DOCUMENT RESUME ED 361 142 TITLE INSTITUTION Texas ... · DOCUMENT RESUME. ED 361 142. RC 019 275. TITLE Project SMART (Summer Migrants Access Resources. through Technology). INSTITUTION

DOCUMENT RESUME

ED 361 142 RC 019 275

TITLE Project SMART (Summer Migrants Access Resourcesthrough Technology).

INSTITUTION Texas Education Agency, Austin. Div. of MigrantEducation.

PUB DATE 93NOTE 66p.; Paper presented at the National Conference on

Migrant and Seasonal Farmworkers (Denver, CO, May9-13, 1993). Copies of regional maps are illegibledue to small/filled print.

PUB TYPE Reports Descriptive (141) Speeches/ConferencePapers (150)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Credits; *Distance Education; Educational Technology;

Elementary Secondary Education; *MathematicsInstruction; *Migrant Education; *Problem Solving;*Summer Programs; Supplementary Education

IDENTIFIERS *SMART Project TX; *Texas

ABSTRACTThe SMART (Summer Migrants Access Resources through

Technology) project provides Texas migrant students with supplementalinstruction using a multi-media, nontraditional approach. Migrantstudents who remain in Texas during the summer are taught in theirhomes or other sites via televised instruction with additionalinstructional support from locally employed facilitators. Texasmigrant students living temporarily out of state may also access theprograms. Instruction focuses on problem solving within adevelopmental context at the early elementary level, problem solvingin mathematics at elementary and middle-school levels, and personalfinance through a credit course at the high school level. Thisdocument covers project goals and rationale, course descriptions,programming scLedules, maps of regional education service centers andnumbers of students served in the regions, a list of central-streamdistance learning project sites, and a workshop guide on distanceeducation. The workshop guide includes: (1) a chart comparing theadvantages and disadvantages of different technologies; (2) a

narrative describing issues in distance education and the use ofdistance education to deliver Chapter I services; (3) a glossary ofterms; (4) a list of resources; (5) a "test" on perceptions ofdistance education; and (6) transparency masters. (KS)

***********************************************************************

Reproductions supplied by EDRS are the best that can be made* from the original document.***********************************************************************

Project SMART(Summer Migrants Access Resources Through Technology)

U.S DEPARTMENT OF EDUCATIONOffice ot Educ3ronai Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERICI

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MIGRANT EDUCATIONSUMMER PROGRAM PLANNING

SUB-COMMITTEE

Mr. Ramon BillescasDr. Sylvia CastroMs. Norma DavisMs. Hilda EscobarMr. LeRoy Jackson

OIIMOMOW111111/161111 11111411/11111

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Dr. Tadeo ReynaMr. George RivasMr. Art SepulvedaMr. Tomas Yanez

REST,

[ )1 PROJECT SMART :COMMITTEE MEMBERS

Irma BecerrilRamon BillescasSylvia CastroJoe CeballosNorma DavisHomero DiazHilda EscobarIgnacio GarciaDavid GomezJudy Horn

Roger Benavides,President

LeRoy JacksonTadeo ReynaGeorge RivasBruce RoarkJoe SanchezArt SepulvedaDavid VasquezLaurentina VillarrealTomas YanezDora Zavaleta

TI-IN NETWORK

Robert Nelson,Senior Vice President

EDUCATION SERVICE CENTER, REGION XX

Sheila Nicholls, Director of Telecommunications

Belinda Cortez, Early Elementary InstructorGraciela Glenn, Elementary Instructor

Camille Moody-Jennings, Secondary and Middle School Instructor

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Project SMART

(Summer Migrants Access Resources through Technology)

Program Description:

The SMART project is designed to meet instructional needs of Texas

migrant students regardless of summer travel patterns or livingarrangements. Blending television technology and innovative

instructional design, the SMART project will target two groups ofstudents. First, migrant students who remain in Texas during thesummer will be taught in their homes (or, if needed, at other sitessuch as community centers, libraries, or schools) via televised

instruction with additional instructional support from locally

employed teachers/facilitators. The second group consists of Texas

students living temporarily out of state and participating in

established summer educational programs for migrants. Remarks on

these pages relate to the first group of students, remaining in Texas

for their instruction.

Project Goals:

141r to offer program access to as many migrant students as possibleby offerihg cost effective instruction through technology

to provide students with high quality supplemental instruction toaccelerate learning through the summer months

or- to support deveiopmentally appropriate practices for youngchildren and involvement of parents in early childhoodeducation

idr to improve p erformance on math problem solving for TAAS atthe elementary and middle school levels

4r- to offer a credit course for high school students

Project Rationals:

It is generally recognized that one of the chief detriments to studentsuccess among the children of migrant workers in the United States is

the lack of instructional continuity. Moving from state to state and

changing schools frequently results in mixed ar d confusing

curriculum requirements. The resulting pattern is sometimes poorly

coordinated educational opportunities for this population. Nationally

available distance learning offers tremendous potential in addressing

this educational dilemma. Students can move from school to school

and still take the same curriculum from the same teacher.

In Texas, large numbers of migrant students do not participate in any

kind of summer program. A recent needs assessment determined that

migrant students who travel out of state appear to perform at ahigher level academically than students who are home-based or travel

within Texas. _ Because of this alarming fact, the SMART model for

in-state students was developed. Through the leadership provided by

the Division of Migrant Education at the Texas Education Agency,this project was planned and developed by representatives from local

school district, eduation service centers, the Program Coordination

Center (PCC), and the Texas Migrant Interstate Program (TMIP).

lagnidianaLJEacau

Televised instruction and instructional support materials for students

and facilitators will be available from participating districts. The

program will run from June 4 through August 19, 1993, with

broadcasts from June 8 through August 19, 1993. Four levels of

students will be addressed as shown below. All times are for live

broadcasts in the Central Time Zone.

Early Elementary Elementary Middle School High School

(P3-1) (2-6) (7-8) (9-12)

9:30-10:00am 10:30-11:00a m 4: 30-5:00 pm 8:00-9:00pmTues. Tues. Tues. Mon.

Wed. Wed. Wed. Thurs.

Thurs. Thurs. Thurs.

All instruction will be built around the migrant students' homes,

families, and community experiences. Lessons will be crafted and

designed for relevancy to the students' daily experiences. In

addition, materials and resources easily available to the student will

be used as centers of suggested follow-up activities. Local education

agency teachers/facilitators will be responsible for monitoring

student progress.

At the high ..icautigyel, Project SMART will offer a credit course

on Mathematics of Money: Personal Finance (MOM). Students

successfully completing this course will be eligible to receive 1/2

math credit in Texas. This course may be used in one of two ways:

to satisfy 1/2 credit of the three math credits required for graduation

or to serve as elective credit for students on an advanced place or for

students in need of electives. Lessons will be built around the

migrant students' daily experiences, especially those involving money

and economics. For each of the 11 modules ilanned, assessmentactivities will be recommended.

