---------------------------------------------------------------------------- ####### ######## ######## ########### ### ### ## ### ## # ### # Interpersonal Computing and ### ### ## ### ## ### Technology: ### ### ## ### ### An Electronic Journal for ### ######## ### ### the 21st Century ### ### ### ### ### ### ### ## ### ISSN: 1064-4326 ### ### ### ## ### July, 1993 ####### ### ######## ### Volume 1, Number 4 --------------------------------------------------------------------------- Published by the Center for Teaching and Technology, Academic Computer Center, Georgetown University, Washington, DC Additional support provided by the Center for Academic Computing, The Pennsylvania State University, University Park, PA 16802 This article is archived as CANNON IPCTV1N4 on LISTSERV@GUVM ---------------------------------------------------------------- TELECOMMUNICATIONS FOR PRIMARY AND SECONDARY SCHOOLS: A NEED MORE THAN EVER BEFORE John R. Cannon INTRODUCTION Telecommunication technology, or the ability to communicate with others via audio and video, is becoming the premier educational technology for classrooms (Goldberg, 1993; Jinks & Lord, 1990; Swift & Cox, 1988; The Holmes Group, 1993). It is replacing the antiquated ditto machines and modern photocopying machines that teachers have used faithfully for roughly the last fifty years. The clerics who envisioned and foretold of the world moving from an industrial enterprise to an information industry are now considered technological prophets. Computer networks are just beginning to play a major role in this national evolution of our society. Primary and secondary schools (encompassing grades Kindergaten - 12) are linking to each other and larger computer systems across the nation. For example, the Lawrence Livermore Laboratory, near San Francisco, California, is welcoming third graders to use its Cray supercomputer. The third graders are designing and running computer simulations spanning everything from crafting "wire men" to global warming and the greenhouse effect. It is most interesting that they are using the same simulation programs on the Cray computer as the scientists from Livermore Labs and rest of the world. Teacher educators sadly recognize, however, that, "many of these technologies are still futuristic instruments for the vast majority of people, especially educators" (Durham and Sunal, 1991, p. 1). Futurist Tom Mandel describes the history, rapid growth, and varied interactions on internetworked computer systems, such as the Internet(developed from research-related university and government communications systems), as "now doubling in size each year" and that the network "will probably reach more than 500 million users by the end of this century" (Mandel, 1993, p. 1). He continues by adding: The first truly wide-membership global community, the Internet, has created and will continue to innovate new versions of work and play, love and crime in human society. Computerized communications networks such as the Internet create the technical foundation of the information society. Its rapid growth and varied interactions define the norms and aspirations of this new world. Now, more than ever before, preservice classroom teachers need to know how to best use this technology, looming so high on the horizon. This information is required for two major reasons. First, one can access information systems and increase personal knowledge with telecommunications. The second, and even more important reason, is to meet the needs of the children who will ultimately become the regular users of technology in the future. The time for increased experiences in primary and secondary school-based telecommunications has never been more inviting. The hardware is in place. The teachers are in place. Agencies, such as universities and grade schools, have participants, developers, and trainers in place. Two major components, nonetheless, are lacking from this potential "educational telecommunication revolution" in grade schools. They are: 1) long-term preservice teacher training experiences; and 2) individual personal computers on which the preservice teachers can "practice and develop" their telecommunication skills at their convenience. PAST AND PRESENT EXAMPLES OF EDUCATIONAL TELECOMMUNICATIONS Typical K-12 schools try to keep pace with the break neck speed of emerging telecommunications technology. Students in science classes from the U.S., Canada, Denmark, Germany, Italy, Qatar, Japan and Mexico share information as they study their surrounding environment. They use computers and "cutting edge" telecommunications to share their findings with colleagues in other countries through the Internet (Spanning the Globe, 1992). Schools in Carrollton, Georgia, already are experiencing telecommunication classrooms of tomorrow. Technology is used in every facet of the curriculum. Students learn everything in school from computers to operating a TV station. Superintendent Tom Upchurch, of the Carrollton City Schools maintains that technology is integral to improving instruction. He added, "we can't talk about reforming our schools without talking about technology." (High-tech, 1992). The school district realizes the importance of staff development for school innovations. Jackie Fillingim, Assistant Superintendent said, "staff development is vital to making the difficult adjustment to new technology" (High-tech, 1992). While some school systems like Carollton, Georgia, have recognized the need for transforming school curriculum to include more technological-based experiences, the vast majority of schools has not (Durham & Sunal, 1991). Yet, many self- proclaimed "educational reformers," not associated with public schools, have "seen the light" in infusing technology in current or developing curricula. One case in point is Chris Whittle, multimillionaire and CEO of Whittle Communications. Whittle has made a personal mark in the school reform movement with his _Channel One_ project broadcast in thousands of high schools nation wide (McNichol, 1992). The program gives schools free telecommunications hardware