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Hanson, Gordon P.Instructional Telecommunications: A Resource andPlanning Guide. Bulletin No. 95171.Wisconsin State Dept. of Public Instruction,Madison.ISBN-1-57337-008-8Jan 95143p.

Publication Sales, Wisconsin Department of PublicInstruction, Drawer 179, Milwaukee, WI 53293-0179.Guides Non-Classroom Use (055) Tests/EvaluationInstruments (160)

MFO./PC06 Plus Postage.Computer Uses in Education; Curriculum Development;Distance Education; *Educational Media; *EducationalPlanning; *Educational Technology; ElementarySecondary Education; Evaluation Methods; MultimediaInstruction; Needs Assessment; ProgramImplementation; *School Districts; TechnologicalAdvancement; *Telecommunications

IDENTIFIERS Information Superhighway; Wisconsin

ABSTRACTThe educational uses of familiar technologies such as

telephones, computers, television sets, videocassette recorders, andradios as well as more sophisticated technologies like satellites,microwave television, and fiber optic systems are discussed. Thisguide explains how these telecommunication technologies operate,explores the possibilities they hold for the future of education inWisconsin, and details how school districts can plan to incorporatethem into their curricula. Topics include: (1) an overview of theeducation superhighway; (2) the origin and definitions ofinstructional telecommunications, with a focus on distance education;(3) current and potential instructional telecommunications uses inWisconsin; (4) an analysis of the characteristics of each technologyand examples of instructional uses in Wisconsin; (5) the need for adistrict plan and matching needs with technologies; (6) steps in thecreation of the district plan; (7) plan implementation; (8)

evaluation of the district plan and the implementation process; and(9) modification of the plan and implementation. Appendices include:instructional telecommunications and state and regional agencies;online services and networks; sources of cable TV and satelliteprogramming; teaching through interactive television; instructionaltelecommunications technologies assessment instrument; plan andimplementation process checklist; and a glossary of terms. (Containsapproximately 70 references.) (MAS)

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"PERMISSION TO REPRODUCt THISMATERIAL HAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"

InstructionalTelecommunications:

A Resource and Planning Guide

Gordon P. HansonConsultant

Instructional Telecommunications,Bureau for Instructional Media and Technology

Wisconsin Department of Public InstructionMadison, Wisconsin

This publication is available from:

Publication SalesWisconsin Department of Public Instruction

Drawer 179Milwaukee, Wisconsin 53293-0179

(800) 243-8782

Bulletin No. 95171

© January 1995 by Wisconsin Department of Public Instruction

ISBN 1-57337-008-8

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex,race, religion, age, national origin, ancestry, creed, pregnancy, marital or parental

status, sexual orientation, or physical, mental, emotional or learning disability.

NintO onRocycled Papor

Contents

PageForewordPreface viiAcknowledgments ix

1 OverviewIntroduction 1

Education Superhighway 2

Gaining Access 4References 4

2 Definitions and OriginsDefinition of Instructional Telecommunications 5

Distance Learning 5

Why Instructional Telecommunications? 8

The Educational Restructuring Movement 8Information and Technology Explosion 10Wisconsin Educational Restructuring 11

Wisconsin Distance Learning Technology 12

References 14

3 Instructional Telecommunications in WisconsinIntroduction 17

Overview 18

Technology Use in Wisconsin 19

Types of Educational Opportunities 20References 25

4 Technologies UsedIntroduction 27Technology and Instruction 27Types of Telecommunications Technologies 28Telephone Wires 28Radio 37

Broadcast Television 37Microwave Television 39

Cable Television 44Videotext and Teletext 47Satellite 47Fiber Optics 49References 52

5 Matching Needs with TechnologiesIntroduction 53Why Create a District Plan? 53Purposes of a District Plan 54Integrating Instructional Telecommunications 55References 56

iii

6 The District PlanThe Steering Committee 57A Philosophy and Rationale 58The Instructional and Technological Assessments 60Creating an Instructional Telecommunications Plan 62Articulating Curriculum 63Calculating Costs 65Identifying Financing Options 65References 66

7 Implementing the PlanA District Policy 68Orientation and Staff Development Programs 68Selecting District and Building Implementation Teams 70Defining Roles and Assigning Responsibilities 70References 71

8 Evaluation of the District 131an and Implementation ProcessEvaluation of the Implementation Process 74Evaluation of Staff Utilization 74Evaluation of What Is Learned 75References 75

9 Modification of the District Plan and Implementation ProcessReasons to Modify the Plan 78Priorities for Change 78References 79

10 AppendixesA. Instructional Telecommunications and

Other State and Regional Agencies 82B. Online Services and Networks 86C. Sources of Cable TV and Satellite Programming 94D. Reaching and Teaching through Interactive Television 99E. Instructional Telecommunications Technologies

Assessment Instrument 103F. Instructional Telecommunications Plan

and Implementation Process Checklist 111G. Glossary of Terms 126

iv

Foreword

Many of the technologies discussed in Instructional Telecommunications: A Resourceand Planning Guide are familiar to us alltelephones, computers, television sets,videocassette recorders, and even radios. We use these electronic devices so often thatwe take them for granted. However, their applications in schools are not as well knownor understood. There are also newer, more sophisticated forms of technology being usedtoday in educationsatellites, microwave television, and fiber optics systems, to namejust a fewthat many educators know little about.

This guide will explain how these telecommunications technologies operate. It willalso explore the possibilities they hold for the future of education in Wisconsin, and detailhow school districts can plan to incorporate them into their curricula.

The technologies used in instructional telecommunications can open up new worlds ofdiscovery for students, help them master the tools of the Information Age, and give allWisconsin residents access to the widest possible range of educational experiences. Theyalso offer new freedom for students. Instruction can now be delivered virtually any-where, so learners are no longer bound geographically to the types of educationalopportunities they receive. Instructional telecommunications can also give studentsindependence by providing new teaching methods that place a greater emphasis on thestudent being an active participant in the overall process of education.

Exposure to these new technologies can help students gain a mastery of them thatcould help them succeed in work and other endeavors outside of school. We are nowliving in the Information Age. Knowing how to access the huge amounts of informationavailable today, and how to use it to accomplish virtually any task, is a new form of powerin modern society. The people who have this information power are the ones who willhave the best chance to be successful in life.

The various forms of instructional telecommunications can even foster understandingamong the nations of the world. Students in Wisconsin today are collaborating, viacomputer, with their counterparts in many other countries. These exchanges givestudents on either side of the computer screen insights into people with differentcultures and backgrounds. Such direct communication could help to forge a new globalunderstanding and a better future for us all. This kind of new learning opportunity alsobrings home with startling clarity how technology has made our world seem muchsmaller than ever before.

The technologies used in instructional telecommunications are new and powerfultools for teaching, so far-reaching, in fact, that they may create some changes in theprocess of education itself. These new technologies will not, however, change the factthat dedicated, enthusiastic educators are the most important factor in teaching ourstudents. Technology is only a means to helping students and educators achieve theircommon goal, which is to acquire the skills and knowledge that can lead students to abetter future.

John T. BensonState Superintendent of Public Instruction

Preface

Education is being transformed, along with the rest of society, by the dawning of theInformation Age. Today, as never before, society is experiencing explosive growth in theavailability and variety of information resources, an ever-increasing need for informa-tion and lifelong learning skills, and the continued and accelerated development of newtechnologies. These factors have all combined to provide more opportunities for learn-ing, as well as new and innovative methods of instruction. These changes have alsoexpanded the mission of the school library media program, greatly broadening its scopeand transforming the very way such facilities operate.

Satellite, cable and broadcast television, microwave, and fiber optics technologies, aswell as increasingly sophisticated computer systems, are all capable today of transmit-ting massive amounts of information. Just as impressively this informationwhether itis in the form of voice, data, or videocan be delivered directly to the classroom, librarymedia center, work site, or even the home.