At the middle school and elementary levels, instructional objectives

addressed in SMART will be directly related to TAAS problem-

solving skills in mathematics, using the integrated approach across

curriculum areas and incorporating reading and writing components,

with special emphasis on higher order thinking skills.

The early elementary instruction will focus on problem-solving skills

within developmental contexts (social, cognitive, cultural, and

physical). Once again, the emphasis will be on higher order thinking

skills and the integration of oral language development, reading,

writing, and literature.

Erfaiestimplemolatim:

Broadcasts, originating at the TI-IN Network in San Antonio, Texas

will be available via Channel 60 (PBS) throughout the Rio Grande

Valley in Texas and KLRN throughout the Region 20 ESC area.

Other areas, that cannot receive broadcasts by cable, may receive

instruction by satellite. Another alternative would be for migrantstaff at Education Service Centers to video tape the broadcasts foruse by area school districts at designated times and sites.

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COURSE DESCRIPTION

Diabsmaiics_gfiyiaugy 10,21L7lig_ggn Lula: 1/2 Unit

arsult_Laysi: 9-12

This half credit course addresses the needs of students to applysimple and sophisticated mathematical concepts to issues relating to

personal finance, major topics included in the Mathematics ofMoney: Personal Finance are problem solving/decision making,earning money, spending money, borrowing money and investingmoney. Within each of these topics, essential elements relating topersonal finances have been chosen for this course.

The format for course instruction is multi-faceted. Twenty twn

hours of live televised instruction is the critical instructional

component. In some areas of Texas, students will have access totelevised lessons in their homes. Texas certified teachers, hired by

local districts, will monitor student progress at home and will assist

students if problems and questions arise. In addition, studentsremaining in Texas will have access to instructional assistance via a

toll free hot line, staffed by migrant educators.

Texas students in out-of-state migrant programs will be receiving the

televised and ancillary instruction in centers or schools which operate

educational programs for migrant students. They will have the

opportunity to interact directly with the television teacher during

classes on a rotating basis.

The instructional design includes eleven modules, each addressing a

unique :.opic and objectives, build on essential elements. Each

module wil/ include the following components: televised instruction,

student warm-up activities to be completed by the student before

class, practice activities for students to practice after class and an

assessment activity. Projects, some pencil and paper tasks, and other

performance based activities will comprise the assessment.

Evaluation and student assessment will be the responMbility of the

teacher partner. Assessment to determine student mastery will be

done at the completion of each module.

All student activities, materials and instruction will reflect the

teaching of problem solving strategies and higher order thinking

skills. Drill and repetition will be low priorities in the design, while

application of knowledge and concepts will be highly emphasized.

The lessons will build on the natural curiosity students at this age

have for money . . . . its power and management. Lessons will be

build around the migrant students' daily experiences, especially those

involving money and economics. Every attempt will be made to make

the lessons relevant to the students' daily experiences. Students

requiring additional instruction can receive it from either the home-

based teacher partner in Texas or their center-based teacher.

3

Materials will be available for both students and teacher partners.Since there are no state adopted textbook or learning materials forthe MOM course, materials will be developed specifically with thisformat and design in mind. Student materials will include a packet of

student-centered activities and problems along with criteria andans wers for self checking. Teacher partners will be provided animplementation guide and assessment instrument guidelines.

Training teacher partners both in-state and out-of-state will becritical to the student achievement levels in this course. In addition

to televised training, local training will be done for teacher partnersin and out of state.

1 t;

UMMER PROGRAM GOAL

To provide statewide supplemental

instruction via multi-media,

non-traditional approach.

(4r

PROJECT SMARTGOALS

INIIMMI111

To offer program access to as many migrantstudents as possible by offering cost effectiveinstruction through technology

To provide students with high qualitysupplemental instruction to acceleratelearning through the summer months

oir To support developmentally appropriatepractices for young children and involvementof parents in early childhood education

(or To improve performance on math problemsolving skills for TAAS at the elementary andmiddle school levels

(4e- To offer a credit course for high schoolstudents

1 C

INSTRUCTIONAL FOCUS

Math (TAAS Objectives)incorporating the language components

oflistening, speaking, reading, and writing

with special emphasison

problem solving,decision making,

andhigher order thinking skills

I. Integrated CurriculumMath arsoss the curriculum areas of literature,science, history, and social studies

Beyond the textbook/Life skills

II. Personalized Curriculum

Focus on strengths, talents, interestsRelevant and meaningful instructionMigrant lifestyleTime/Money Management

III. Higher Order Thinking Skills

All age groupsProblem solvingRecognition of patternsApplication, synthesisDecision making

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Regional Education Serv Ice Center

Ragion Headquarters Region Headquart%rs

1 Edinburg 11 Fort Worth

2 Corpus Christi 12 Waco

3 113ctoria 13 Austin

4 Houston 14 Abilene

5 Sosumont 15 San Angelo

4 Huntsville 16 Amar

7 Kilgore 1 7 Lubbock

Mcfunt Pleasant 1 e Midland

Wleh ita Farts 1 II El Paso

10 Richardson 20 San Antonio

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TOTAL# ofSTUDENTS

69,741

5,075

2,998

8,339

2,075

13,772

102,000

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Region Headquarters

1 Edinburg2 Corpus Christi3 VIclogis4 Houston5 Beaumont8 Huntsvii%7 Kilgore

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11 Fort Worth12 Waco13 Austin14 Abilene15 San AngeloIS Amarillo17 Lubbock18 MidlandIf El Paso10 San Antonio

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REGION TOTAL# OFSTUDENTS

1 69,7412 5,07510 1,94013 2,99815 4,33216 6,36817 8,33918 4,36819 2,07520 13,772

94% SERVED

119,008

Regional Education Service Center

Region Headquaners Region Headquarters

1 Edinburg 11 Fon Worth


3 Victoria 13 Austin


5 Basumont 15 San Angelo

8 kftntbrvtrie II Ariwlilo

7 Kilgore 17 Lubbock

1 Mount Pleasant 18 Midland

Wienha Flue 11 El Paso

10 Richardson 20 San Antonio

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Regional Education Service Center-

Region Headquarters Region Hadquarters

1 Edinburg 11 Fort Worth


3 VIctorta 13 Austin


5 154surnont 15 San Angelo

MuntrvIrla II Amarillo

7 )(Noes 17 Lubbock

11 Mount Pleasset 18 Midland

Yoleha Fans 111 El Paw

10 Rldurdson 20 San Antonio

p '11

National Distance Learning Committee Reportfor the

National Association of State Directors of Migrant Education

Highways in the Sky

Presented by:

Frank Contreras, Chairperson

Cecilia Santa Ana (Michigan)M Wright (Louisiana)Manuel Recio (Pennsylvania)Raul de la Rosa (Washington)Margaret Sarkis (Colorado)

Brenda Pessin (Illinois)Louis T. Marsh (Florida)Angela Branz-Spall (Montana)Tom Lugo (California)

p iTh

11-141CC GOAL1

To design, develop, implement and

evaluate a National Distance Learning

Service to improve the quality of

educational and support services of

migrant children and their families.