for their classrooms, such as satellite dishes and video monitors, in exchange for a twelve minute daily news program. The program also includes three minutes of advertising. Therein lies the source of the controversy over what appears a notable project. Although the initial reports and research on _Channel One's_ influence on youth are mixed, some essays are glowing. The reports indicate that many teachers and schools are most anxious to take advantage of gaining access to emerging technologies. _The Daily Report Card_ (DRC), an electronic, Internet distributed newsletter, recently published a piece entitled, "CHANNEL ONE: A GOOD REVIEW FROM BALTIMORE" (Channel One, 1992). The article pertained to a Baltimore, MD, high school involved in the _Channel One_ network. The students and principal characterized it as "wonderful" and "something for nothing." Also included was a Baltimore newspaper editor comments about Channel One. He stated, "One thing that ought to concern educators, however, is the implication of Mr. Whittle's establishing a monopoly for his service. One day Baltimore may regret its exclusive affiliation with Channel One, but it won't happen soon. In a city in which high schools are lucky if they have more than a couple of telephones, Channel One ... is a blessing" (Channel One, 1992) Whether one agrees with Whittle's motives for bringing technology into classrooms, accompanied by three minutes of advertising, is not the focal point of this paper. That is a point of discussion for another day. The technology, its appeal to students, and potential for increased love of learning, is, indeed, the point in question. When Whittle opens his _Edison Project_ "break-the-mold schools" for elementary students, technology and its application, will be the primary core. Each child will be equipped with a personal laptop computer with modem, printer, video disk player and monitor. The most revolutionary component of Whittle's electronic learning system, as compared to public schools, is the telephone line. Each student will be given access to their own personal phone line. Traditional classroom teachers will be replaced with parent technology- facilitators. Their job is to help students with any hardware problems they may incur. There will be no need for a physical plant. Whittle plans to use established buildings or businesses such as banks, hospitals, office complexes, and perhaps police stations as school campuses. In addition, what students lack in traditional libraries, will be replaced with online information services or data bases easily accessible by computer networks such as the Internet (McNicol, 1992). What once was a dream for public schools is quickly becoming reality in Whittle's plan for school reform. Thus, an unfair competition will exist between Edison schools and public schools. Public grade schools cannot compete in such an educational climate. Already highly stretched school budgets have little, if any, monies for putting additional technology in the classroom. HIGHER EDUCATION AND TELECOMMUNICATIONS Higher education is also recognizing the importance of educational technology by establishing collaborations with public schools. Universities, such as Ball State University, have united with local grade schools through computer networks (High-tech, 1992). The faculty at Southern Illinois University-Carbondale and a local school district are an example of such an educational collaboration. The DRC writes that "The two [university and school] are combining efforts on a project to improve students' math and science skills" (High-tech, 1992). Collaborations are not only formed locally. A professor at Cal State Polytechnic University-Pomona developed a computer link that allows third graders in Glendora, California to communicate with elementary students in Zimbabwe. According to the DRC: The trend toward greater networking is due, in part, to the growing concern by academic leaders about the quality of education their future students are receiving. As higher education looks for new ways to improve the public schools, telecommunications networks offer a means of disseminating information to students and teachers. (High-tech, 1992) Previous endeavors at colleges and universities that infuse telecommunications experiences into teacher education programs have shown positive results. Swift and Cox (1988) report that student teachers sent home with personal computers for use in daily electronic seminars, "were generally very positive" (p. 4). The students electronically communicated with other student teachers and university faculty during student teaching. One student teacher said, "I'm going to miss this machine...and I'm going to miss the opportunity to connect with so many people" (p. 4). Durham and Sunal (1991) recount similar "overwhelmingly positive" results in a teacher education enhancement project with communication technology (p.21). "Teacher education programs," they note, "should, if they haven't already, implement networking into their programs" (p. 21). FUTURE TELECOMMUNICATION OBJECTIVES IN TEACHER EDUCATION The objectives of teacher education programs should include courses and experiences in telecommunications. Specifically, the objectives should include: * development of a broad and solid foundation in telecommunications technology content for elementary and secondary preservice teachers through effective experiences within their respective education methods courses. * providing an articulated, unified telecommunications learning program developed in collaboration by content specialists, education specialists, school practitioners and field specialists. * providing telecommunications experiences and practice in predominately home settings with telecommunications technology. Although not exhaustive, this list offers preservice teachers a well grounded experience in telecommunications technology. PROPOSED CHANGES FOR TEACHER EDUCATION TELECOMMUNICATIONS The American Association for the Advancement of Science in their brochure titled _Project 2061 - Science Literacy for a Changing Future_ states that "in