DOCUMENT RESUME IR 019 412 ED 427 759 Solmon, Lewis C.; Chirra, Kalyani R. AUTHOR The Last Silver Bullet? Technology for America's Public TITLE Schools. Milken Family Foundation, Santa Monica, CA. INSTITUTION 1998-00-00 PUB DATE NOTE 284p. Evaluative (142) Reports Books (010) PUB TYPE MF01/PC12 Plus Postage. EDRS PRICE Case Studies; *Computer Uses in Education; Costs; DESCRIPTORS Educational Development; Educational Finance; Educational Policy; Educational Practices; *Educational Technology; Elementary Secondary Education; Federal Legislation; Financial Support; Government Role; *Information Technology; Models; Partnerships in Education; Postsecondary Education; *Public Schools; School Business Relationship; Tables (Data); Teacher Education; *Telecommunications; Training Infrastructure; *Technology Implementation; *Technology IDENTIFIERS Integration; Technology Plans ABSTRACT The purpose of this book is to introduce ideas, methods, and people that could be of assistance to those who will utilize educational technology in teaching and learning, especially to those whose responsibility it is to put in place the policies necessary to make this happen. Analogies comparing school technology to earlier massive national efforts to build America's infrastructure are offered. An introductory chapter presents a case for technology in schools; remaining chapters discuss various issues related to technology integration in K-12 schools. Several chapters include case "Technology for studies for illustration. The chapters are as follows: (1) "Economic "Can a Few PCS Make Socialism Work?"; American Schools"; (3) (2) "The Cost of Education Technology"; Benefits of Education Technology"; (4) "Can the Private Sector Solve "The Imperative of Teacher Training"; (6) (5) "Can the Federal Government Take on This Task?"(including the Problem?"; (7) background and a chronology of the Telecommunications Act of 1996); (8) (9) "Allocation and Implementation Issues"; "State Funding for Technology"; and (10) a concluding chapter that refutes the top ten reasons not to put technology in schools. An appendix discusses a model to estimate gains in labor market productivity. Statistics are presented in 30 figures and tables throughout the text. (Contains 147 references.) (AEF) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** W , _ Ir . I I $ 1 II y fl S 1N31AllEM130 JO NOLLV01103 03450 so unsolleonpa yam:meld pue luau:ono/6m lVNOLLVOCIO3 S3013110S31=1 NOLLVIAIHOJNI (011:33)1.131.130 0 suu motonoop set{ uaeq so peonpo,dai wail pemoow OW JO UOSJed UOISUZILIEWO Buo &mew S ., 0 IN Jou ll seBuoto spew ol One USseq esoidum uolonpaidei mob Au SKS% JO pelvis JO MOON SUOlUld0 Ul SUSS meiunoop mu op mosaidarkwessepou mioup pzoo m uomsod Aotiod , - SIN1 01 3011008d31:1 INYMY141 N0ISSIV.11:13d,, A9 N339 031NVI:10 KIIIINI SVH 1V1k:131VV4 NOLLVCINflOi 1 uourros ' D *a. 01 3H.I. 0 S309110938 1I/NOI1V01103 JNI NOI1VIN80 1:131N30 ..(011:13) - THE LAST SILVER BULLET? Technology for America's Public Schools by LEWIS C. SOLMON and KALYANI R. CHIRRA 5 BEST COPY AVAILABLE 4- dar .411111b published by MILKEN FAMILY FOUNDATION LIBRARY OF CONGRESS CATALOG CARD NUMBER: 98-66845 01998 LEWIS C. SOLMON I II ^ list of tables and figures a foreword a2 preface a6 acknowledgments a14 chapterl TECHNOLOGY FOR AMERICAN SCHOOLS 1 chapter2 CAN A FEW PCS MAKE SOCIALISM WORK? 20 Case Study: A Lesson from the Private Sector 35 Case Study: Lessons from the Past: The Television Experiment in Education 38 chapter3 ECONOMIC BENEFITS OF EDUCATION TECHNOLOGY 50 Case Study: GI Joe and the Post-World War II Economy 58 chapter4 THE COST OF EDUCATION TECHNOLOGY 62 chapter5 THE IMPERATIVE OF TEACHER TRAINING 76 Case Study: Phantom Lake Elementary School 87 chapter6 CAN THE PRIVATE SECTOR SOLVE THE PROBLEM? 