[11239] in Commercialization & Privatization of the Internet
daemon@ATHENA.MIT.EDU (David Moursund)
Sat Mar 26 15:15:48 1994
Date: Fri, 25 Mar 1994 09:47:31 -0800 (PST)
From: David Moursund <ISTE@oregon.uoregon.edu>
To: bluemt@cni.org, com-priv@psi.com, communet@uvmvm.uvm.edu
X-Vms-To: IN%"bluemt@cni.org",IN%"com-priv@psi.com",IN%"communet@uvmvm.uvm.edu"
Copyright (c) 1994 National Coordinating Committee on Technology
in Education and Training (NCC-TET)
THE NATIONAL INFORMATION INFRASTRUCTURE:
REQUIREMENTS FOR EDUCATION AND TRAINING
Prepared by the National Coordinating Committee
on Technology in Education and Training (NCC-TET)
March 25, 1994
[Disclaimer: This position paper has been prepared and is being
distributed in order to facilitate understanding of education and
training requirements that must be addressed in the development of
America's National Information Infrastructure. It represents a
consensus of opinions held by representatives of national
professional education, training, and trade associations
participating in the NCC-TET collaboration and does not
necessarily imply endorsement by organizational participants in
the Committee process or government personnel who attended
meetings of the Committee.]
AUTHORIZATION
Reproduction of the Committee's NII: Requirements for Education
and Training position paper is authorized and encouraged for
complimentary or commercial distribution in electronic and/or
printed format. When distributing or including portions of the
position paper in other publications, distributors are requested
to include an appropriate reference to the Committee and the
principal authors of the position paper.
COMMENTS
The Committee invites comments and suggestions as to how these
requirements might be achieved through independent and collective
activities of public and private education and training
stakeholders--locally, in states, and nationally.
Please mail suggestions to:
NCC-TET, P. O. Box 4437, Alexandria, VA 22303
or send via electronic mail to:
NCCTET-COMMENTS@EDUCOM.EDU
EXECUTIVE SUMMARY
ACCESS REQUIREMENTS
1. Ensure that all Americans have affordable access to the NII.
2. Ensure that the NII is accessible in a variety of learning
environments.
3. Develop a variety of sustained public and private
partnerships and funding mechanisms to support education and
training uses of the NII.
4. Make public and private information resources available to
schools, institutions of higher education, training
institutions, libraries, and arts and cultural institutions.
EDUCATION AND TRAINING APPLICATION REQUIREMENTS
5. Coordinate NII-related education and training activities
conducted by federal departments and agencies.
6. Develop and disseminate NII guidelines for education and
training applications.
7. Identify and disseminate effective education and training
applications of the NII.
8. Integrate applications of NII and related technologies into
education reform plans.
9. Develop quality education and training applications for the
NII.
10. Conduct research on the education and training applications
of current and emerging technologies.
11. Promote training, professional development, and technical
assistance for educators as an integral part of the
development of the NII.
12. Support ongoing evaluation of the effectiveness and impact
of the NII to inform policy makers and educators.
TECHNICAL REQUIREMENTS
13. Emphasize interactive, broadband transmission of voice,
video, and data for education and training.
14. Provide seamless interconnection among all relevant
information networks and services.
15. Guide the development of voluntary standards that promote
interoperability.
16. Ensure that the NII is easy to use.
17. Develop comprehensive directories of information resources
and "navigation" systems for locating these resources.
18. Support user collaboration.
19. Create adequate measures to protect the security of
resources on the network.
INTRODUCTION
The National Coordinating Committee for Technology in Education
and Training (NCC-TET) has developed the requirements discussed
below to ensure that the National Information Infrastructure (NII)
provides expanded opportunities for education and training.
National organizations representing education, training,
government, defense, business, arts and cultural institutions, and
libraries have contributed to the development of these
requirements. They are intended as guidelines to be used by the
Administration, Congress, state agencies, national and state
organizations, and other education and training stakeholders to
help shape future policy and legislation.