The people who master these new technologies are the ones who will have access tothis growing information base, and who will be able to use it to enhance their lives inmany ways. The purpose of Instructional Telecommunications: A Resource andPlanning Guide is to explain how schools and districts can learn to use instructionaltelecommunications to foster quality education for their students.

School districts in Wisconsin have relied on modern technology to give studentsquality educational opportunities since the 1930s, when radio was first used as a mediumfor distance learning. Instructional telecommunications is, basically, the application ofnew technologies to accomplish the mission that distance learning fulfilled in the past.Telecommunications technologies can help teachers become more efficient and effectiveby allowing them to transmit instruction and resources to students no matter where theyare. Instruction is no longer physically isolated in a solitary classroom, library, or mediacenter.

These technologies can deliver instruction or information to other areas of the schoolitself; other school districts, towns, states, or countries; places of employment; and evento the homes of students and instructors. The type of instruction and resources deliveredby these new technologies includes full-credit courses; specialized skills units andmodules; computer online research and database inquiries; enrichment lessens; staff,administrator, and employee development and inservice programs; community educa-tion; and cultural enrichment programs.

Advancements in telecommunications have also created new opportunities for educa-tional organizations to increase their effectiveness and scope of operation. Emergingtechnologies have enabled such groups to create new classroom and inservice instructionand to facilitate communication among all members of the educational com. unitythrough electronic bulletin boards and other means. Technology will also help educa-tional groups to conduct complex research on nearly any topic through the use ofcomputerized bibliographic and text databases.

vii

Instructional Telecommunications: A Resource and Planning Guide is an introduc-tion to the concept of instructional telecommunications and to the ways in which thesetechnologies are changing how schools educate students today. This guide explains newand emerging technologies as well as those that have been in use for many years. It alsodiscusses the advantages and disadvantages of technology in education.

Most importantly, this book is a tool that will enable schools and districts to assesstheir instructional telecommunication needs. It shows districts, in a step-by-stepmanner, how to plan to meet the needs of their students both now and in the future.

viii

Acknowledgments

The Department of Public Instruction's Instructional Telecommunications: A Re-source and Planning Guide has been a priority of the Division for Libraries andCommunity Learning and the State Superintendent's Council on Instructional Telecom-munications. An advisory committee of elementary and secondary school teachers,library media specialists, administrators, and representatives from the University ofWisconsin, the Wisconsin Technical College System, and educational interest groupswas created to advise the department on the development of this guide. We wish toextend our sincere appreciation to the following members of this committee for theirconsiderable contributions to the guide.

Charles BrendenFormer District AdministratorRiver Falls School District

Mary BrownLibrary Media SpecialistSeymour Middle SchoolSeymour School District

Randall ClinardMedia DirectorMilwaukee Lutheran High School

Barbara CummingsAssociate DeanAlternative Delivery SystemsNorthcentral Technical College

Linda EberzDirector of School ServicesWisconsin Educational Communications

Board

Jon HarknessScience SpecialistWausau School District

Terri IversonDirector of MediaCooperative Educational Service Agency 3

Ernest Korpe'aFormer AdministratorCooperative Educational Service

Agency 12

Richard LovettPrincipalFreedom High SchoolFreedom Area School District

Carole MoeElementary SupervisorReedsburg School District

Ellen RosboroughSchool Board MemberLa Crosse School District

Barbara SparksFormer DirectorDistance LearningUniversity of Wisconsin-Milwaukee

10ix

Special thanks also go to various Department of Public Instruction staff.

Staff ContributorsDivision for Libraries and Community Learning

William J. WilsonAssistant Superintendent

Carolyn Winters FolkeDirectorBureau for Instructional Media and Technology

Publications and Media Services TeamMark Ibach, Content EditorMichael V. Uschan, Text EditorTelise E.M. Johnsen, Editorial ConsultantMargaret T. Dwyer, ProofreaderVictoria Horn, Graphic ArtistNeldine Nichols, PhotographerDianne Penman, Management Information Technician

IntroductionIn his 1967 book The Medium is the Massage,

Marshall McLuhan predicted that television andother mass media would transform the worldinto a "global village." When the Berlin Wallcame down in 1989 and when allied forces madethe first sorties of Operation Desert Storm in1991, people around the world were able to watchlive from the comfort of their homes. The dra-matic scenes relayed by satellite gave life toMcLuhan's contention that: "The new electronicinterdependence recreates the world in the im-age of a global village." (McLuhan and Fiore,196; The fulfillment of his prediction concern-ing the effects television and ocher mass mediawould have on the way people view their world,and even themselves, can be seen in many waystoday.

In that same book, McLuha.n nearly 30 yearsago also wrote: "The medium, or process, of ourtimeelectric technologyis reshaping and re-structuring patterns of social interdependenceand every aspect of our personal life . . . . Every-thing is changingyou, your family, your neigh-borhood, your education, your job, your govern-ment, your relation to the others.' And they'rechanging dramatically. Societies have alwaysbeen shaped more by the nature of the media bywhich men communicate than by the content ofthat communication."

Although advancements in technology mayhave outstripped even IVIcLuhan's imaginative

Overview

scenario for the future, his comments are just asapt now as they were in 1967. Today, an infor-mation superhighway of global dimensions isbeing developedone that is capable of linkingpeople around the world more intimately thantelevision images ever could. This superhigh-way connecting the world electronically is notonly an express lane to the future, but a meansof changing the present and shaping the futureitself.

The path of this electronic highway is pavednot with asphalt or concrete, as are highwaysthat connect people physically, but with newforms of telecommunications capable of trans-porting information between people around theworld. These technologies include telephonelines, satellite systems, fiber optics, radio andtelevision transmissions, computers with mo-dems, fax machines, and cellular phones. Theytransport voice messages and conversations,data, graphics, still or full-motion video, sound,and electronic mail (e-mail) messages.

Figure 1 is a historical timeline for develop-ment of communications technologies, beginningwith the advent of telegraphy in 1847. The ever-quickening pace of technological refinement calleasily be seen, especially in the many new ad-vances that occurred in just the brief time spanof 1975 through 1984. Some forms of telecom-munications listed for the year 2000 are stillbeing developed, but most have already becomean accepted part of everyday life in the new,high tech world of the late 20th century.

1

II Figure 1

Telecommunications:Prospects for the Year 2000

Telegraphy

Telegraphy

TelegraphyTelegraphy

Telephon

Telex

PhotoTelephony Facsimile

Telephony

SoundSound

Television

Telegraphy

Telex

Data

PhotoFacsimile

FacsimileTelephony

Stereo Hi-fiSound

ColorTelevision

MobileTelephony

1847 1877 1920 1930 1940

Telegraphy

Telex

Telegraphy

Telex

Packet-SwitchedData

High Speed Data

Medium-Speed Data

Low-Speed Data

Photo FacsimileFacsimile

Telephony

Stereo Hi-fiSound

Color Television

Mobile TelephonyPaging

1975

Circuit-Switched DataTelemetryTeletextFacsimileVideotextTelephonyVideoconference

Stereo Hi-fi SoundColor TelevisionStereo TelevisionMobile TelephonyPaging

1984

TelegraphyTelqxBroadband Data

Packet-Switched DataCircuit-Switched DataTelemetryTeletextText FacsimileFacsimileColor FacsimileElectronic MailTelenewspaperVideotextSpeech FacsimileTelephonyHi-fi TelephonyTelephone-ConferenceVideoconferenceViaeoteiephonyStereo Hi-fi SoundQuadrophonyColor TelevisionStereo TelevisionHigh-definition TelevisionMobile VideotelephonyMobile TelephonyMobile TextMobile FacsimileMobile DataMobile VideotextPaging

2000

Source: Warr, Wendy A., and Martyn P. Wilkins. Online 14.2 (Mar. 1990), p. 53.

The telecommunications infrastructure, oncein place, can be used for an unlimited number oftasks in business, industry, entertainment, and,most assuredly, in education. The various tech-nologies that deliver instructional telecommu-nications extend education beyond the physicalboundaries of a single classroom, school build-ing, or school district. They can also open up aworld of new educational opportunities for stu-dents and instructors alike.