"2'3

DISTANCE LEARNINGCOMMITTEE OBJECTIVES

1. To identify funding mechanisms (including legislative authority)

2. To identify available resources

3. To define goals and objectives for Distance Learning

4. To plan pilots for 1992-93

5. To market Distance Learning

6. To develop national programming based on needs lssessmentand pilots

7. To plan utilization of Distance Learning services

8. To disseminate information on Distance Learning

9. To inform ourselves of current technologies

3

atio istance Learning Network Objectives I

1. To provide continuity of instruction for interstate students.

2. To provide instruction especially designed for migrantstudent which incorporates their language and culture

3. To provide needed instruction services not otherwiseavailable

4. To utilize instructors of exceptional ability and theirspecialized skills effectively to teach migrant childrenthrough live interactive televised instruction

5. To support and strenghten efforts of all instructionalpersonnel to service migrant children

6. To exchange essential information/news amongmigrant students and families

7. To design and implement pilot projects during thecurrent year 1992-93 (Summer 1993)

:3,

Eight Areas of Programming

ur Programs relating to Secondary Credit

Homebase Specific Curriculum

or Programs related to Langauge Development

ir Core Curriculum

lir Early Childhood

ar Parental Involvement Program

or Staff Development for Migrant Personnel

or Special Communications/Documentaries, etc.

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HIGHWAYS IN THE SKYMIGRANT ITV BROADCAST SCHEDULE

JUNE 8 - AUGUST 19, 1993

TIME ZOW STRANDS ANDDAYS OF INSTRUCTION

INSTRUCTIONALFOCUSPac Mtn Cen East

7:30ato

8:00a

8:30ato

9:00a

9:30ato

10:00a

10:30ato

11:00a

Early Education (P3-1)Tue, Wed, Thurs

Family Math(Essential Elements)

8:30ato

9:00a

9:30ato

10:00a

10:30ato

11:00a

11:30ato

12:00n

Elementary (2-6)Tue, Wed, Thurs

TAAS Objectives

2:30pto

3:00p

3:30pto

4:00p

4:30pto

5:00p

5:30pto

6:00p

Middle School (7-8)Tue, Wed, Thurs

TAAS Objectives

6:00pto

6:30p

7:00pto

7:30p

8:00pto

8:30p

9:00pto

9:30p

Secondary (9-12)Mon, Thurs.

_

Mathematics of Money:Personal Finance(1/2 unit of credit)

WESTERN STREAM

Ms. Nilda Garcia Simrns1-800-234-4330

For more information contact:

CEEDIALaIREAM

Dr. Tadeo Reyna1-800-338-4118

EASTERN S IMEAM

Mr. Robert Levy1-800-451-8058

To order ITV Instructional Modules at$10.00 per student enrolled in any strand callTMIP (Texas Migrant Interstate Project) at:

1-800-292-7006

Central StreamDISTANCE LEARNING PROJECT SITES

MICHIGkN

Saginaw Public Schools550 Millard St.Saginaw, MI 48607Contact Person: Raul RioPhone #: (517) 759-2281Fax #: (517) 7c,9-2315

Bay City Public Schools910 N. WalnutBay City, MI 48706Contact Person: Dr. Jose ValderasPhone #: (517) 686-5268Fax #: (517) 685-2680

Newaygo Public Schools360 South Mill StreetNewaygo, MI 49337Contact Person: Maridza WestraPhone #: (616) 834-5639Fax #: (616) 652-6505

Hart Public Schools300 Johnson StreetHart, MI 49420Contact Person: Jane Thocher

Vern SouthPhone #: (616) 873-4740Fax #: (616) 873-7472

Van Buren ISD701 S. Paw PawLawrence, MI 49064Contact Person: John DorninguezPhone #: (616) 674-8726Fax #: (616) 674-8726

rurNoTs

Western Illinois UniversityDept. of EducationFoundation80 Harrabin Hall900 West AdamsMacomb, IL 61455Contact Person: Dr. Betty SundayPhone #: (309) 298-1183Fax #: (309)

Princeville Summer Migrant Prog.602 North Town AvenuePrinceville, IL 61559Contact Person: Roy RamosPhone #: (309) 385-4994Fax #: (309) 385-2518

*Illinois State UniversityProgram SatelliteSchool & North StreetNormal, IL 61761Contact Person: Roy RamosPhone #: (309) 385-4994Fax #: (309) 385-2518

Eastern Illinois UniversityCenter for Educational Studies210 Buzzard BuildingCharleston, IL 61920Contact Person: William PhillipsPhone #: (217) 581-5025Fax #: (217) 754-2402

*Proposed site not yet determined

TEXAS - all local districts are able to participate in Project Smart

WISCONSIN

Berlin Area School DistrictBerlin High School289 East Huron StreetBerlin, WI 54923Contact Person: David ZiemannPhone #: (414) 361-2000Fax #: (414) 361-1432

Tri County Area School DistrictTri County SchoolsP.O. Box 67Plainfield, WI 54966Contact Person: Julie VargasPhone #: (715) 335-4654Fax #: (715) 335-6365

Wild Rose School DistrictWiid Rose Elementary SchoolP.O. Box 276Wild Rose, WI 54984Contact Person: Claude OlsonPhone #: (414) 622-4204Fax #: None

Wautoma Area School DistrictDafoe School116 East Elm StreetWautoma, WI 54982Contact Person: Mary Jane EricksonPhone #: (414) 787-4577Fax #: (414) 787-1389

SMART SUMMER FUN!GUIDE FOR RECEWING STATES

SMART PROGRAM4 description4 goals4 instructional design4 instructional format4 schedule

SMART STUDENTS4 who are they?4 materials and resources4 assessment4 procedures for tracking students who move

TECHNOLOGY PRIMER .... BE BRAVE!4 general description of satellite technology4 glossary of terms

ACTION PLAN & PROCEDURES4 getting started4 communications between teachers partners4 instructional procedures4 keeping things going

STAFF (SMART PARTNERS)4 selection suggestions4 responsibilities4 training schedules

WHO'S WHO-IN SMART .... "Who're ya' gonna' call99999999"4 (a listing of staff and key players with general responsibilities, telephone

numbers and FAX numbers)

QUESTIONS AND ANSWERSQ/A of questions which might arise and which are not covered any placeelse

ixePared by:

RA4C-RESFARCH CORPORATION1512 Latimer Street, Suite 540Denver, Colorado80202

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DISTANCE EDUCATION WORKSHOP

Distance Learninp Issues

from Linking for Learning, U.S. Congress Office of Technology Assessment

Distance learning affects the educational process in a number of ways:

s Students report having to take greater responsibility for their own leaniing andthat their experience helps them make the transition to higher education.

a Students report that they benefit from exposure to a greater range of ideas, peers,and teachers made possible by the expanded educational community.