This is a time of unparalleled change in the United States. The
growing integration of the global economy is placing enormous
stress on our labor force requirements and education and training
systems. In the aggregate, jobs of the future will be more complex
and demand much more of employees. Lifelong learning will
eventually become commonplace. This means that the education and
training communities must accommodate an enormously diverse
community of learners in a wide variety of contexts. The NII has a
preeminent role to play in meeting the emerging needs of our
society. As one commentator notes:
"The promising vision of an advanced telecommunications
infrastructure lies not only in its potential to help public and
private institutions to prosper and survive, but also in its
capacity to improve social, educational, and economic services for
the vast majority of the nation's citizens" (Sheekey 1993).
The education and training communities need an NII that allows
interactive communication among teachers, students, and parents
and meets the complex and diverse information needs of teachers
and students. The NII must be able to support learning across a
whole range of users and contexts while overcoming the barriers of
time and distance. The NII must support attainment of the National
Education Goals.
The requirements are grouped into three areas: access
requirements, education and training application requirements,
and technical requirements.
ACCESS REQUIREMENTS
REQUIREMENT 1. ENSURE THAT ALL AMERICANS HAVE AFFORDABLE
ACCESS TO THE NII.
RATIONALE: Accessing the best and most recent information to do a
job or perform a task must become a cultural norm by the end of
the century. It is especially critical that schools develop this
capacity. As Vice President Gore noted during his January visit to
Los Angeles, "When it comes to ensuring universal service, our
schools are the most impoverished institutions in society."
Almost 90 percent of K-12 classrooms lack even basic access to
telephone service (Princeton Survey Research Associates 1993).
When classrooms do have phone lines, schools are typically charged
at the corporate rate for telephone service. Schools have not been
the beneficiaries of the universal service policies that resulted
in the delivery of basic service at affordable rates for most
American homes.
An interim goal of providing at least one connection to every
school building and educational site in the nation can be achieved
almost immediately. The goal of connecting every home and
classroom to the NII should be set for the year 2000. Populations
(e.g., rural and poor populations) which have traditionally been
underserved must have special attention paid to them with respect
to both network access and information resources relevant to their
needs.
REQUIREMENT 2. ENSURE THAT THE NII IS ACCESSIBLE IN A VARIETY
OF LEARNING ENVIRONMENTS.
RATIONALE: The applications on the NII should extend into homes
and workplaces as well as schools, institutions of higher
education, libraries, and arts and cultural institutions. The
vision of the NII is one in which learning occurs in a variety of
environments throughout the course of one's life. The NII should
make it possible for individuals to gain access to the resources
they need when and where they want access. The principle of
"learning on demand" should guide the design of all NII-related
education and training programs funded by the federal government.
REQUIREMENT 3. DEVELOP A VARIETY OF SUSTAINED PUBLIC AND
PRIVATE PARTNERSHIPS AND FUNDING MECHANISMS TO SUPPORT
EDUCATION AND TRAINING USES OF THE NII.
RATIONALE: It is clear that if our education system is to have
universal access to a broadband NII, its use must be adequately
subsidized in some fashion. Schools and other public service
organizations would pay rates subsidized by private organizations
using the network or tap into other revenue sources.
This may require a change in existing universal service
arrangements. Currently, corporate users subsidize residential
users. A revised model might require educational
telecommunications to be subsidized by corporate users. We would,
however, have to revise existing subsidy formulas to make them
compatible with growing competition in the local loop. Future
arrangements should require all telecommunications providers to
contribute to universal service funds.
At the present time, rural schools usually pay more for access to
information services because the nodes of information service
providers are not located in local calling regions. Universal
service must mean that all schools have affordable access to all
information services, including high bandwidth resources.
To solve equipment and training problems, the federal and state
governments could establish technology funds that could be used to
help poorer districts defray the costs of purchasing the equipment
or providing the training needed to use the network. Necessary
requirements would not only include the time online, but also the
tools and materials (computers, modems, scanners, video cameras,
ordinary cameras, VCRs, software applications, and printers, for
example) that would be necessary to take full advantage of such an
infrastructure. In the absence of outside funding, some districts
would be far more able to use the resources of the NII than other
districts.
State and federal funding is appropriate for education and
training applications of the NII in a number of areas. These
include planning grants, applications research and development,
information clearinghouse activities for model programs, technical
assistance programs, and training-related activities (in the
development of materials, for instance).