Education SuperhighwayAn important segment of the information

superhighway is the education superhighway.This new path for education can directly linkstudents and instructors to other schools in the

2

same district, or even to schools in other statesor countries. The development of instructionaltelecommunications has meant that instructionor instructional resources can now be deliveredalmost anywhere. It no longer matters if astudent or teacher is in a small, rural district ora large, metropolitan system. Everyone todaycan have access to needed information or in-struction by t9.1ang advantage of new technolo-gies.

Here are examples of how the technologies ofinstructional telecommunications are beingused today in Wisconsin to bring new learningopportunities to students. These technologiesare so powerful, they are even changing theway students are being educated.

Sixth-grade students at North Middle Schoolin Menomonee Falls use Internet, the global

1,3

computer network, to travel the informationsuperhighway all the way to Indonesia, Austra-lia, Iceland, Denmark, or Kuwait. Students usecomputers with modems (a device that trans-fers computer communications over the tele-phone) to exchange letters with pen pals inthose far-off countries. One class in 1994 evencollaborated with about 60 other schools aroundthe world to write a story involving dinosaursand scientists. It was titled "Project Dinobones."(Schumacher, 1994)

For nearly 20 years Project CIRCUIT (Cur-riculum Improvement Resulting from the Cre-ative Utilization of Instructional Two-way Tele-vision) has helped eight Trempealeau Countyschool districts expand their curriculum andresources. Project CIRCUIT uses coaxial cableand microwave technology to provide qualityeducational opportunities that the school dis-tricts, individually, might not have been able tooffer students. Courses have included foreignlanguages, blueprint reading, and work withadvanced computers. The districts involved areArcadia, Alma Center-Humbird-Merrillan,Blair-Taylor, Eleva-Strum, Galesville-Ettrick-Trempealeau, Independence, Osseo-Fairchild,and Whitehall.

West Salem Middle School students in 1994were enrolled .in The World School for Adven-ture Learning. Students accessed Internet tocommunicate with polar explorer and educatorWill Steger. Steger, who with a team of interna-tioncll explorers was preparing for a 1995 expe-dition to the North Pole, used the computersystem to help educate students around theworld about the Arctic. Students had access toinformation Steger provided daily. They couldalso ask questions and establish a dialogue onthe subject with this explorer.

High school students in small, rural commu-nities in northern Wisconsin learn calculus froma professor in Stillwater, Oklahoma, and Japa-nese from a school teacher in Lincoln, Nebras-ka, through a course delivered by satellite. Inaddition, high school students in large urbanschools in the eastern part of Wisconsin canlearn Japanese from a teacher in the next schooldistrict via television. Or they can compose andpublish essays, poetry, and short stories in col-laboration with students from other urbanschools on the east and west coasts. This collab-oration is made possible by computers that en-able students to communicate over those longdistances.

Students in the Belleville district use video-tapes, speaker phones, electronic mail, and com-puter software to exchange information, schoolprojects, and letters with their counterparts ina small school in Finland. Students in Germanand computer science at Waupaca High Schooluse e-mail to work on collaborative projectswith a sister school in Germany.

A complete listing of such activities would bea very long one because most school districts inthe state have already adopted some form ofinstructional telecommunications. Wisconsinis only part of a greater movement nationallyand globally toward the expanded use of in-structional telecommunications. Here are someexamples of what other states are doing.

Montana's Big Sky Telegraph System, found-ed in 1988, originally linked the state's 114 one-room schools with each other and with WesternMontana College in Dillon. Now this systemhas expanded to provide business, professional,and cultural groups throughout the RockyMountain states access to people and informa-tion locally and globally. (Brenden, 1991)

The National Native American TeleteachingNetwork consists of more than 1,300 collegestudents and 200 teachers at five tribal-runcommunity colleges in five midwestern andwestern states. This telephone and computer-based audiographics network provides instruc-tional programming to small, rural, and rela-tively isolated colleges and K-12 school districtsin the five states. (Lorenc, 1990)

Administrators, faculty, and elementary, sec-ondary, and college students in Indiana usecomputers to access the Electronic School Dis-trict (ESD). ESD is a menu-driven system cov-ering administrative, general classroom, math,science, humanities, and student services infor-mation. Individuals can research topics such asIndiana University admission policies, health,Indiana goology, and weather. They can alsocall up lesson plans, take part in discussions, orsend and receive electronic; mail. (Council ofWisconsin Librarians, 1991)

Students in five Michigan inner-city schoolsreceive satellite-based programs designed tostimulate interest in science and math. Tele-communications technology enables studentsand teachers to interact with master teachersand minority role models assembled in the stu-dio where the programs of ginate. This satel-lite instruction is reinforced by hundreds ofmentors recruited from local corporations, or-

1 43

ganized labor, and professional societies, whorelate classroom activities to everyday careerexperiences. (Education Comput9r News, 1990,P. 3)

As can be seen from these examples, thetechnologies of instructional telecommunica-tions today are giving teachers and studentsaccess to a new world of previously unavailablelearning opportunities. In general terms, theyinclude access to

quality educational experiences regardlessof the size of the school or its geographic loca-tion;

quality educational experiences not other-wise available to students of racial, cultural, orlinguistic mi iorities because of social, political,economic, or geographic variables;

subject matter, content experts, public offi-cials, and career models not available in thelocal community;

instructional resources from virtually any-where in the world;

techniques and facilities to rapidly shareideas, information, and data;

advanced placement (AP) or "tet..-.1 prep"courses offered by university or vocational andtechnical campuses throughout the state;

teachers and students in other schools whocan provide an understanding of other cultures;

businesses, industries, and community orga-nizations that can create learning partnershipswith local teachers and students;

staff development programs and continuingeducation courses that can meet the particularneeds of participants; and

electronic bulletin board systems (bbs) andelectronic mail (e-mail) systems that facil;tatecollaborative and cooperative learning amongstudents, teachers, scientists, and others.

Because of the tremendous impact of thesetechnological advances on society today, educa-tional needs have changed and will continue tochange drastically. The skills and competenciesdeemed essential for success in life are alsoevolving, as are the way many things are done.

Schools in the future will continue to play amajor role in educating students and communi-ties. Indeed, the telecommunications technolo-gies being developed will enable them to createmore productive learning environments andteach more students than ever before.

Gaining AccessAccess to these new educational experiences

is no longer dependent on the physical proximi-

4

ty of the school district to those resources. Ac-cess is dependent upon increasingly affordabletechnologies that are available in most, if notall, school districts in Wisconsin.

The basic premise of this guide is that tech-nology is a path to the future for schools andstudents. It stresses that the most cost-effec-tive and instructionally efficient way to adoptinstructional telecommunications is to first es-tablish clear instructional goals, and to thenmatch technology to those goals.

This guide will help teachers, administra-tors, curriculum directors, and educationalplanners in local school districts and coopera-tive educational service agencies (CESAs) by

providing definitions and origins of instruc-tional telecommunications and distance learn-ing;

illustrating how technologies are used inclassrooms in Wisconsin and other areas;

examining and explaining these technolo-gies; and

presenting a strategic planning model forassessing instructional needs and matchingthose needs with instructional telecommunica-tions technologies in the classroom.

ReferencesBrenden, V.K. "Rural Schools Working to Make

the Grade." Cooperative Partners 4.6 (1991),pp. 12-13.

Council of Wisconsin Librarians. "Indiana'sElectronic School District." New Tech News8 Apr. 1991, p 1.

Education Computer News 7.2 (1990), p. 3.

Lorenc, Anthony. "Scanner Network ProvesDistance Is No Barrier to Effective Teach-ing." Teleconference: The Business Commu-nications Magazine 9.1 (1990), pp. 21-22.

McLuhan, Marshall, and Quentin Fiore. TheMedium is the Massage. New York: Simon& Schuster, Inc., 1967.

Pelton, Joseph A. "Tele-Education: The Fu-ture." Social Education Sep. 1988, pp. 366-69.