I Students report that distance learning is harder. When the group is large, studentscomplain about difficulties in raising questions and obtaining help during classtime.

Most distance learning applications to date have been with academically advanced highschool students and independent adult learners. These populations generally already possessstrong study skills, high motivation and discipline. Whether the medium of distance learningworks well with young or academically weak students, and under what conditions, needsfurther study.

Distance learning has been found to be an effective teaching media for learners in business,industry and the military, and for adult learners in education. Evidence is incomplete forK-12. Studies point to the need for competent teachers, valid instructional models, andappropriate institutional support.

The research on distance learning has shown that there is no single best model. The qualityand effectiveness of distance learning are determined by instructional design and technique,the selection of appropriate technologies, and the quality of interaction afforded to learners.

The research has shown that effective "tele-teachers" used student names; set out clearstatements of purpose; made use of printed materials; encouraged discussion; and did notspeak in a monotone.

Effective "tele-techniques" includes humanizing the teaching experience by creating rapportwith the students; to encourage participation by ensuring teacher-student and student-studentinteraction; to attend to message style by varying tone of voice and volume, using video andother visual aids; and to provide regular feedback to all participants by monitoring studentinterest.

5

(page 1 of 3) S H-9


Due to the physical separation between the teacher and the students, tele-teachers need toestablish ways for students in the remote classrooms to feel conifortable contacting them.These arrangements vary with type of distance learning project, the technology used,distances and the number of students involved. These include:

meeting in person with students in each of the distant classes early in the course;

arranging for all the students to meet together at least once, ideally at thebeginning of a class;

asldng students to send in pictures of themselves to personalize their responses toquestions on the air;

having telephone office hours when students can call and discuss the lessons withthem, or with teaching assistants;

a setting up assignments for students to handle as members of learning groups;

oing electrot : keypads to gauge students understanding during the lesson,allowing the teacher to assess if the material is understood before moving aheadin the lesson; and

I assigning computer activities that give students the opportunity to move along attheir own pace, with feedback enabling the teacher to assess each student'sstrengths or trouble spots.

Specific educational issues to be considered are instructional design, teaching techniques andvarious kinds of interaction that affect learner outcomes.

The technology removes barriers due to geography, and expands opportunities for learning,but the teacher teaches. Teachers of distant learners find that they are often required tochange their method of teaching. Specific teaching issues to be considered are: advancedpreparation; student interaction; visual materials; activities for independent study; andfollow-up activities.

Staff have also identified needs for differences in teaching methods for distant learners. Theprimary differences leading to these needs stem from the facts that:

information technologies are primarily a visual medium rather than the textual andauditory environment of the conventional classroom;

the affective content of technology-mediated messages is muted compared to face-

to-face interaction;

(page 1 of 31 5:: H-9


complex cognitive content can be conveyed more readily in electronic formbecause multiple representations of material (e.g., animations, text, verbaldescriptions, and visual images) can be presented to give learners many ways ofunderstanding the fundamental concept.

Based on these differences, teachers have identified certain staff development needs if theyare to become effective tele-teachers. These include:

determination of the time needed to prepare and teach distance deliveredcourses;

III methods to establish and maintain effective communication with distant students;

learning from experiences of other faculty members;

strategies for adding visual components to audio courses;

strategies for increasing interaction both among students and betweenstudents and faculty;

planning and management of organizational details involved in distancedelivery; and

strategies to encourage group cohesion and student motivation.

Classroom facilitators are usually responsible for operating the receiving equipment,monitoring student behavior, evaluating or distributing homework and materials, supervisingtesting, and assisting with educational activities as assigned by the teachers. Under idealcircumstances, the distant teacher and facilitator work as a team. Before classes start, theymeet in person or electronically to discuss the teacher's goals for the class, instructionaltechniques, and most importantly, how the facilitator can contribute to the students' learningexperience. Often classroom facilitators also have training needs.

Another area of concern is the evaluation of distance education courses. Evaluation wouldbe most usefully concentrated on practical questions about educational quality, such as what

are the learner outcomes of various teaching techniques and technology models.

The next five years...present a critical window of opportunity, while investment decisions arebeing made, for evaluation of and experimentation on distance education in K-12 settings.Research on design and innovative approaches, and applications of cognitive theoryrepresent good investments of the Federal Government in order to meet the long termneeds of the field.

(page 3 o( 3)H-9

DISTANCE EDUCATION WORI6HOP

The Use of Distance Education to Deliver Chapter 1 Services

Summary

The Region 5 R-TAC received approval to conduct a pilot study to explore the use of

distance education as a means of delivering Chapter I services to rural schools. This

innovative project was unique in its use of interactive television to provide Chapter 1 math

instruction to third and fourth graders. Services were offered to eligible students who would

otherwise DM receive supplementary instruction.

The pilot sites were located in Oklahoma and Kansas. The R-TAC offered training to

selected teachers and facilitators in effective strategies for teaching mathematics and

teleteaching techniques, and provided consultations on curriculum development, enhancing

support for the project from the Board of Education, the community, and parents. R-TAC

staff also designed and conducted the evaluation of the pilot.

Formative evaluations were conducted through the u.se of classroom observations and

student, teacher, and parent surveys. Summative evaluations were conducted through the

use of criterion-referenced tests and student attitude measures.

Conclusions

Overall, evaluations of this special pilot project were positive. Distance education is a viable

Chapter 1 instructional delivery system. This conclusion is supporzed by the following data:

Student achievement was measured by criterion-referenced tests indicate that

students in the ITV classes learn as much or more as their peers in traditional

classrooms. Statements from interviews, classroom observations, and surveys

support this finding.

Interactive television was successful in actively engaging the students over the

course of the semester or summer program. Interaction was promoted

through the use of manipulatives and hands-on activities, cooperative learning

groups, questioning strategies, and special activities designed to build rapport.

No relationship was found between learning styles and any academic

outcomes or attitude measures.

When the technology is already in place, the cost for Chapter 1 delivery via

distance education is comparable to or slightly less than the cost of a

traditional Chapter 1 program.

5,

(page 1 o( 3)H-10


Advantages of using the distance education delivery system include visual

clarity of objects, staff development through modeling, the sharing of human

and material resources, and increased teacher support through networking.

