TECHNOLOGY & EDUCATION DIGEST
Number 98-5-May 1, 1998
A Moderated Mailing List
Steve Wildstrom (steve_wildstrom@businessweek.com), Moderator

Return to Technology & Education

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Allen Arey (Allen.Arey@odc.cox.com) writes:

Has anyone heard about or used much material on laserdiscs? Where do you see this technology going in the next few years? Are discs slowly becoming "obsolete"?

Jeff Drobman (jeff@comcore.com) writes:

Hello. I am a UCLA Computer Science PhD (1980), and I have taught courses at UCLA in computer architecture/design, and programming. I am currently practicing as a computer engineer (design/implementation of computer systems). I am also a subscriber to your list, and have the following observation:

"Computers in Education" is multi-dimensional.

All too often, the term is used loosely, with its meaning left open to interpretation. I am suggesting that this "moderated" discussion group could use a framework for classification of topics. To that end, I am herewith suggesting a classification (taxonomy) of the term "Computers in Education," viz.:

I. Computers as a "science" (HOW they work)
 A. Computer architecture (organization)
 B. Computer design (hardware- e.g., logic design)
 C. Computer programming (software)
 D. Computer systems (OS, interfaces, peripherals and drivers)
 E. Computer databases (application development)
 F. Computer theory (automata theory, arithmetic, coding)

II. Computers as a "tool" (WHAT they can do)
 A. Educational tools
  1. Subject enhancement (e.g., Math Blaster, etc.)
  2. Tutors (computer as tutor - e.g., Typing Tutor, etc.)
  3. References (encyclopedias, dictionaries, thesauruses, etc.)
  4. Delivery of assignments, support (incl. background info, etc.)
 B. Business/office/school tools
  1. Word processors (for school reports, homework, etc.)
  2. Spreadsheets (for organizing info, financials)
  3. Data bases (for advanced organizing of info)
   a. Generalized (application generators)
   b. Contact managers (specialized data bases for "people" lists)
   c. Schedulers (specialized data bases for "to do" lists)
 C. Arts
  1. Graphics (visual media and tools)
  2. Music (audio media and tools)
 D. Personal use tools
  1. Email
  2. Web browsing
  3. Discussion/news groups
  4. Chat
  5. Telephony
  6. E-commerce (shopping/buying)
 E. Platforms
  1. PC vs. Macintosh
  2. Computational needs (Does one really need a 300MHz CPU?)
  3. Storage needs (RAM, disk, CD-ROM, DVD, tape cartridges)
  3. Access (modems, servers, ISPs, NetPCs, WebTV, etc.)
  4. Graphics (monitors, printers, color, resolution)

I suggest as a minimum that a conscious effort be made to at least distinguish between classes I and II -- science vs. tools. I further suggest that educators establish their computer-related curricula with clear distinctions of "science" vs. "tools" (so that students get this picture as well).

One man's opinion.

Jeff Drobman, PhD

This is in response to Tim O'Neill's concerns about corporate involvement in Public Schools. I think the Federal Government has no business being involved in schools. This is a state and local function>

Rolland,
Not wanting federal money is fine if you are one of the school districts spending $14k per year on students. But what if you are one of the ones that can only spend $7k? You think that this is fair?

<.Performance standards for students should be set by states and colleges that will be admitting the students.>

Sure, that has worked well in the past hasn't it. 1 out of 3 graduates go to college, right?.

The computer lab will be adjacent to the library/media center. If anyone has suggestions that would improve our program, we'd love to hear them.>

Most everyone, including the US Dept. of Ed recommends putting computers in the classrooms and the library. Forget the lab.

Mike

Please see my current column in the current issue of The LINE, (Legend Internet News Exchange). Discusses the use of Apple computers in the classroom vs. Windows PCs. At: http://www.legendmicro.com/mag/interface.htm

I have been following the "Technology & You" section. I am particularly interested in your work on technology integration in the classroom. I work with an organization you might find interesting -- it is the CEO Forum on Education and Technology (http://www.ceoforum.org.)

The CEO Forum on Education and Technology, a partnership of 20 leading business and education leaders, focuses on the relationship between education and technology in the classroom. The Forum has called on all segments of society to work together to ensure that technology is more effectively used to better prepare students for life and work in the 21st century.

Recently, the CEO Forum created a tool for parents and teachers to use to evaluate technology in their schools. By accessing the "STaR Chart" self-diagnostic tool at the CEO Forum's website, parents, teachers, and school administrators can quickly and easily see where their schools stand in integrating hardware, software, connections to the Internet, and professional development with their academic programs.

The STaR Chart has already been adopted as one of their major directed self-assessment tools in North Carolina, Michigan, Washington, and Pennsylvania.

The STaR Chart and other information on the CEO Forum are posted on the website sited above. The CEO Forum will release the second of four annual assessment reports in January of 1999.

Regards

. -- Anneliesa Clump

Anneliesa Clump
Podesta Associates
1001 G Street, NW Suite 900 East
Washington, DC 20001
202-879-9381 / fax 202-393-5546
http://www.podesta.com

GTE Announces Grants for Math and Science Teachers

The GTE Corporation has announced grants totaling $72,000 to 120 math and science teachers selected from 27 states for the 1998-1999 school year. The grants are part of GTE's Growth Initiatives For Teachers (GIFT) program , an effort designed to strengthen math and science education in grades 6-12.

Through the annual GIFT program, 60 teams consisting of one math and one science teacher from the same school are awarded a grant of $12,000. Individual GIFT teachers receive $2,500 for professional development activities, and the two-member team receives $7,000 to implement an innovative classroom project.

"The GIFT initiative is important to our nation's math and science classrooms for two reasons," said Maureen V. Gorman, vice president of the GTE Foundation. "It significantly boosts teachers' enthusiasm for teaching and also increases student achievement by providing hands-on learning opportunities."

*FCnote: The GTE Corporate Giving Program (CT) made grants totaling $351,973 in the year ending 12/31/95.

*FCnote: The GTE Foundation (CT) had assets of $38,188,835 and made grants totaling $20,378,964 in the year ending 12/31/95.

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