Schumacher, John G. "Pupils Circle Globe OnInformation Superhighway." MilwaukeeJournal 7 Mar. 1994, p. 1.

Warr, Wendy A., and Martyn P. Wilkins. On-line 14.2 (Mar. 1990), p. 53.

15

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Definitions and Origins

Definition of InstructionalTelecommunications

The Greek word tele, which means "far off," isone of the root words of telecommunications.Thus telecommunications technologies are thosethat communicate "at a distance," and instruc-tional telecommunications is the use of electron-ic technologies to conduct distance learning. Thevarious telecommunications technologies cantransmit voice, video, and data, or any combina-tion of those forms of information, to communi-cate with and teach skills to students in geo-graphically separated locations.

Instructional telecommunications technolo-gies make possible the delivery of telecourses,live interactive television, research of far-offdatabases, exchanges of information, and audio,video, and computer conferencinif. All theseexamples of instructional telecommunicationsuse electronic technology, provide for interac-tion, and link students with their instructors,an information base, or both. Print correspon-dence courses are not classified as instructionaltelecommunications unless they incorporate anelectronic technology component.

Figure 2 illustrates how several common tele-communications technologies are used to relayinstruction. Satellites send television signals todishes located on the ground. Those signals canthen be broadcast to a class, rebroadcast onanother technology such as Instructional Tele-vision Fixed Service (ITFS), or videotaped fordelivery to schools at a later date. These tech-nologies are often used together to deliver in-struction.

Technology-assisted instruction can takemany forms. They include the following:

complete credit courses,specialized units and modules,online computer research and database in-

quiries,enrichment lessons that can be added to the

existing curriculum,staff, administrator, or employee develop-

ment and inservice programs, andcommunity education and cultural enrich-

ment programs.

Distance LearningDistance learning is a category of education

carried out through the use of instructional tele-communications. Distance learning can be de-fined many ways, but each definition containsthe components of distance, technology (or somemedium), content, teachers, and students. Dis-tance learning is sometimes referred to as dis-tance education or distance teaching. The threeterms are basically interchangeable, althougheach one can underscore philosophical differenc-es on the subject. In this guide the author willgenerally use the term distance learning exceptin direct quotes from source material when dis-tance education or distance teaching is men-tioned.

As the U.S. Office of Technology Assessmentpoints out in Linking for Learning: A NewCourse for Education (1989), distance learningin elementary and secondary schools has in-creased dramatically in the last few years. Inthe mid-1980s few states were active in this

IG5

1111 Figure 2

A Multitechnology Distance Learning System

Classroom playback in building system conduit

NM

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field, and as recently as 1987 only ten statespromoted distance learning. One year later, twothirds of the states reported involvement, andby 1989 virtually every state was engaged orinterested in distance learning.

Early definitions of distance learning camefrom traditional education models. These mod-els assumed that the teacher's role was to in-struct and the student's role was to learn. Thetraditional teaching model involved a curricu-lum that defined the scope of the class subjectmatter and ordered the sequence in which con-tent was delivered to the student during thecourse of study. Students had to accomplish aseries of specified goals and objectives in orderto master a clearly defined and carefully orga-nized set of competencies. (Wilson, 1986, p. 10)

Content was embedded in the instructor'slectures, textbooks, and other printed materialsuch as assigned reading, exercise sheets, andworkbooks. To expand the basic course content,the student needed access to additional booksand materials that could be obtained locally orthrough interlibrary loan. After World War II

6

the advent of audiovisual materials increasedthe types of content available to both instructorsand students. However, print-based materialwas still the dominant medium, and the tradi-tional teacher-student relationship was still theprimary component in the learning model.

Instructional telecommunications includesall of these co! iponents, while being able to addnew parts to the education model that werepreviously impossible. By no mea ,s do telecom-munications technologies replace .,he basic in-structor-student relationship in the traditionaleducation model. But they do release the rela-tionship from one that is place-bound by provid-ing the student access to instruction and re-sources from other locations in electronic print,audio, and video formats. These technologieslink students and teachers directly with outsidesources of teaching and information. This fos-ters a new relationship between student andteacher in which the teacher may not play adirect role in the transfer of information to thestudent. Instead, the teacher can become acoach, a mentor, or a guide.

1 7

Early DistanceLearning Models

Distance learning has its roots in the print-based correspondence education movement.Anna Eloit Ticknor, a New England educator,used U.S. mail service to reach homebound wom-en who could not participate in traditionalschooling. Ticknor founded the Society to En-courage Studies at Home in 1873. William Harp-er, the first president of the University of Chica-go, in the late 1870s began the firstuniversity-level correspondence teaching depart-ment. He is often referred to as the "father ofcorrespondence teaching." (Barron, 1989, p. 28)

The United States, the former Soviet Union,Germany, India, Canada, France, Australia, andNew Zealand all offered print-based universityextension services for part-time, off-campus stu-dents long before adapting electronic technologyto deliver distance learning. (Bates, 1984, p. 3)The event that marked the transformation fromcorrespondence education to distance learning,however, was the establishment of the OpenUniversity in Great Britain in 1969. (Garrison,1989, p. 1)

The Open University is based on a combina-tion of broadcast technology (television and ra-dio) and specially written textbooks supportedby a system of part-time tutors and counselors.In just 13 years the university grew from 25,000students to more than 100,000, expanded courseofferings from four to more than 150, and in-creased its television transmission time fromabout four hours to more than 35 hours a week.(Bates, 1984)

Early definitions of distance learning reflect-ed its print-based origins, in which the primarycomponent of distance learning was the interac-tion between teachers and students over somemedium. But these early definitions also em-phasized the quality of learner independencean independence from place and time constraintsas well as a greater freedom for students tochoose what they wanted to learn.

Michael Moore, director of the American Cen-ter for the Study of Distance Education at Penn-sylvania State University, wrote his doctoraldissertation on distance learning at the Univer-sity of Wisconsin (UW) Madison. He emphasizesthe teacher's role when he defines distance learn-ing as ". . the family of instructional methodsin which the teaching behaviors are executedapart from the learning behaviors, including

those (behaviors) that in a continuous situationwould be preferred in the learner's presence, sothat communication between the teacher andthe learner must be facilitated by print, elec-tronic, mechanical, or other devices." (M3ore,1973, p. 64)

Cl arles A. 'edemeyer, a retired professor ofthe UW-Madison School of Education, empha-sizes the student's role when he defines dis-tance learning in terms of "independent study"that ". . . consists of various forms of teaching-learning arrangements in which teachers andlearners carry out their essential tasks andresponsibilities apart from one another, com-municating in a variety of ways, for the purpos-es of freeing internal learners from inappropri-ate class pacing or patterns or providing externallearners opportunity to continue learning intheir own environments, and developing in alllearners the capacity to carry on self-directedlearning . . . ." (Wedemeyer, 1977)

In later works Moore and Wedemeyer bothemphasize the role of learner "independence" inthe distance learning model. Distance learningby its very nature embodies a "learner-centerededucational universe." In this "universe," therole of the teacher and the learning institutionis to provide students with a rich variety ofmaterials. These resources give learners theopportunity to learn and experience what isimportant for them at a particular time, as wellas the chance to exercise choice and responsibil-ity in making educational decisions. (Moore,1988) And much ". . . as a child-centered teach-er provides a rich environment of learning ma-terials, and responds to the self-directed learn-ing of the individual pupil in the classroom, theeducation institution now has the technical pow-er to respond to each individual learner as, inhis [or her] interaction with his [or her] envi-ronment, he [or shel identifies learning needsand makes them known, and enters into pro-grams of independent studies." (Moore, 1988)

Borje Holmberg, who once taught at UW-Madison, is a professor of Open Learning atFern University in Hagen, Germany, and spe-cializes in the methodology of distance learning.He prefers to emphasize the role of the deliver-ing organization when he defines distance learn-ing as ". . the various forms of study at IAllevels which are not under the continuous, im-mediate supervision of tutors present with theirstudents in lecture rooms or on the same pre-mises, but which, nevertheless, benefit from the