Issues that need attention by districts considering distance education include

the necessary commitment of time and money, the need for specific

teleteaching training, the difficulty of establishing a schedule, the limitations

of the classroom environment, and the differences in classroom management.

Teleteachers, facilitators, superintendents, and parents responded positively

to the ITV project in surveys and interviews.

Recommendations

This pilot has shown distance education to be an effective service delivery model for

Chapter 1 elementary students. Future use of distance education for Chapter 1 elementary

students should include consideration of the following:

Considerable community preparation should precede any distance education

project to establish coordination and support.

All groups affected by the choice of service delivery model, including teachers;

should be involved in planning.

Parents and community members should be actively involved.

If possible, a coordinator or cooperative should assist in coordination and

support efforts.

a School districts using distance education should have staff observe a masterteacher presenting a lessori, engage in brainstorming session?, and participate

in staff development activities to enable them to be effective teleteachers.

Teleteaching training should be provided for teachers and facilimtors using

the system. No previous experience using technology is nece,sary.

Facilitators need not be certified teachers, but do need training in classroom

management and instructional strategies.

Teleteaching training should include strategies for establishing rapport,increasing interaction, using the new media, preparing lessons that take

advantage of the media, and practicing on the system.

Summer appears to be the optimal time for Chapter 1 program delivery via

interactive television since there are fewer scheduling conflicts.

Transportation, however, may be difficult to arrange.

(page 1 o( 3) 1:;H-1 0


Elementary programs benefit from the use of hands-on activities andcooperative learning strategies.

Distance education may be a good alternative for Chapter 1 program delivery

to isolated rural areas, migrant programs, private schools, and/or any district

that shares resources with surrounding districts.

State and federal government should take a more active role in promoting the

use of distance education to deliver services otherwise unavailable toeducationally disadvantaged students.

(page 3 of 3)H-10


Glossaryf=M0^

ACTS (Advanced Communications Technology Satel-lite): A National Aeronautics and Space Admin-istration Ka-band satellite that is scheduled for deploy-ment in the eariy 1990s.

Addressable converter: A device connected to a televi-on set that allows cable television operators to ntrn on

or block individual subscriber access to pay-per-viewserVICes.

Amplifiers: Electronic devices, spaced at intervals (cas-caded) throughout a cable television system. used toboost the strength of the cable menet as it passes fromthe headend to the subscrtber. lit coaxial cable systems.amplifiers are needed approximately every 1.500 feet.

Analog communication: A commurucation format inwhich information is transmitted by modulating acannnuous signal. such as a radio wave. See aisoDigital communication.

Asynchronous communication: Two-way commu-rntanon in which there is a time delay between whena message is sent and when it is received. Examplesinclude electronic mail and voice mail systems.

Audio bridges: Electronic devices that connect andcontrol rnuhiple telephone lines for audio and dataapplications. allowing many callers to be connected asa group simultaneously. Used for audioconferencing.

Audioconferencing: An electronic meenng m whichparticipants in different locations use telephones tocommunicate smudtaneously with each other.

Audiographics: An advanced computer application inwhich computer Interaction is auemented by two-way,real-time andio corrunurucanon. Audio. data, andgraphics are shared over regular telephone lines.allowing users in different locanons to work on thesame application simultaneously.

Bandwidth: The width of frequencies required to trans-mit a communicanons signal without undue distortion.The more information a signal contains, the morebandwidth it will need to be transmitted. Televisionsignals. for example. require a bandwidth of 3 millionhertz (cycles per second). while telephone conversattonneeds only 3.000 hertz.

Bit (Binary digiT): the smallest unit of information acomputer can use. A bit is represented as a "0" or a "1"(also "on" or "off'). A group of 8 lilts is called a byte.Bits are often used to measure the speed of digitaltransrmssion systems.

Bell Operating Companies (lM:Xs): As a result of thedivesnture of AT&T in 1984. the ongtnal Bell tele-phone system was divided into 22 local Bell Operating

4

(page 1 of 3)

Companies that now provide local telephone serviceacross most of the country. These comparues arecontrolled by the seven "Baby Belle" the Regional BellOperating Companies (RBOCs).

Bellenn board service (BBS): A computer service thatallows remote users to access e central "host" computerto read and post electronic messages. Communicationis usually asynchronous.

C-band: The designation for satellite communicationsoperating at 6 GHz (billion cycles per second) upiinkand S GHz downlink. These frequencies are also usedfor terrestnal microwave transmission.

Coaxial cable: Shielded wire cable thatconnects commu-nications components together. It is commonly used incable television systems because of its ability to carrymultiple video (or other broadband) signals.

Codecs: The abbresnated form of "coder-decoder." Elec-tronic devices that convert and compress analog videosignals into digital form for transmission. and convertthem back again on reaching their destination.

Compact disc-read oniy memory (CD-ROM): Anoptical starage system for computers that only allowsdata to be read off the disc. New data cannot be storedand the disc cannot be erased for reuse.

Compressed video: A video signal reauumg less infor-mation to trensmit than broadcast quality or full-motion video. Digital technology is used to encode andcompress the signal. Picture quality is generally not asgood as full-motion: quick movements often appearblurred. Compressed video requires transmissionspeeds between 56 kbps and 2.0 Mbps.

Computer conferenteng: Allows individuals at difift.entlocations to communicate directly with each otherthrough computers. Communication may tx in realtime or delayed.

Digital communications: A communicatIons formatused with both electronic and light-based systems thattransmits audio, video. and data as bits ("I s" and "Os")of information (see Bit). Codecs are used to converttraditional analog egnals to digital format and backagain. Digital technology also allows cornmurucaoonssignals to be compressed for more efficient transmis-sion.

Digital video interactive (0V41: A system that com-bines audio, data.. and limited-motion video on anopacal disc. Dy-I will run on a personal computer.allowing the user to control interactive programs.

Direct broadcast satellites (DBS): Satellites that operatein the 12.2 to 12.7 GHz frequency band. These satellites

5-2


are designed to broadcast programming directly to

small (I meter) home receiving dishes. No suchservices are currently operating in the United States.

Downlink: An antenna shaped like a dish that receivessignals from a satellite. Often referred to as a dish.terminal. Earth station. TVRO (television receiveonly).

Downstream: The direction a signal travels a.s it movesfrom the transinimng (ongination) sue to the receivmgsites.

Ekctronic blackboard: A computer application thatallows graphics to be shared among many computerssimultaneously. Each user can see and annotate thegraphics as needed. The results will be visible to allusers.

Facsimile machine (fax): A telecopying device thatelectronically transmits wnnen or graphic matenalover telephone lines to produce a "hard copy" at aremote location.

