishers Association
Te.::hnology Sweent AssoeJacion
Tne Mecklenburger Group
The National PTA
Triangle Coalition for Science and Te<hnology Education
U,$. Distance Learning Association
Oh$err1ers:
Advanced Research Projeas' Agency
C:tlifomia Sntte UniVt:rsiry System
Fairfax Glunt)' School,
National Aeron<lut.ics and Space Administration
Narionai Educarion Goals Panel
Nat.ional Oceanic lind Atmospheric Administration
National Science Foundatinn
Office ofEducarional Research and Improvement, US. Department: ofEduca't:ion
Office ofSdencf and Technology Policy. Execudve Office of the President
Office of Technology Assessment. U.S. COrtgtess
Office of the Deputy Secretary, U.S. Department of Education
Office of the Direaor, Federal Commwlicarions Commission
U.S, Air Force (:Human Resources Div:s:on)
U.S. Armv Reselrcn Inst!cuce
"
,
14
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Trade+Representative&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Trade Representative</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Veterans+Affairs&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Veterans Affairs</a></p>
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Clinton Presidential Records: White House Staff and Office Files
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1474 folders in 111 boxes
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NEC – Education/Technology Initiative [2]
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History of the National Economic Council
Clinton Administration History Project
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1993-2001
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Box 42
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Clinton Presidential Records: White House Staff and Office Files
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1497354-nec-education-technology-initiative-2
1497354