$v7

planning, guidance, and tuition of a tutorialorganization." (Holmberg, 1977, p. 9)

More recent definitions still emphasize therelationship between the teacher and studentas the primary instructional mode. D.R. Garri-son, associate professor and Director of Dis-tance Education at the University of Calgarystates that to be comprehensive, distance learn-ing must include all legitimate educational ac-tivities between a teacher and a student whoare physically separated. In emphasizing therole of communication between the teacher andstudent, Garrison identifies three criteria fordefining distance learning:

"distance [education] implies that the major-ity of educational communications between(among) teacher and student(s) occurs non-con-tiguously;

distance [education] must include two-waycommunication between (among) teacher andstudent(s) for the purpose of facilitating andsupporting the educational process; (and)

distance [education] uses technology to me-diate the necessary two-way communication."(Garrison, 1989, p. 11)

However, Virginia A. Ostendorf, an interna-tional consultant on distance learning, empha-sizes the role technology plays by defining it as

. . . the delivery of live, real-time instructionto a person or persons who are physically re-mote or located at a distance . . . . " (Ostendorf,1989, p. 1)

This definition comes closest to the one pre-ferred and used in this guide. It emphasizes"the delivery" of instruction rather than therelationship among the instructor, the student,and the content. This definition does not bindthe learning process to instructor and studentinteraction. This definition implies, instead,that the primary component in distance learn-ing is the relationship of the learner to theinstructional material. This material may re-side in a database or online repository or may beinstruction delivered by a teacherall of whichis physically distanced from the learner. Thematerial may be located in another public school,a major university, or informal learning institu-tions such as museums and public libraries.This delivery of instruction provides expandedservices to the learner, while also creating newrelationships between institutions and their us-ers.

In this definition the use of technology todeliver instruction, in effect, creates a class-

8

room without walls or artificial boundaries ex-cept those imposed by the learner. This doesnot mean that there is no place for the instruc-tor and the curriculum in the learning process.Indeed, these are still important components,especially for elementary and secondary stu-dents. And the systems that link learners withinstructional materials also link learners withinstructors throughout the world. Ostendorf issaying that what is of primary importance is theuse of technology to link subject matter or con-tent with the instructional needs of the learn-ers.

Although each distance learning model re-viewed above emphasizes a different set of fac-tors, each one ultimately describes a process ofinstruction that is qualitatively different fromthe traditional classroom 'nstructional model.Because distance learning can be learner-cen-tered and delivered by technology, it can active-ly engage students to construct their own knowl-edge and understanding. It can also create alearning environment in which teachers can beless directive toward, and more supportive of,students and their learning processes.

Why InstructionalTelecommunications?

1 0

Two key factors have c Jmbined in recentyears to make instructional telecom inunicationsa major, rapidly growing component of educa-tion. The first is the current educational re-structuring movement, which contends thatschools are out of step with the times and thatnothing less than a major restructuring willmake a difference. The second factor is theexplosion in the amount of information avail-able to teachers and students. Information isexpanding at an unprecedented rate. In orderto keep pace with this growth, there have alsobeen revolutionary changes in technologies thatorganize, store, and access this information.

The EducationalRestructuring Movement

Calls for restructuring education are not new.For the last century, reform movements haveswept through this most basic social institutionin repeated attempts to realign education toreflect the dynamic, ongoing changes takingplace in U.S. society.

The current educational restructuring move-ment began with the release ofA Nation at Risk:The Imperative For Educational Reform (1983).Written by the National Commission on Excel-lence in Education, this report warned that "arising tide of mediocrity" in school systemsthreatened to erode the foundations of the Unit-ed States. The U.S. secretary of education com-missioned the report at a time when governmentand industry were looking critically at the na-tion's ability to compete in a rapidly changingglobal environment.

The commission stated that the basic ingredi-ents for reforming education are excellence, eq-uity, and creation of a learning society. Excel-lence and equity are both essential if studentsare to be given the chance to learn and liveaccording to their aspirations and abilities. Theyare also essential to the well-being of a nationthat exists in a greater world of accelenztingcompetition and change. Excellence in educa-tion can give people the competitive margin ofknowledge and skills needed today. And equityof access to educational excellence ensures thatall citizens will be able to compete in this dy-namic society to the best of their abilities.

The report also said that to deal with thecurrent pace of change and competition, educa-tion must be restructured to create a learningsociety. It must be one that affords all membersthe opportunity to develop their minds to fullcapacity and to continue to learn from earlychildhood through adulthood. F. .national op-portunities should extend beyond traditional in-stitutions of learning to homes, work sites, li-braries, art galleries, museums, science centers,or any other places in which an individual candevelop and mature. In the commission's view,formal schooling for youth is the essential foun-dation for learning throughout life. Ard provid-ing lifelong learning opportunities to young peo-ple and adults alike will ensure that their skillswill not become obsolete.

Within six months of the release of the report,165 task forces on educational reform had beenestablished in 50 states and the District of Co-lumbia. These task forces consisted of parents,educators, legislators, employers, and other in-terested citizens. Eventually, more than 100reports echoed the commission's concerns aboutthe condition of education in the United States,calling attention to the need to restructureschools because of the dramatic changes occur-ring in American society in general.

In an attempt to realign the characteristics ofschool restructuring to reflect current and fu-ture societal changes that are affecting presenteducational structures and practices, StevenBenjamin (1989) reviewed 209 documents pub-lished by "educational futurists." Benjamin,Coordinator of Curriculum and Instruction forthe Metropolitan School District of DecaturTownship in Indianapolis, Indiana, compiled thefollowing "trends" school restructuring shouldaddress.

Because knowledge in the future will have a"short half-life," students must engage in theprocess of learning rather than sit at a desklistening to a teacher lectu. e.

Because the nature of society in the futurewill be technological, overloaded with informa-tion, interdependent, global, and change-driven,students and citizens must be able to think crit-ically, uncover bias and propaganda, reason,inquire, use the scientific process, remain intel-lectually flexible, think about complex systems,think holistically, think abstractly, be creative,and view and read critically.

Because of the increasing rate and complexi-ty of change in the modern world, in whichknowledge, skills, and values become obsoletemore rapidly, education can no longer be re-served for only the early years of life.

Because citizens will live in an environmentin which people will continue to forge complexsocial and technological systems, things like gen-eral processes, general knowledge, and basicskills will be more important than specializedknowledge and skills.

Because of the interdependent nature of theworld, complexities of today's problems requiresolutions drawn from knowledge in various fieldsin order to foresee other problems that may becreated by shortsighted solutions. Therefore,learning must be centered around ideas andproblems, not fragmented into discrete subjectareas controlled by a seven-period day. Curricu-lum must be based on activities and ideas andorganized into transdisciplinary themes.

Because of cultural, ethnic, and global diver-sity, personalized learning must be instituted topreserve differences among people as a source ofcreativity and diversity.

Because of the need for personalized learn-ing, a collaborative role between teachers andstudents must allow students to accept an ac-tive, partnership role in learning.

9

Instructional telecommunications can be anintegral part of this restructuring because itaddresses the basic ingredients of these trends.Instructional technologies provide students andteachers access to resources and educationalopportunities in any instructional mode. Theyare available to all citizens, regardless of wheth-er they live in an urban community rich in in-structional resources, or a small, rural commu-nity isolated from resource-rich environments.Instructional telecommunications technologiesextend the classroom experience beyond thewalls of traditional learning institutions. Theycan electronically transport a student or teacheracross the county, state, and nation, or evenentirely around the world. These technologiesalso bring data, information, and communica-tion capabilities to the student or teacher wheth-er they are in school, at home, at a local public orschool library, or at work. The only requirementis a basic set of increasingly affordable technolo-gies.

In addition, technology is helping teachersrestructure the classroom's traditional learningenvironment. For instance, production capabil-ities of computers and video cameras enablestudents to be creative in ways not previouslyimagined. Computer software makes it possiblefor students to simulate complex scientific, eco-nomic, or historical events and to explore theirunderlying variables and relationships. Also,the public nature of computer work in the class-room can foster collaboration, discussion, andreflection among students. Here the teacher'srole is to collaborate and facilitate individual-ized and small group instruction.