Both state and federal governments should consider various forms
of tax relief for producers to create software and programs and
telecommunications providers to supply access, services, and
equipment. Alternative sources of funding might be pursued. In an
open, competitive telecommunications environment, schools could
form statewide or even regional cooperatives with state and local
governments and universities for purchasing telecommunications
services. Their aggregate purchasing power would ensure that they
received services at the lowest possible cost. Savings from such
arrangements would be earmarked for special trust funds designed
to allow districts to purchase services and equipment.
Another possibility includes renting (rather than auctioning off)
the rights to new allocations of the electromagnetic spectrum to
telecommunications companies. Revenues from such rental fees could
result in billions of dollars to ready our educational
institutions for the next century. Yet another alternative funding
source could be a check-off box on telephone bills that allows
rate payers to make donations to educational telecommunications
projects.
REQUIREMENT 4. MAKE PUBLIC AND PRIVATE INFORMATION RESOURCES
AVAILABLE TO SCHOOLS, INSTITUTIONS OF HIGHER EDUCATION,
TRAINING INSTITUTIONS, LIBRARIES, AND ARTS AND CULTURAL
INSTITUTIONS.
RATIONALE: The NII should include the information resources
developed and maintained by both public and private sources.
Educators and students are already using a wide variety of these
resources. Teachers and students are now accessing data from the
Jet Propulsion Laboratory- NASA space mission. Others are using
the Internet to communicate with researchers or to search the
catalogues of distant libraries. In California, teachers use
software and video clearinghouses to select programs that align
with state curriculum frameworks as well as national education
goals and performance standards.
EDUCATION AND TRAINING APPLICATION REQUIREMENTS
REQUIREMENT 5. COORDINATE NII-RELATED EDUCATION AND TRAINING
ACTIVITIES CONDUCTED BY FEDERAL DEPARTMENTS AND AGENCIES.
RATIONALE: Many federal agencies and departments participate in
grant programs and other activities that support the use of
telecommunications in all disciplines. They include the
Departments of Education, Defense, Agriculture, Energy, and
Commerce (through the National Telecommunications Information
Administration); the Advanced Research Projects Agency; and the
National Science Foundation.
It is vital that adequate means be established for federal
agencies to share information and coordinate planning,
implementation, and evaluation of applications of the NII for the
education and training communities. A national interagency council
or task force could be established, for example.
Most federal educational telecommunications programs predate the
formation of policy discussions and telecommunications industry
changes that anticipate the NII. As a result, existing federal
programs must be reshaped to prepare for radically new kinds of
technology-based education and training environments.
REQUIREMENT 6. DEVELOP AND DISSEMINATE NII GUIDELINES FOR
EDUCATION AND TRAINING APPLICATIONS.
RATIONALE: The federal government has a legitimate and important
role in the promulgation of national standards. National standards
could serve a number of important functions within the NII
context. Instructional standards would ensure that education and
training applications of the NII help us attain the National
Education Goals. To promote a teaching profession experienced in
the effective use of technology, national teacher certification
standards and credentialing requirements should be expanded to
include applications of educational technology. Applications
standards would work to maintain the quality of individual
applications and facilitate their development. Standards should be
developed with the ongoing advice of key stakeholders in the
education and training communities.
REQUIREMENT 7. IDENTIFY AND DISSEMINATE EFFECTIVE
EDUCATION AND TRAINING APPLICATIONS OF THE NII.
RATIONALE: Effective educational technology and telecommunications
applications should be developed, identified, and disseminated. An
identification and dissemination process should be established and
coordinated among the Regional Education Laboratories, the
Department of Energy Laboratories, the National Science
Foundation, and Department of Education programs. Existing
dissemination systems such as the Eisenhower National
Clearinghouse, ERIC, and the National Diffusion Network should be
incorporated into this process.
REQUIREMENT 8. INTEGRATE APPLICATIONS OF NII AND RELATED
TECHNOLOGIES INTO EDUCATION REFORM PLANS.
RATIONALE: One of the core components of the Goals 2000 initiative
is that all states will develop comprehensive educational plans in
support of the attainment of the National Education Goals. The NII
(as it develops) and related technologies can be key supports for
education reform. Serious consideration should be given to
educational technology in plans under development at the national,
state, and local levels.