FCC: Federal Communications Commission.Fiber optics: Hair thin, flexible glass rods that use light

signals to transmit audio. video, and data signals.Signals can be sent in either analog or digital format.Fiber optic cable has much higher capacity thantraditional copper or coaxial cable, and is not as subjectto interference and noise.

Footprint: The area on the Earth's surface to which asatellite can uonvint. Different satellites cover differ-ent areas and have different footpnnts. Satellite foot-prints generally cover all the continental United States(full conus) or only half of it (half conus coverage).

Freeze frame: One method of transmitting still imagesover standard telephone lines. A single image istransmitted every 8 to 30 seconds. Also referred to asslow scan.

Frequency: The number of umes per second an electro-magnetic wave completes a complete cycle. A singlehertz (Hz) is equivalent to one cycle per second.

Full-motion video: A standard video signal that can betransmitted by a variety of means including televisionbroadcast. microwave, fiber optics. and satellite. Full-motion video traditionally requires 6 MHz in analogformat and 45 Mbps when encoded digitally.

Gbps: Giga (billion) bits per second. See Bit.

GHz: One billion hertz (cycles per second). See Fre-

quency.Graphics tablet: A computer device resembling a normal

pad of paper that users draw or write on. The graphicstablet converts hand-drawn images into digital infor-mation that can bc used and displayed by a computer.

Headend: In a cable television system. the headend is thecentral u-ansmismon office from which programming is

(page 2 of 3)5.

disnibuted to subscribers.High definition tekvision (HDTV): An advanced televi-

sion system that produces video images as clear ashigh-quality photography. HDTV is sull experimentalin the United States.

Instructional Television Fixed Service (ITFS): A bandof microwave frequencies set aside by FCC exclusivelyfor the transmission of educational programming.Allows broadcast of audio, video, and data to receivesites located within 20 miles. Receive sites require aconverter that changes signals to those used by astandard television set.

Integrated Services Digital Network (ISDN): An end-to-end digital network that will allow users to sendvoice. data and video signals over the same linesimultaneously. Narrowband services now in operationgive users up to 24 channels to send voice and daminformation, with a combined capacity of up to 1.544Mbps. In the future. broadband services available overa public ISDN are expected to offer full-motion videoservices as well.

Ka-band: Satellite communications frequencies op-erating at 30 GHz uplink and 20 GHz downlink.

Kbps: Kilo (thousand) bits per second. See Bit.KHz: Kilohertz; thousand cycles per second. See Fre-

quency.Ku-band: Satellite communicauons frequencies operat-

ing at 14 Gliz uplink and 12 GHz downlink.

Light emitting diodes (LEDs): Used as transmitters insome fiber optic systems. They transmit digital bits aspulses of light along a fiber optic strand.

Limited-motion video: See Compressed video.

Mbps: Mega (million) bits per second. See Bit.MHz: Megahertz: million cycles per second. See Fre-

quency.Microwave: High-frequency radio waves used for point-

to-point arid omnidirectional communication of audio.data. and video signals. Microwave frequencies requiredirect line-of-sight to operate: obstructions such astrees or buildings distort the signal.

Modem tmodulator/demodulator): A device that con-verts digital computer signals into analog format fortransmission.

Modification of Final Judgment (MFJ): The 1984agreement that brought about the divestiture of AT&T.

and limited the Bell Operating Comeanies involve-

ment m manufacturing and designing equipment. aswell as their ability to provide long distance and

inforrnauon services.Modulation: The process of encoding audio or videc

signals onto a radio wave (carrier frequency) for

transmission.

AtLiq.1 c

S-2


Multiplexer: A device that combines multiple signals forsimultaneous transmission over a single channel.

Multipoint distribution services (MDS): Also MMDS:Multichannel Mull:1point Distributton Service. Alsoknown as "wireless" cable. A telecommunicauonsservice that uses microwave signals to transmit videoentertainment and data.

Public Switched Telephone Network (PSTN): Thepublic telephone network.

Real-time communication: Two-way simultaneouscommunication. as opposed to asynchronous.

Repeater: A device used to extend the range of acommunication signal.

Reverse flow amplifier: In two-way cable televisionsystems, these devices move video and audio signalsfrom the receive sites back to the cable headend.

Signaling System 7 (SS7): A recent development incontrol systems for the public telephone network. Itallows telephone company computers to communicatewith each other. making telephone call processingfaster and more efficient and enabling more services tobe made available to consumers.

Slow scan: See freeze frame.

Stetrable dish: A satellite receive dish that uses motorsto rotate the dish to receive signals from manysatellites. "Fixed" dishes are stationary. always pointedat the same satellite, unless reaimed by hand.

Switched network: A type of system where each user hasa unique address (such as a phone number), whichallows me network to connect any two points directly.

T1 rate: A digital transmission speed of 1.544 Mbps.

(page 3 o( 3)

Teleconferencing: A general term for any conferencmgsystem using telecommunicauons links to connectremote sites. There are many types of teleconferencingincluding: videoconferencing. computer conferencing.and audioconferencing.

Television receive only (TYRO): Satellite dishes onlycapable of reception.

Touch screen: A computer screen that allows data to beentered by usmg a specialized pen to write on thescreen, or by making direct physical contact with thecomputer screen.

Transponder: The electronic equipment on a satellitethat receives signals from an uplink. converts thesignals to a new frequency. amplifies the signal. andsends it back to Earth. Satellites are usually equippedwith 12 to 24 transponders.

Uplink: A satellite dish that transmits signals up to asatellite.

Upstream: The direcnon a signal travels as it moves froma receive site back to the site of original transnussion.Used especially in two-way cable television systems.

Vertical blanking interval (VBD: The unused lines in astandard television signal. The VB1 appears as a blackband at the top or bottom of a television picture. Oftenused for closed captioning.

Very small aperture terminals (VSATs): Satellitereceive dishes. approximately 1.8 to 2.4 meters indiameter, that art capable of sending and receivingvoice, data. and/or video signals.

Videophone: A telephone combined with a video screen.allowing callers a see each other as they speak.

t<15-2

Resources

The following resource materials may be helpful in providing background information on distanceeducation. The materials are referenced in appropriate places in the text of the workshop guide. Contact theRegion 5 R-TAC office (1-800-922-3636) if you would like copies of any of these resources.

R - 1 Jason Ohler, "Why Distance Education?" AAPSS Annals 514 (March 1991): 22-34.

R - 2 Austin D. Swanson, "Role of Technology in the Education Reform of Rural Schools: Implicationsfor District Consolidation and Governance," Journal of Rural and Small Schools 3, 1 (Fall 1988):

2-7.

R - 3 Francine E. Jefferson and 0. K. Moore, "Distance Education: A Review of Progress and Prospects,"Educational Technology, September 1990, 7-12.