Information andTechnology Explosion

The second trend spurring the increased useof instructional telecommunications in the class-room is the explosive growth in the amount andavailability of information. The nation's em-ployment base is changing from one that waspredominantly manufacturing to one that ismore service-oriented, with an increasing num-ber of information workers. The informationbase is expanding at an unprecedented rate,doubling every two to three years, and signifi-cant improvements are being made in technolo-gy for handling this data. People need access tothis information base so they can satisfy theirpersonal and business needs.

10

The rapid growth of information is due to theuse of computers to conduct scientific researchon social and scientific topics and to analyze,store, and retrieve data or information. Also,telecommunications technologies that help re-searchers to instantly share scientific data withother scientists has speeded the creation of newinformation by making more knowledge avail-able to more people. (Hefzallah, 1990)

There also have been dramatic increases inthe speed with which this information can betransmitted. Joseph Pelton, a researcher whostudies the effects of telecommunications on so-ciety, estimates that a person thinks, speaks, orwrites an average of 27,000 words a day. If aperson lives to be 70 years old, Pelton calculatesthe typical info .cation use in the course of anindividual's lifetime is about 20 billion bits ofinformation. (The term "bit" is short for binarydigit, the smallest unit of information a comput-er can process.) Currently satellites, fiber opticssystems, and super-computers are capable oftransmitting 20 billion bits of information inseven to 20 seconds. And these technologies areexpected to be able to cut that transmission rateto a second or less by the year 2000.

The dramatic increases in the speed of com-munications can be understood by consideringIntegrated Services Digital Network (ISDN), theworldwide standard for transmitting speech orother sound. ISDN uses regular telephone linesto integrate voice, video, and data transmissionsinto a single digital signal that can be sent overone line or telecommunications system. In thenear future, ISDN will enable the transfer ofdigitized data at the rate of one five-million-word book in a single second. And that high-speed communication will have an error rate ofonly one bit of information in ten million. Atthat rate of transmission a person would have tobe able to read a 15,000-page book in a singlesecond, while making only 15 errors of recogni-tion out of 150 million possibilities. (Pelton,1990)

In today's society, access to information is apowerful tool. New technologies, including thoseof instructional telecommunications, haveplaced large amounts of information power inthe hands of those who know how to operatethem. Consequently, information literacy is asurvival skill, and to function fully, people can-not be paralyzed by the abundance of informa-tion resources available. People must becomeinformation literate. They must learn how to

21

find, evaluate, and process information effec-tively to solve problems and make decisionswhether this data resides in a computer, book,videotape, audiotape, or other storage medium.

The growth of information and evolution oftechnologies is having a profound effect onschools today and will continue to do so in thefuture. The technologies that empower thelearner by providing access to unlimited instruc-tion and content also empower teachers. Theygive teachers access to new instructional con-tent, new experts on content and methodology,and students they would not otherwise havebeen able to reach. These students may be ofdiverse cultural, racial, linguistic, and geograph-ic backgroundsdifferences 1,-..at may enhancemany classroom discussions or exercises. Tech-nology could actually help teachers to reach morestudents in a few years than they could in alifetime of direct classroom instruction.

A school in the Information Age will be moreinteractive. S.' .dents will become learning part-ners with other students, teachers, informationresources, and the community. Teachers willfunction as coaches and guides as well as lectur-ers. Teachers and students will use a classroomcomputer to access libraries and databasesaround the world for facts and information.Teachers will work regularly with library mediaspecialists and designers of instructional pro-grams, both within their schools and in theircommunities. This will help ensure that studentprojects and explorations are chall,nging, inter-esting, and productive learning experiences.Student progress will be evaluated on a broadrange of indicators, including assessments ofthe quality and appropriateness of informationsources they use and the quality and efficiencyof their information searches. (American Li-brary Association, 1989)

Wisconsin EducationalRestructuring

Educational restructuring is one factor thathas helped bring instructional telecommunica-tions to prominence in recent yearsand Wis-consin has been active in this movement sinceits inception. In response to the report by theNational Commission on Excellence in Educa-tion, the state legislature increased the numberof Wisconsin Educational Standards from 13 to20. The intent of the standards is to provide

equal access to educational opportunities forstudents throughout the state, as well as a vari-ety of opportunities for educators to upgradetheir skills to better meet student needs.

Wisconsin's standards are based on currenteducational literature and on research abouteffective schools. They identify seven essentialelements that schools must have to meet thelearning needs of all students. (Gomoll, 1988)They are

a clear school mission and instructional pro-gram to carry it out,

strong instructional leadership,an orderly school learning climate,ample opportunity for students to learn,high pupil expectations,frequent monitoring of pupil progress, anda high degree of parent and community in-

volvement in the schools.Each of the 20 standards has a direct rela-

tionship to one or more of the seven elements ofschool effectiveness. Instructional telecommu-nications technologies can directly address sev-eral standards, including the following:

Standard (b). Each school board shall annual-ly establish a professional staff developmentplan designed to meet the needs of individuals orcurriculum areas in each school.

Standard (1). Each school board shall provideregular instruction in the basic skill areas aswell as health, physical education, art, and mu-sic in grades K-8; career exploration and plan-ning in grades 5-8; and "access" to an education-al program that includes English, social studies,mathematics, science, vocational education, for-eign language, physical education, art, and mu-sic in grades 9 through 12. "Access" is defined asan opportunity to study through school districtcourse offerings, independent study, cooperativeeducational service agencies, or cooperative ar-rangements between school boards and postsec-ondary institutions.

Standard (m). Each school board shall provideaccess to an approved education for employmentprogram.

Standard (n). Each school board shall developa plan for children at risk.

Standard (p). Each school board may grant ahigh school diploma to pupils who have complet-ed a program which includes 13 credits of a basiccore curriculum, plus a minimum of 8.5 addi-

tional credits in vocational education, foreignlanguages, fine arts, and other courses.

Standard (t). Each school board shall provideaccess to an appropriate program for pupils iden-tified as gifted and talented. (Wisconsin Depart-ment of Public Instruction, 1987)

Establishment of these standards markedonly thr., beginning of Department of Public In-struction (DPI) involvement in the effort to re-structure and impr3ve public education. TheDPI, in cooperation with educators and commu-nity members from around the state, has contin-ued to work to enhance the quality of publiceducation in Wisconsin. (Wisconsin Departmentof Public Instruction, 1988) A major step camein 1993 when the DPI issued its report on Wis-consin Learner Goals, Outcomes & Assessment.This report was prepared with the help of hun-dreds of educators and other community mem-bers from throughout Wisconsin.

The report establishes ten learner goals thatoutline expectations for students. Instructionaltelecommunications can be seen as a prime toolto accomplish several of these goals including1) building a substantial knowledge base, 2) de-veloping thinking and communication process-es, 4) acquiring the capacity and motivation forlifelong learning, 8) being prepared for produc-tive work, and 9) respecting cultural diversityand pluralism.

The DPI also endorsed 17 learner outcomes.Instructional telecommunications can be seenas a possible tool for helping to accomplish many,if not all of them. The outcomes that would seemto benefit most from instructional telecommuni-cations are these:

Outcome 2. Re, Ise a product, performance,system, and idea in response to relevant infor-mation.

Outcome 3. Make informed decisions by exam-ining options and anticipating consequences ofactions.

Outcome 8. Transfer learning from one contextto another.

Outcome 12. Defend a position by combininginformation from multiple sources.

Outcome 14. Recognize when a need for specif-ic information exists and demonstrate the abili-ty to locate, evaluate, and use the relevant infor-mation.

12

Outcome 15. Conceive of places, times, andconditions different from one's own.

Outcome 17. Recognize the influence of diversecultural perspectives on human thought andbehavior.

The learner outcomes listed above are thosemost closely connected to skills such as gather-ing information and being able to understandand compare various sources of data. They alsostress a sense of being connected to the outsideworld. The technologies in instructional tele-communications can help to achieve these learn-er outcomes and accomplish many other impor-tant tasks in education.