Careful planning is a prerequisite for the effective application
of teaching and telecommunications in education and training. The
national education reform agenda must ensure that states have the
incentives and direction to develop technology and NII application
plans. Plans should 1) involve education stakeholders in their
design; 2) be guided by education and training needs of learners;
3) specify clear objectives related to national and local
education goals; and 4) incorporate technology applications and
practices that have been tested for their educational benefits.
REQUIREMENT 9. DEVELOP QUALITY EDUCATION AND TRAINING
APPLICATIONS FOR THE NII.
RATIONALE: The development of quality software and video
programming is critical to the successful implementation of the
NII in education and training contexts. Educational software and
programming should support the National Education Goals and
curriculum standards. Software developers and video producers
should have financial incentives available such as tax incentives,
low interest loans, and seed money to encourage development of
products for the educational and training markets. As a condition
of receiving incentives, software developers should be required to
consult with experienced curriculum developers and practicing
educators on the design and testing of programs. The educational
technology application guidelines suggested above should be
applied to this process. Ongoing dialogue between educators and
industry will result in software that is well-suited to education
and training needs for both learners and educators. To ensure that
new technologies and applications address the needs of diverse and
special needs populations, testing of software and programming
should be conducted across socioeconomic, racial, ethnic, and
gender lines.
REQUIREMENT 10. CONDUCT RESEARCH ON THE EDUCATION AND
TRAINING APPLICATIONS OF CURRENT AND EMERGING TECHNOLOGIES.
RATIONALE: Educators need access to research findings for guidance
in the selection of hardware and educational software. In numerous
instances, school districts have made major technology purchases
without reliable information about the educational benefits of
these resources. Further research is needed to guide the
development of new software and to determine the ability of
existing technologies to meet the challenges found in education
and training environments. Grants should be given for the study of
what works under what circumstances for specific populations.
Research findings should be made available to all educators over
the network.
REQUIREMENT 11. PROMOTE TRAINING, PROFESSIONAL DEVELOPMENT, AND
TECHNICAL ASSISTANCE FOR EDUCATORS AS AN INTEGRAL PART OF THE
DEVELOPMENT OF THE NII.
RATIONALE: Staff development, training, and follow-up assistance
is a prerequisite for effective and sustained applications of
technology and telecommunications. Educators need opportunities to
acquire the skills necessary to use telecommunications and other
technologies effectively. Teacher training must not only be
provided for equipment and software operation, but also for
teaching strategies that incorporate the use of a variety of
technologies.
Consideration should be given to the enormous training challenge
represented by the NII. The skills and knowledge of people using
the NII should be considered as important as its hardware and
software. Funding for both the training of educators and the
development of training materials should be provided.
REQUIREMENT 12. SUPPORT ONGOING EVALUATION OF THE EFFECTIVENESS
AND IMPACT OF THE NII TO INFORM POLICY MAKERS AND EDUCATORS.
RATIONALE: Ongoing evaluations should inform stakeholders about
access, adherence to standards, levels of use, and the impact of
the NII on teaching and learning. The results of evaluation should
be used to guide program improvements and to inform decision
makers about the benefits and barriers of the NII in relation to
education.
The continual improvement of educational and training applications
on the NII depends upon ongoing evaluation. Evaluative criteria
should be developed for the identification of promising practices
and programs. These criteria should be used to evaluate
educational and training applications of the NII in a wide range
of diverse racial, cultural, and geographic environments.
TECHNICAL REQUIREMENTS
REQUIREMENT 13. EMPHASIZE INTERACTIVE, BROADBAND TRANSMISSION OF
VOICE, VIDEO, AND DATA FOR EDUCATION AND TRAINING.
RATIONALE: The need for a broadband NII is extensively promoted
for entertainment and commercial use, but not addressed as a
critical need for education and training. Increasingly, educators
are seeing the need to provide learning experiences in multiple
media. A broadband network could be used to beneficial effect by
delivering multimedia materials online to students at their
workstations to support diverse learning styles.
Communication is currently limited to text and data in most
instances. Interactive video will open new dimensions in the
learning process that are not possible with voice and data
transmission alone. However, broadband systems will be necessary
to permit the use of interactive video in education. The ability
to transmit voice, video, and data with relative ease across
networks will extend teaching and learning beyond traditional
school walls, opening the classroom to the world outside.