R - 4 Scott S. Schiller and Barbara J. Noll, "Utilizing Distance Learning in a Large Urban School System,'Tech Trends 36, 1 (1991): 23-27.

R - 5 Don E. Descy, "The KIDS Network:Two-Way Interactive Television in minnesota," Tech Trends 36,1 (1991): 44-48.

R - 6 "Interactive TV Strengthens Rural Curriculum,' Beaver County Interactive TV Cooperative

(do Beaver School, Box 580, Beaver OK 73932).

R - 7 Wiliiam D. Milheim, "Implementing Distance Education Programs: Suggestions for PotentialDevelopers," Educational Technology, April 1991, 51-53.

R - 8 Barry Willis, "Integrating Technology and Distance Education: Planning for Success," Educational

Technology, April 1990, 32-33.

R - 9 Dianna Lawyer-Brook, Region 5 R-TAC Special Activity: The Use of Distance Education To Deliver

Chapter 1 Services (Final Report). Denver: RMC Research Corporation, August 20, 1991.

R -10 Sally M. Johnstone, "Research on Telecommunicated Learning: Past, Present, and Future," AAPSS

Annals 514 (March 1991): 49-57.

R -11 Susan M. Zvacek, "Effective Affective Design for Distance Education," Tech Trends 36, 1 (1991):

40-43.

In addition, the following resources provide general information on distance education:

American Journal of Distance Education (any issue)

Thomas E. Cyrs and Frank A. Smith, Teleclass Teaching: A Resource Guide, 2nd ed. (available from:

Center for Educational Development, 3ox 3CED, New Mexico State University, Las Cruces NM

88003. 505-646-2204. $35 plus $3 postage & handling)

Office of Technology Assessment, Linking for Learning: A New Course for Education (available

from: Superintendent of Documents, GPO, Washington, D.C. 20402-9325. Call 202-783-3238 tocheck price. GPO stock no. 052-003-01170-1)

6 0

PUBLICATIONS

Barker, Bruce 0.,(1992). The Distance Education Handbook - AnAdministrator's Guide for Rural and Remote Schools. Clearinghouseon Rural Education and Small Schools, Appalachia EducationalLaboratory, P. O Box 1348, Charleston, WV 25325($14.00)

Congress of the United States, Office of Technology Assessment(1989). Linking_ for Learning - A New Course for Education(Summary), Superintendent of Documents, Government Printing Office,washington, DC 20402-9325($9.00)

Congress of the United States, Office of Technology Assessment(1989). Linking for Learning A New Course for Education,Superintendent of Documents, Government Printing Office, Wash-ington, DC 20402-9325($9.00)

Congress of the United States, Office of Technology Assessment(1988). Power On! New Tools for Teaching and Learnina,Superintendent of Documents, Government Printing Office, Wash-

ingtm, DC 20402-9325($11.00)

Special Equipment PackagesAntenna/Receiver/Installation Only

If your school already has a television set,a VCR. and a dot-matrix printer.

one of these special packazes will provideall of the additional equipment you'll need

to receive TI-11\l's classes.

Hydrofonn 2.4 meta C/KU amasswith polar mountMonterey 100C receiverDelivery and installationTOTAL COST S3,995.(X)

Prode lin 3.0 meter C/KU meanswith polar mountMoaterey 100C receiverDelivery and installationTOTAL 03ST S4,995.00

Pro& lin 3.7 roe= C/KU arse=with po4ar mountMoaterey 100C receiverDelivery and installatioaTOTAL COST S5,995AX1

The package that's right for youdepends on your geographical location.

See your n-rtsi Educational Consultant 'or complete details.

62

121 Interpark Blvd, Ste 300 San Antonio, TX 78216 8004994446


SOMETHINGSTO CONSIDER:WHEN SCORING )THE"GREATLESORTOTAZITRUTETS" TEST:

This "test" has been designed to examine theperceptions which have surrounded distanceeducation as teachers, students and ad.ministra-tors look for ways to determine if distanceeducation is right for their organization andcircumstances. As you review your answers, itis important to remember that every situationin which distance education is going to beemployed is unique. This rnea.ns that, to betotally accurate, the correct response to each ofthese questions is going to vary from case tocase. On first glance, there may seem.to besome clear-cut true or false answers yet evenin these apparently true or false situations oneshould be aware that the circumstances sur-rounding each set of circumstances underwhich a distance education project is imple-mented require that one not make "leaps offaith" based upon someone else's data, experi-ences or sterotypes. From this point of view,there really are no right or wrong answers to thetest. The power and potential for distanceeducation to solve difficult problems of equityand access should not be minimized by thefolklore which has come to surround its imple-mentation. Even so, it is pointless to ask ques-tions such as these without providing somedirection for discussion. Answers have beenprovided and point values assigned to scoreyour responses. A "tongue in cheek" scale hasalso been provided to help gauge where you fitalong the "Distance Education PerceptionsContinuum."

1) TRUE, but ... It is very likely thatdistance education is going to be just aseffective as is traditional education. Inmany cases it may actually be more effec-tive. since more time and care may be takento develop materials for delivery overinteractive television systems. In caseswhere care is not taken to reformat tradi-tional instructional materials, or to provideinstructionally sound "wrap-around" ses-sions to support broadcasted programming,it is possible that distance education maynot be as effective as is traditional educa-

(page 4 of 6)

tion. However, this is due more to faultyinstructional practice than it is to distanceeducadon, per se. (Give yourself the follow-ing points for your answer: T. 0, F = 5).

2) FALSE, but .. . Teaching at a distance islikely to be comparable to teaching in face-to-face situations. Some teachers andstudents may have difficulty adapting tothe tools and techniques of distance educa-tion if they do not acknowledge the differ-ences to be encountered in distant learningsituations by virtue of geographic separa-tion. In these cases, distance educadon maynot be as effective as traditional education,but the difference in effectiveness is duemore to the users' ability to adapt than it isto the methods of instructional delivery.(Give yourself the following points for youranswer T 5, F = 0.