The DPI today is continuing its work withstudents, teachers, administrators, schoolboards, legislators, and citizens to ensure quali-ty education in Wisconsin. Working together,state educators have been able to initiate im-provements in areas such as curriculum devel-opment, testing, graduation standards, educa-tion for employment, helping children at risk,early childhood education, gifted and talentededucation, and special education.

Initiatives in these areas address hallmarksof excellence and equity. They ensure that com-ponents considered essential to creating an at-mosphere in which excellence can prevail areavailable to all students throughout the state,regardless of location.

Wisconsin DistanceLearning Technology

The second factor that has helped bring in-structional telecommunications to the forefrontof education is the explosion in information andthe accompanying technological improvementsin dealing with this expanded knowledge base.The Wisconsin Distance Education TechnologyStudy (1993) pulled together information aboutthe various projects, technologies, and distancelearning programs that were in place through-out the state. This study also considered howthe evolution of technology and distance learn-ing could affect Wisconsin schools in the future.

This study was done under the direction ofthe Wisconsin Educational CommunicationsBoard (WECB), with participation by the DPI,the state board of the Wisconsin Technical Col-lege System (formerly known as the state's Vo-cational, Technical and Adult Education Sys-

2 3

tern), and the University of Wisconsin System.The study included

a comprehensive statewide distance learningneeds analysis;

development of technical alternatives formeeting the identified needs;

analysis of, and recommendations for, theWECB's statewide television and FM radio sys-tems;

recommendations for ongoing development ofa statewide distance learning system; and

dev-elopment of modeling tools and informa-tion database's that can be used in future state-wide planning.

This study identified distance learning needscommon to most educational institutions in thestate. They are as follows:

Institutions need to be able to provide anoutreach function to equalize educational oppor-tunities in currently underserved areas, shareinstructional resources, reduce travel time andcosts, and reach students who might not other-wise have access to equivalent educational op-portunities.

Institutions r.eed access to professional de-velopment courses, including continuing educa-tion and training for adults, instructors, andagency professionals.

Institutions need access to library databasesand other data networks.

Institutions need to educate their staff aboutthe capabilities, benefits, and technologies asso-ciated with the concept of distance learning, andneed to establish local and state-level planninggroups to share expertise and aid coordinationamong regions of the state.This study also found the need for

a statewide distance learning plan compati-ble with regional distance learning systems al-ready in operation in the state;

state government assistance to local districts,schools, and agencies concerning funding, grantapplications, distance learning planning re-sources, and technical expertise;

state government assistance with vendors.Request for Proposal (RFP) creation, evaluationof RFP responses, and contract negotiations;and

establishment of partnerships between edu-cational institutions and private business andindustry so companies will have access to educa-tional coursework and training materials.

Based on these findings, the study recom-mends that a statewide distancf, learning net-

work consist of three basic tiers: the overlaynetwork, regional networks, and local networks.Each of these systems requires a different levelof state involvement, as well as an interfacewith a distinct category of service providers.

For instance, primary responsibility for theoverlay network would most properly rest withthe state, which would contract with appropri-ate major service providers to perform this func-tion. Local networks would generally be theprimary responsibility of individual school dis-tricts or institutions working in conjunctionwith local telephone or cable television compa-nies. Regional networks would be the responsi-bility of individual institutions or consortiums.

The state overlay network (see figure 3)would serve to interconnect multiple regionalnetworks with voice, video, and data signals.Both fiber optics and microwave systems can beused for this part of the network. The 1993study indicates that it would probably take upto ten years to fully implement this network,with the primary routes being among the firstparts of the system to be installed.

Figure 3

Wisconsin Overlay DistanceEducation Network (WODIE)

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FALLS RAPIDS

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Source: Evans Associates. Wisconsin Distance EducationTechnology Study, Madison: Wisconsin Educational Commu-nications Board, 1993. p. A-1.

13

BEST COPY AVAILABLE24

The regional networks envisioned in thisstatewide system interconnect geographicallydispersed clusters of users to each other and tothe state overlay network. Fiber optics is therecommended technology for these regional net-works. However, microwave and ITFS technolo-gies can be used as long as they do not limit thenetwork's performance regionally or its abilityto connect to the state overlay network. TheWisconsin Distance Education Technology Studypoints out the importance of coordination of tech-nology choices and implementation plans at thestate level because of the impact such decisionswill have on regional networks.

Local networks will typically consist of tech-nologies chosen for their cost and availability inthe local community. Although fiber optics isidentified as the best all-around technologychoice, all other technologiesincluding satel-lite, ITFS, cable and broadcast television, andFM radiocan reasonably be employed in thelocal network. This study, however, stresses theimportance of creating local networks that arecompatible with both the regional and state net-works.

In addition to the three-tiered network mod-el, this study recommends the state take theinitiative in developing, adopting, and dissemi-nating comprehensive technical standards towhich all local and regional networks must con-form. This should be done to ensure that allnetworks are able to interconnect, and that sub-standard facilities will not be created. The studydiscourages networks designed exclusively byvendors.

The Wisconsin Distance Education Technolo-gy Study also recommends the state expand thecentralized leasing role it already plays in theState Telephone System (STS) by including highcapacity leasing for use in local and regionaldistance learning networks. The study also sug-gests the state form a pool of experts to providelearning institutions with technical assistance,as well as help in writing grants and proposalsand negotiating contracts. These recommenda-tions are designed to keep districts from enter-ing into costly individual contracts and fromcreating systems that duplicate those already inexistence.

The importance of this 1993 study is that itattempts to bring into focus all existing distancelearning projects, technologies, and future pro-posals and give them a state perspective. It isrecommended that each school district obtain a

14

copy of this report from the WECB and review itcarefully. Before being finalized, all districtdistance learning planners should consider therecommendations of this s4udy.

ReferencesAmerican Library Association. Presidential

Committee on Information Literacy. FinalReport. Chicago: American Library Associa-tion, 1989.

Barron, Daniel D. "Distance Learning: Remov-ing Barriers to Knowledge." School LibraryJournal Nov. 1989, pp. 28-33.

Bates, A.W. 'The Growth of Technology in Dis-tance Learning." In The Role of Technologyin DistanCe Learning. Ed. A.W. Bates. NewYork: St. Marten's Press, Inc., 1984, pp. 3-7.

Benjamin, Steven. "An Ideascape for Education:What Futurists Recommend." EducationalLeadership Sep. 1989, pp. 8-14.

Cornish, E. "Educating Children for the 21stCentury." Curriculum Review 25.4 (1986),pp. 12-17.

Evans Associates. Wisconsin Distance Educa-tion Technology Study. Madison: WisconsinEducational Communications Board. 1 July1993.

Garrison, D.R. Understanding Distance Learn.ing: A Framework for the Future. New York:Routledge, 1989.

Gomoll, Robert. School Improvement: A Re-source and Planning Guide. Madison: Wis-consin Department of Public Instruction,1988.

Hefzallah, Ibrahim M. "Basic Characteristics ofthe Modern Age." In The New Learning AndTelecommunications Technologies: Their Po-tential Applications in Education. Ed. I.M.Hefzallah. Springfield, IL: Charles C. Tho-mas, 1990, pp. 7-23.

Holmberg, Borje. Distance Learning: A Surveyand Bibliography. London: Kogan Page,1977.

Moore, Michael. "Towards a Theory of Indepen-dent Learning." Journal .1 Higher Educa-tion 44 (1973), pp. 661-79.

"On A Theory of Independent Study."In Distance Learning: International Perspec-tives. Eds. Stewart D. Keegan andB. Holmberg. London: Routledge, 1988.

The National Commission on Exce :nce in Edu-cation. A Nation At Risk: The Imperative forEducational Reform. Washington, DC: U.S.Government Printing Office, Apr. 1983.

Office of Technology Assessment, U.S. Congress.Linking for Learning: A New Course for Edu-cation. Washington, DC: U.S. GovernmentPrinting Office, Nov. 1989.