REQUIREMENT 14. PROVIDE SEAMLESS INTERCONNECTION AMONG ALL
RELEVANT INFORMATION NETWORKS AND SERVICES.
RATIONALE: There are 71 satellite education networks worldwide.
Roughly 60 networks are located in the United States alone
(Hansell 1992). On the training side, the U.S. Army's Teletraining
Network (TNET) uses digitized, compressed video to present 67
distributed training courses to over 30 sites. The Army Logistics
Management College (ALMAC) has a Satellite Education Program
(S.E.P.) delivering 20 distributed training courses to 79 sites
(Redding and Fletcher, in press). Online services and electronic
forums used by educators exist on a variety of electronic
networks.
Existing resources could be leveraged much more effectively if
education and training networks were interconnected and
instructional programming were available across networks. The NII
must become a seamless network of networks that links learners to
information and communication. The barriers caused by incompatible
technologies and isolated networks must be eliminated. New
communication protocols and continued technological innovation
should permit the easy exchange of information among diverse
networks in a variety of media
REQUIREMENT 15. GUIDE THE DEVELOPMENT OF VOLUNTARY STANDARDS THAT
PROMOTE INTEROPERABILITY.
RATIONALE: Standards that promote interoperability allow devices
to connect easily with one another and permit software and
hardware to be used in and exchanged across a variety of
telecommunications and hardware environments. This lowers the cost
of user training as well as hardware and software. Ultimately,
this will lower hardware and software costs, create a robust
market for education-related products, support equity of access,
and eliminate one of the major barriers to the use of networking
technologies.
REQUIREMENT 16. ENSURE THAT THE NII IS EASY TO USE.
RATIONALE: Research and development is needed to assure that user
interfaces for education and training applications are designed to
be easy to use and are as consistent as possible across computer
platforms, individual databases, and information services. Today,
the rich resources and networks of the Internet are a province of
the few. In the general teaching population, only one-fifth of
teachers are familiar with the Internet and only 4% have access to
it (Princeton Survey Research Associates 1993). Over one-third of
the K-12 teachers using telecommunications who were surveyed by
the Center for Technology in Education did not even know if they
had access to the Internet (Honey and Henriquez 1993). Teachers
who do have Internet access report that complicated procedures are
one of the major barriers to using it and engaging their
colleagues in use of the network.
If the NII is to become truly universal and indispensable to our
citizenry, it should be as easy to use as most household
appliances. In this vision, the user takes center stage.
"Knowbots," an idea first proposed by Robert Kahn, represents one
of the most promising research directions at the present time.
After being given a simple command in English, "the knowbot would
'travel' over the network, enter several computers it knows to
contain this information, search around each using its syntax and
conventions, combine the gleanings from these data stores into a
single response, and translate it into a format understood by the
user's computer" (Dertouzos 1991).
In this way, the enormous complexity of such a system is hidden
from the user and the ease of use allows the user to build rapport
with it. In the K-12 and training environments, many educators
continue to experience considerable anxiety around computers and
other electronic devices. An information and electronic service
resource driven by friendly "electronic agents" would help to
overcome this significant problem.
REQUIREMENT 17. DEVELOP COMPREHENSIVE DIRECTORIES OF INFORMATION
RESOURCES AND "NAVIGATION" SYSTEMS FOR LOCATING THESE RESOURCES.
RATIONALE: In part, resources and services appear fragmented
because there is no comprehensive directory of available
information over electronic networks. Users often are forced to
resort to chance discoveries and word of mouth to locate relevant
information sources. Better methods of organizing the many pieces
of the information available to users are needed. A truly easy
system of searching and accessing information on the network must
be developed. Until this happens, the NII must have people
available to serve as network guides.
REQUIREMENT 18. SUPPORT USER COLLABORATION.
RATIONALE: Since a premium will be placed on collaboration in the
training and educational organizations of the future, the
infrastructure's ability to support collaboration among users is a
vital requirement. Contemporary efforts to encourage collaboration
using electronic media are distinguished by several factors:
collaboration in multiple modes and media, ease of use, easy
retrieval and forwarding of sessions, and accessibility in the
work environment (Brittan 1992).