3) FALSE, but . .. Teaching and learning ata distance will require adaptation of tradi-tional classroom materials, familiarity withthe technology being employed in theclassroom and will require some practice tobecome comfortable with the cameras, themicrophones and. the techiques for gettingstudents to interact. These changes willrequire some additional preparation time,but this does not necessarily mean thatteachers and students will find that it takesa lot of extra time to be effective. Dependingupon the teacher, the students, the subjectbeing taught, the technologies and thecircumstances under which distance learn-ing is to be used, the time to adjust willvary. Some may need only a little extra timeto prepare, where others may need substan-tially more time and preparation. (Giveyourself the following points for youranswer. T = 5, F = 0)

4) FALSE, but ... It is highly unlikely thatdistance education will replace teachers,although it is very likely that it will alter the


role and the function of teachers in theclassroom. Depending upon the specificsituations. some teacher roles may bechanged dramatically, and this may resultin some reassignments of duties and re-sponsibilities. Teacher replacement, if itdoes occur, is more likely to arise fromdistrict staffing, personnel or policy deci-sion than directly from distance learningmethods. (Give yourself the followingpoints for your answer T = 5, F = 0)

5) FALSE, but... It is not likely that allteachers, or all students, will be successfulin distance learning situations the fact isthat not all teachers or all students aresuccessful in traditional instructional situ-ations. However, this is going to be largelydependent upon how one defines "success"

and depending upon how distanceeducation success is defined in any singleorganization. one may see all students andall teachers being successful in distanceeducation. (Give yourself the followingpoints for your answer T = 0, F= 5)

6) FALSE, but ...It is not likely that everyconceivable class is a good candidate fordelivery at a distance, although it is possibleto design each and every learning experi-ence to account for any number of instruc-tional variables, of which distance is simplyone variable. Depending upon the context,the need and the circumstances, any classcan be re-designed for delivery at a dis-tance. The relative success of its deliverywill depend in large part upon the out-comes expected at the end o f each classbeing delivered at a distance and how thoseoutcomes are going to be measured. (Giveyourself the following points for youranswer. T =0, F = 5)

7) FALSE, but . .. Distance education verywell may save schooLs money by sharingresources. sharing teacher expertise andreducing travel. It will also cost schoolsmoney to buy necessary new technologies.to pay for the reformatting of courses, toprovide teacher and student in-servicetraining and to provide for site facilitation.

(page 5 of 6) 6,'

Whether on not a district realizes an overallsavings due to distance education willdepend upon how dollar values are as-signed to both tangible and intangiblevariables associated with educating stu-dents in that particular district It is moreimportant to remember that the cost benefitof distance education may enable schools toserve the needs of its students, teachers andadministrators more effectively by provid-ing better access to information, moreequitable access to instructional opportuni-ties and a catalyst for encouraging thedevelopment of technological proficiencieswhich will be necessary to succeed incontemporary society. (Give yourself thefollowing points for your answer T = 0, F =5)

8) TRUE, but ... While concern for instruc-tional quality may very well be the motivat-ing factor supporting the decision to em-ploy distance education in a district, othervariables, such as competition for resourcesamong regional districts, interests in pro-viding technologically based learningexperiences, return on investment and othernon-instructional considerations may verywell encapsulate the overall reasons foractually deciding to implement a distancelearning program in a district or within anorganization. (Give yourself the followingpoints for your answer T = 0, F = 5)

9) FALSE, but ... Interactive technologiesprovide opportunities foi improving theinteraction between teachers and studentsas well as among students with othersstudents, but the technologies do not guar-antee that instructional interaction willoccur. Interaction is an attribute of wellplanned and well implemented instruction,whereas interactivity is more likely to be artattribute of a specific variety of technologybeing employed. Nevertheless, the abilityto encourage interaction as a consequence ofinteractive instructional systems may proveto be catalytic in improving the interper-sonal communications between teachersand students, both in the classroom and a adistance. (Give yourself the following points

S-5


for your answer: T = 0, F = 5)

10) FALSE, but .. The hardest part ofgetting a new innovative project underwayis not likely to be the decision to get in-volved. Generally speaking, it is easier toplan for change than it is to actually imple-ment change in an organization. However,depending upon the organization, it mayrequire more energy to get people to startchanging their expectations than it is to dothings differently. In these cases, once thedecision has been made, the implementa-tion falls in place with fewer headaches.Depending upon your organization, youmay find that the anticipation of change ismore difficult to confront than is changeitself. (Give yourself the following pointsfor your answer. T = 0, F = 5)

IF YOU SCORED BETWEEN 0 AND 15POINTS:

You are an idealtqt! Your enthusiasm fordistance education will serve you well,especially during the implement.tion phaseof your project. However, you need toguard against being disappointed if andwhen those "real life" variables thataccompany every innovative technologyapplication project begin to appear. Youmay end up running into a some surprises -- but your faith in your project will pull youthrough.

IF YOU SCORED BETWEEN 16 - 35:

You are a pragmatist with art eye towardthe future but with your feet firmly plantedon the road to getting your project under-way. It is very likely that you will be ableto anticipate many of the issues which maypotentially affect your distance educationproject, so that you will have your solutions

IF YOU SCORED BETWEEN 36 - 50:

You may need to do something about yourattitude before proceeding much furtherwith your distance education project! You

(page 6 of 6)

may have a tendency to see problemswhere they may be none and in anticipat-ing potential difficulties in implementingyour project you may inadvertently bringthese anticipated problems to your projectin spite of your good intentions. While it isalways a good idea to go into a technologyapplication with your eyes open, a little bitof faith will go a long way in seeing youthrough otherwise tough times.

References

NOTE The Perceptions Test and related materialswere featured in the Pacific Mountain Network'svideoteleconference, FarView, which was held onJanuary 18th, 1991.

Abraham, J. (1990). private commurucanon, December 13,1990.

Hall, C. E. & Hord, S. M. (1987). Change in the Schools:Facilitating the Change. Albany-. State University of NewYork.

Hannafin, M. H.. Dalton. D. W., and Hooper, S. (1987).Computers in education: Ten myths and ten needs.Educational Technology,. October, 1987 pp 8 - 14.

Runarder, C. A Ix Brache, A. P ( 1990). ImprovingPerformance How to _Manage the White Space on theOrganizational Chart. San Francisco: Jossey Bass.

Wagner, E. D. (1990). Looking at distance educationthrough, an educational technologist's eyes. tem_eri tamJournal of Distance Education. 4(1)

0 1991, Elan D. Wagner. Bouldar. Colorado

5-5


Perceptions of Distance Education:

The "Great Lies or Tough Truths?" Test

I Distance education is just as effective as traditional education.

1 Teaching at a distance is dramatically different from traditional teaching.

3 Teaching at a distance requires a lot of additional preparation time.

4 Distance education will replace teachers.

5 All teachers can teach effectively at a distance: all students will succeed in a

distance education class.

6 Every class is a candidate for delivery at a distance.

Distance education will save schools money.

8 Concern for instructional quality is the single most important driving force behind

technological and programmatic decision making in distance education.

Q The technologies used for distance educational program delivery promote interaction

by means of their two-way, "real-time" transmission capabilities.

1CI Once the decision to get involved in distance education has been madeafter the

needs assessments have been completed, the data analyzed, the recommendations

made, the strategies developed--the hardest part of the project is over.

Frcrr: Z 'Wzg "S.:::-..ra:thg Myth :*roln D;stinzr

fil;