96 chapter7 CAN THE FEDERAL GOVERNMENT TAKE ON THIS TASK? 120 Telecommunications Act of 1996: A Background and Chronology of Events 127 Case Study: The Interstate Highway System 150 chapter8 STATE FUNDING FOR TECHNOLOGY 162 Case Study: California Education Technology 166 Case Study: Debt Financing in Arizona 171 chapter9 ALLOCATION AND IMPLEMENTATION ISSUES 180 chapter10 CONCLUSION 198 Top 10 Reasons Not to Put Technology in the Schools, But... 207 Case Study: When Voices for Education were Heard: Special Education 210 appendix THE MODEL TO ESTIMATE GAINS IN LABOR MARKET PRODUCTIVITY 224 bibliography 236 endnotes 246 about the authors 266 I S Table 1-1 4 INTERNATIONAL LITERACY RATES Table 1-2 1950-1996 7 AVERAGE EXPENDITURE PER STUDENT IN THE UNITED STATES, Table 4-1 64 FULL MODEL: TOTAL FOUR-YEAR PLAN COST Table 4-2 66 REDUCED COST MODEL Table 4-3 68 ADJUSTED FULL-MODEL AND ADJUSTED REDUCED COST MODEL Table 4-4 PAST, CURRENT, AND PROPOSED EXPENDITURES ON K-12 70 EDUCATION TECHNOLOGY Chapter Appendix 4-1 73 COST ELEMENTS Figure 5-1 CURRICULUM GUIDELINES FOR ACCREDITATION OF 82 EDUCATIONAL COMPUTING AND TECHNOLOGY PROGRAMS Table 6-1 98 EMPLOYMENT IN HIGH-TECHNOLOGY MANUFACTURING INDUSTRIES Table 6-2 SHARE OF EMPLOYMENT IN HIGH TECHNOLOGY FIRMS RELATIVE 99 TO TOTAL MANUFACTURING Table 7-1 ALLOCATING $4 BILLION FROM A FEDERAL EXCISE TAX TO 137 THE STATES Table 7-2 147 PUBLIC'S REACTION TO SPENDING $50 BILLION ON TECHNOLOGY Table 7-3 147 FEDERAL TAXES Table 7-4 148 STRONGLY FAVORED TAXES Table 7-5 160 FEDERAL AND STATE MOTOR-FUEL TAX RATES BY YEARS, 1932-1994 a Figure 7-1 FEDERAL GAS TAX RATE COMPARED TO FEDERAL DEFICIT 161 Table 8-1 POLITICAL AFFILIATIONS 165 Table 8-2 CALCULATION OF TRUE PRINCIPAL FROM ARIZONA BOND PAYMENT SCHEDULE 173 Table 8-3 LOTTERY FUNDS FOR EDUCATION 176 Table 8-4 WHAT ARE YOUR FUNDING PRIORITIES? 178 Table 8-5 PUBLIC FUNDS ALLOCATED TO STADIUMS AND ARENAS 179 Table 10-1 EXPENDITURES FOR SPECIAL EDUCATION 222 Figure 10-1 ESTIMATED TOTAL SPECIAL EDUCATION EXPENDITURES IN 96 $ 223 Figure 10-2 FEDERAL ON-BUDGET FUNDS FOR SPECIAL EDUCATION (1996=100) 223 Table A-1 DISTRIBUTION OF EDUCATIONAL ATTAINMENT BY AGE 229 Table A-2 EDUCATIONAL ATTAINMENT OF CURRENT 0-YEAR-OLDS FROM 16 TO 65 230 Table A-3 EXPECTED MAXIMUM EDUCATIONAL ATTAINMENT (BY AGE 31) OF CURRENT POPULATION (000) AGED 0-14 231 Table A-4 ESTIMATED AVERAGE ANNUAL LABOR INCOME (96 $) BY AGE AND EDUCATIONAL ATTAINMENT FOR PEOPLE CURRENTLY 0-14 YEARS OLD 231 Table A-5 AVERAGE ANNUAL LABOR INCOME PREMIUM (96 $) FROM SCHOOLING USING TECHNOLOGY BY AGE AND EDUCATIONAL ATTAINMENT 233 Table A-6 NET PRESENT VALUE OF LIFETIME EARNINGS PREMIUM FROM COMPUTER USE FOR THE 1996 POPULATION AGED 0-14 BY MAXIMUM LEVEL OF EDUCATIONAL ATTAINMENT (96 $000) 234 a 1 41,- eg. L BEST COPY AVAILABLE foreword For the last several years, the Milken Family Foundation has been studying the significant impact education technology can have on student learning. The use of modern information and commu- nications technology properly employed should be commonplace in the life of every school, teacher and student. Needless to say, however, this is not the case. Indeed, the K-12 education industry is the only "knowledge business" still debating the utility of technology. While in 1995, 75 percent of all Fortune 500 companies already were completely networked, by 1997 we estimate that about 10 percent of all instructional rooms even had Internet access. (I might add that in 1996, 80 percent of Fortune 500 companies had Web sites, but in the same year fewer than 4 percent of schools had a Web site.) We shall learn in this book that America's public schools are less than one-third of the way to achieving their technology implementation goals. That is unfortunate because education technology offers much of the assistance that schools need in order to serve children fairly and well. This is not a hunch. It's what we've observed in schools from coast to coast, and it's what we've concluded from extensive research and personal involvement. It is clear to us that in schools where educators have laid a solid groundwork, technology works well. High standards, linked to assessment and accountability, are essential to that groundwork and, indeed, are unlikely to be realized without the kind of support that telecommunications, multimedia databases and computers supply. The effective implementation of education technology systems requires: a school-wide plan to integrate these systems across the disciplines, anchored in course content and reflecting the diverse needs of teachers and students; appropriate hardware and software that create the connectivity that links the classroom to the world; the technological curiosity and fluency of the a3 2 0 :