A comprehensive directory is only the first step in addressing
this need. People-to-people communication is open-ended, consists
of a wide variety of data types (voice, text, images, graphics,
animation, video, spreadsheets, documents, and gestures), and
takes place in multiple contexts (Felde 1992).
Beyond establishing and terminating sessions, the NII must be able
to maintain records of past sessions. After a session has
occurred, it should be saved in the network in a form that allows
the user to retrieve a record of interactions. The retrieval
system should use subject or content references as well as session
references. For example, a user should be able to request the
"record of the March 12 training on interpreting statistics."
Moreover, it should also be easy to configure user groups. If
several classes of students at geographically dispersed locations
(or groups of individual students for that matter) wish to pursue
a subject of common interest, it should be easy for them to
arrange to work together online, share resources, and easily
interact with a variety of connecting technologies. In other
words, it should be easy to create collaborative learning
communities.
REQUIREMENT 19. CREATE ADEQUATE MEASURES TO PROTECT THE SECURITY
OF RESOURCES ON THE NETWORK.
RATIONALE: The NII should have security systems adequate to
protect the privacy of individuals, the confidentiality of
documents, and intellectual property rights. the rights of privacy
and confidentiality are cornerstones of our society. The NII will
carry information that is sensitive to individuals and
organizations. Government, business, and education must work
together to guarantee the security of this information.
The NII should also have security systems capable of safeguarding
intellectual property rights. This gives an incentive to software
and video producers to develop and disseminate their works over
the NII. The protection of intellectual property rights should be
accomplished in a manner which safeguards the rights of right
holders, provides them with appropriate and timely compensation,
and allows protected information to flow over the network. Systems
adopted to protect intellectual property should rely on the
copyright law which permits the "fair use" of accessed over the
network under some circumstances.
A balance must be created between the need for security and the
need for open and free access to information on the network.
Different levels of security should be established to allow
material with varying degrees of sensitivity to be transmitted in
the most effective manner.
REFERENCES
Brittan, D. (1992, May/June). Being there: The promise of
multimedia communications. TECHNOLOGY REVIEW, pp. 42-50.
Dertouzos, M.L. (1991, January). Building the information market
place. TECHNOLOGY REVIEW, pp. 29-40.
Felde, N. (1992, May). Multiplexing media. IEEE Communications.
Hansell, K. (1992, October). Satellite education networks. VIA
SATELLITE, pp. 32-33.
Honey, M. and A. Henriquez. (1993). TELECOMMUNICATIONS AND K-12
EDUCATORS: FINDINGS FROM A NATIONAL SURVEY. Center For Technology
In Education of the Bank Street College of Education.
Princeton Survey Research Associates. (1993). COMMUNICATIONS
SURVEY. Unpublished.
Redding, G.A. and Fletcher, J.D. (In press). Technical and
administrative issues in distributed training technology. In
Seidel, R.J. and P. Chatelier (Eds). LEARNING WITHOUT BOUNDARIES.
New York: Plenum Press.
Sheekey, A. D. (1993, November). Schooling and telecommunications.
EDUCATION WEEK, pp. 24.
Task Force on Education Network Technology. (1993). ACHIEVING
EDUCATIONAL EXCELLENCE BY INCREASING ACCESS TO KNOWLEDGE. National
Education Goals Panel. Unpublished.
ACKNOWLEDGMENTS
While it is impossible to fully credit all of the individuals and
organizations who contributed to the preparation of this position
paper, the Committee would like to acknowledge the following
individuals who made the work possible:
PRINCIPAL AUTHORS
John Yrchik, National Education Association
John Cradler, Council for Educational Development and Research
NCC-TET EXECUTIVE OFFICERS
Co-chairs: Drew Allbritten, American Association for Adult and
Continuing Education
Brenda Kempster, Regional Bell Telephone Companies
Frank Withrow, Council of Chief State School Officers
Secretary: Dennis Bybee, International Society for Technology in
Education
Treasurer: Cheryl Williams, National School Boards Association
NCC-TET SUB-COMMITTEE ON NATIONAL POLICY ISSUES
Co-chairs: John Cradler, Council for Educational Development and
Research
Ed Schroer, American Society for Training and
Development
Members: Geri Andersen-Nielsen, National Education Goals Panel
Bill Graves, EDUCOM
Sue Kamp, Software Publishers Association
Tom Koerner, National Association of Secondary School
Principals
Keith Krueger, Organizations Concerned about Rural
Education
Julie Medin, Institute for Simulation and Training
Jim Mecklenburger, The Mecklenburger Group
Robert Seidel, U.S. Army Research Institute
Scott Stoner, Alliance for Arts Education
Boyce Williams, National Council for Accreditation of
Teacher Education
John Yrchik, National Education Association
REVIEWERS
Kathleen Barfield, California Department of Education
Greg Dumas, Telebit Corporation
Carol Edwards, National Foundation for the Improvement of
Education
Lynn Fontana, National Council for Social Studies
Kim Igoe, American Association of Museums
Karen Jaffe, KIDSNET
Cindy Johanson, Public Broadcasting System
John J. Mahlmann, Music Educators National Conference
C. Dianne Martin, George Washington University
Denis Newman, Bolt, Beranek, and Newman, Inc.