any reform effort teachers should have a creative and central role" (p. 3). In addition, it mentions that lasting change is "long term" (p. 2). Many elementary and secondary science educators agree with the _Project 2061_ proposals for reform and the absolute need for exposure and practice in computer telecommunications for future science teachers. More instructors are teaching a small degree of telecommunications technology within their respective undergraduate science teaching methods courses (PIMCES, 1992). Computer hardware and time continue to be hurdles that preservice teachers face when trying to learn and practice the required telecommunications objectives for these courses. Basic telecommunications skills include logging on to the local computer network and sending an email message to someone. Integrated telecommunication skills involve sharing ideas electronically, making professional contacts, and developing professional relationships with other teachers nationwide. Many education students try to put in the extra time and effort required for gaining such skills, but too often they do not have access to a personal computer. This is not true with other, more traditional learning tools such as textbooks. Textbooks can be "accessed"inexpensively and easily at the owner's discretion. Libraries check-out learning materials through library cards. Library cards allow the holder to access and use a vast amount of information. They literally have become keys that unlock knowledge. Telecommunications learning packages would allow similar access to local libraries and global information systems. The packages would be checked out to students enrolled in an educational technology course. A laptop computer, would be included, with a modem, battery adaptor, carrying case, and factory preloaded integrated word processing, spreadsheet, and data base software. The popular _Microsoft Works_ software meets this requirement. The communications software _MS-Kermit_ easily accesses the Internet and potentially, global information networks. CONCLUSION Much is occurring in telecommunications. Networking is taking place globally. Again, now is the time, more than ever before, for preservice classroom teachers to learn about and experience telecommunications technology. Public schools and institutions of higher education must take the lead in strengthening this fundamental change in the way we communicate and educate in the public sector. If not, private sector and better financed "new schools" will offer elementary and secondary students a more technological-based education. The positive parental support for technological magnet schools in many urban areas supports this claim. Public education will be at risk of collapsing under the weight of school reform. Creative thinking consultant Peter Lloyd states, "Think right or be left behind" (Miller, 1993). Future teachers and schools need to begin to think right about telecommunications or, sadly indeed, they and their students will be left behind. REFERENCES American Association for the Advancement of Science. (1989). Project 2061: Science for all Americans summary. Washington, DC. Channel one: A good review from Baltimore (1993, May) Daily Report Card. [Machine-readable data file]. American Political Network, Inc. (Distributor). Durham, J. R. & Sunal, D.W. (1991, February). The enhancement of teacher education through the use of communication technology. Paper presented at the National Meeting of the Association of Teacher Educators, New Orleans, LA. Goldberg, F. S. (1993). K-12's online future: Looking for Mr. Goodnet. T.H.E. Journal, 21(10). High-tech networks: Schools, higher ed collaborate. (1992, September). Daily Report Card. [Machine-readable data file] American Political Network, Inc. (Distributor). Jinks, J., Lord, R. (1990). The Better Elementary Science Teaching Project: Overcoming the rural teacher's professional and academic isolation. School Science and Mathematics, 90(2), 125-133. Miller, H. G. (1993). Peter Lloyd on being a concept artist. Compuserv Magazine, 12,(5), 31. Mandel, T. F. (1993, March). Surfing the wild internet. [Machine-readable data file]. Scan No. 2109. SRI International. Stanford University (Distributor). McNichol, T. (1992, September). Chris Whittle's big test. USA Today Weekend. pp. 4-6. Project to improve methods courses in elementary science (PIMCES). (1991). Personal correspondence. Wichita State University(sponsor). Spanning the globe: A worldwide science project. (1992, September). Daily Report Card. [Machine-readable data file]. American Political Network, Inc. (Distributor). Swift, K. & Cox, A. (1988). Computer networking for student teachers. The Innovator, 19(3), 1-5. Technology: school system reforms with multi-media program. (1992, October). Daily Report Card. [Machine-readable data file]. American Political Network, Inc. (Distributor). The Holmes Group (1993, Spring). Illinois-U/C initiates electronic networking to enrich preservice and inservice teaching. Forum, 7(3), 10-13. BIOGRAPHICAL NOTE: John R. Cannon (Ph.D. 1992, Kansas State University) is an assistant professor of science education in the Department of Curriculum and Instruction at the University of Nevada, Reno. He is a former elementary classroom teacher and currently teaches elementary science methods at UNR. Inquiries and comments on this article can be sent to jcannon@equinox.bitnet or jcannon@unr.edu Department of Curriculum and Instruction College of Education University of Nevada-Reno Reno, Nevada ---------------------------------------------------------------------- Interpersonal Computing and Technology: An Electronic Journal for the 21st Century Copyright 1993 Georgetown University. Copyright of individual articles in this publication is retained by the individual authors. Copyright of the compilation as a whole is held by Georgetown University. It is asked that any republication of this article state that the article was first published in IPCT-J. Contributions to IPCT-J can be submitted by electronic mail in APA style to: Gerald Phillips, Editor IPCT-J GMP3@PSUVM.PSU.EDU