Ruth Perlin, National Gallery of Art
Mabel Phifer, Black College Satellite Network
Paula Reinman, Pacific Telesis
Ilene Rosenthal, Curriculum Television Corporation
Carol Sterling, American Council on the Arts
Michael Sullivan, Southwest Educational Development Laboratory
Bonnie Tenebaum, Enterprise Integration Technologies
Marty Tenebaum, Enterprise Integration Technologies
Mark Traphagen, Software Publishers Association
Lauren Williams, Triangle Coalition for Science and Technology
Education
William Wright, National Council of Teachers of English
NATIONAL COORDINATING COMMITTEE ON TECHNOLOGY
IN EDUCATION AND TRAINING (NCC-TET)
MEMBERS:
American Association of Adult and Continuing Education
American Association of Community Colleges
American Association of School Librarians
American Association for the Advancement of Science
American Educational Research Association
American Federation of Teachers
American Library Association
American Society for Training and Development
American Vocational Association
National Arts Education Information Network
Association of American Publishers
Association for Computing Machinery
Association for Educational Communications and Technology
Association for Education and Rehabilitation
Association for Supervision & Curriculum Development
Association for the Advancement of Computing in Education
Benton Foundation
Black College Satellite Network
Broadcast Education Association
Cable In The Classroom
Council of 100
Council for Educational Development and Research
Council of Great City Schools
Consortium for School Networking
Council of Chief State School Officers
EDUCOM
George Lucas Foundation
George Washington University
IBM Foundation
Information Infrastructure Clearinghouse
Institute for Research on Learning
Institute for Simulation & Training
Interactive Multimedia Association
International Communications Industries Association
International Society for Technology in Education
KIDSNET
Learning Through Media Coalition
National Alliance of Black School Educators
National Arts Education Information Network
National Association of Secondary School Principals
National Association of Elementary School Principals
National Association of State Boards of Education
National Association of State Directors, VoTech Education
National Catholic Educational Association
National Center on Education and the Economy
National Council for Accreditation of Teacher Education
National Council for Social Studies
National Council of Teachers of English
National Council of Teachers of Mathematics
National Education Association
National Foundation for the Improvement of Education
National Home Study Council
National School Boards Association
National Security Industrial Association
National Technological University
Office of U.S. Representative William F. Goodling
Offices of U.S. Senators Edward M. Kennedy, Jeff Bingaman, and
Thad Cochran
Organizations Concerned about Rural Education
Private Sector Council
Public Broadcasting Service Online
Public Broadcasting Service
Quality Education Data
Regional Bell Telephone Companies
Society for Applied Learning Technology
Software Publishers Association
Technology Student Association
The Mecklenburger Group
The National PTA
Triangle Coalition for Science and Technology Education
U.S. Distance Learning Association
OBSERVERS:
Advanced Research Projects Agency
California State University System
Fairfax County Schools
National Aeronautics and Space Administration
National Education Goals Panel
National Oceanic and Atmospheric Administration
National Science Foundation
Office of Educational Research and Improvement, U.S. Department of
Education
Office of Science and Technology Policy, Executive Office of the
President
Office of Technology Assessment, U.S. Congress
Office of the Deputy Secretary, U.S. Department of Education
Office of the Director, Federal Communications Commission
U.S. Army Research Institute