Ostendorf, Virginia A. What Every Principal,Teacher and School Board Member ShouldKnow About Distance Learning. Littleton,CO: Virginia A. Ostendorf, Inc., 1989.

Pelton, Joseph A. Future Talk: Global Life inthe Age of Telepower. Boulder, CO: CrossCommunications Co., 1990.

Wedemeyer, Charles A. "Independent Study."In The International Encyclopedia of HigherEducation. Ed. Asa S. Knowles. San Fran-cisco: Josey-Bass, 1977, pp. 2114-32.

Wilson, Beth. "When Technology EnhancesTeaching." American Educator Winter 198pp. 8, 10-13, 46-47.

Wisconsin Department of Public Instruction.Wisconsin. Educational Standards: A Blue-print for Excellence. Madison: WDPI, 1987.

Educational Reform in Wisconsin1983-88. Madison: WDPI, Aug. 1988.

2 15

InstructionalTelecommunications

in Wisconsin

IntroductionThis chapter takes a broad view of the poten-

tial uses and app'ications of technologies in in-structional telecommunications. It also focuseson how these technologies are employed in edu-cation in Wisconsin and outlines the types ofinstruction they deliver. Among these new edu-cational opportunities are

low-enrollment courses,options for individualized education,sources of integrated learning practices in a

wide range of subject areas,the ability to manage learner objectives and

monitor student progress, anda access to tools such as databases, electronicspreadsheets, word processors, and electronicsimulators that help students in 'all geographiclocations manage data in a sophisticated man-ner.

This wide range of instructional opportuni-ties facilitates student access to informationand enhances the ability to think, make deci-sions, and solve problems. These opportunitiesalso give a student a chance to master skillsneede :n today's increasingly technical and so-phisticated workplace.

The various technologies give teachers ac-cess to course material, content experts, andstudents they might not have had contact within the past. New course materials may be inte-grated with the existing classroom curriculum;content experts can collaborate with teachers onnew methods of managing the learning process;and interaction with students of diverse cultur-al, racial, linguistic, and geographic back-

grounds can bring new perspectives to topicsbeing studied. These materials, content experts,and students can be delivered to classrooms bytelecommunications technologies whether theyare located nearby, across the state or country,or even on the other side of the world.

A wide variety of technologies are used ininstructional telecommunications. They includetelephones and telephone lines; radio; broad-cast, cable, and microwave television; computerswith modems; fiber optics; and satellites.

Telephone lines deliver audio-only instruc-tion and audiographics, which combines still pic-tures with sound. They can transmit data,sound, video, or any combination of these threeforms of information. They can also transmitdata between computers that have modems.

Radio has been a staple of distance learningin the state since the 1930s and continues toprovide some instruction to students throughoutWisconsin. Televisionwhether broadcast, ca-ble, satellite, or microwavehas delivered in-struction in Wisconsin since the 1950s. Televi-sion can transmit audio and video signals, aswell as some data to subscribers at speciallyequipped sites. And today television can even be

a two-way, interactive medium, a developmentthat has opened up many new possibilities for

education.Computers are important tools in instruc-

tional telecommunications. In the future theywill become even more valuable and versatile asthey evolve into multifunction performanceplatforms. With the addition of full-motionvideo cards, modems, and television and radio

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transceivers enabling computers to both sendand receive signals, computers of the near fu-ture will operate in a stand-alone environment.They will be able to receive signals from a localtelevision station or another source and showfull-motion or compressed video on theirscreens. They will also be capable of receivingand playing stereo-quality audio on embeddedspeakers.

Software exists that can simultaneously re-lay the elements of data, video, and audio to onecomputer. The software uses one window of thecomputer for data and another for video, whilerelaying the audio along with the other twosignals. Computers in the future will also beable to send data, reports, and possibly evenaudio messages to nearby radio modems. Theseradio modems will pick up the signals and trans-mit them to telephone lines that will carry themto their ultimate destination.

Fiber optics is a new form of technology thatutilizes a minute glass tube and laser impulsesto transmit voice, data, and full-motion andcompressed video. Telephone and cable televi-sion companies are turning to fiber optics as analternative to the conventional cable or copperwire that now carry their transmissions. Thesefirms have found fiber optics to be superiorbecause of its immense transmission capacityand its ability to transmit all types of instruc-tional modes--voice, data, and full-motion vid-eoon one medium.

Satellite dishes in schools today can onlyreceive signals and not transmit them. Thislimits them to one-way forms of instructionaltelecommunications. But a new technologycalled VSAT (very small aperture terminal),already used by business, industry, and themilitary, can also be adapted for schools. Al-though smaller than satellite dishes that tradi-tionally only received signals, a VSAT dish cantransmit voice, data, and compressed video backto the satellite.

Video compression is a technology that re-configures a video signal so more channels canbe sent over the same electronic space. Com-pressed video differs from full-motion video inthat only the changes in me -ing frames arecaptured and transmitted. The reconstitutedimage exhibits some motion but, depending onthe capacity of the transmitters and receivers,the motion may appear somewhat irregular.The video images will resemble the newsreels ofthe 1920s, when cameras were not able to record

18

at the speed necessary to project full motion.This effect occurs in compressed video technolo-gy because the moving areas of the image areonly approximated.

In the future this technology will enable acable television company to squeeze 500 chan-nels into the same electronic space that nowcarries 52. Compression technology is also mak-ing it possible to transmit compressed video oncommon telephone wires, and will make it pos-sible for satellite channels to be simultaneouslydivided into two, four, or eight channels.

OverviewThe t communications infrastructure in

the United States is divided into three parts.They are as follows:

the long -haul or intercity segment to carrytelecommunications traffic over long distances;

the local distribution or metropolitan-areasegment to deliver telecommunications trafficwithin a local area and provide connections toor from the long-haul segments; and

the on-site segment to receive the telecom-munications traffic at its final destination. Eachsegment of this infrastructure is changing at adifferent rate, and some of the components maybe missing at any one of the three parts thatmake up the entire telecommunications system.(Gallagher and Hatfield, 1989)

The long-haul part of the education infra-structure could include satellites, long distancepoint-to-point microwave relay systems, tele-phone networks, and fiber optics networks. Thelocal part could be composed of broadcast andcable television, ITFS (Instructional TelevisionFixed Service), low-power television, local tele-phone exchanges, and metropolitan-area fiberoptics networks.

The on-site segment of the infrastructurecould consist of coaxial cable, fiber optics, andregular telephone wires to distribute voice, data,and video signals throughout the building. Itcould also include televisions, telephones, com-puters with modems, facsimile (fax) machines,audiographics stations, and videocassette re-corders (VCRs) to turn these signals into usableinstructional material.

Daniel Hatfield is president and Lynne Gal-lagher a senior consultant for Hatfield Associ-ates, a telecommunications consulting firm inBoulder, Colorado. They have identified fourmajor technological trends that will affect the

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ability of schools to provide instructional tele-communications opportunities to their staff andstudents. They are

digitization,"intelligent" telecommunications networks,integration of voice, data, and video or: the

same transmission system, andfiber optics.

Digitization. The first technological trend isthe move toward total digitization of the entiretelecommunications network. Digitization isthe conversion of voice, data, and video signalsto electronic "bits" identical to those alreadycreated by computer modems. (The term "bit" isshort for binary digit and refers to the smallestunit of information a computer can process.)Consequently voice, data, and video will be ableto travel together over the same network in-stead of as separate audio, video, and data sig-nals. Digitization also will result in cheapertransmission costs because more "data streams"can be sent over the same network at the sametime.

"Intelligent" Telecommunications Net-works. The second trend in technology is thegreatly increased use of machine-based "intelli-gence" within telecommunications networksthemselves. Computers today can monitor andmanage networks to greatly increase the speedat which they operate. This also makes it possi-ble for national, local, and onsite networks tobe programmed to meet, within limits, the ser-vice needs of users at any of the three levels inthe telecommunications infrastructure.

For instance, on-site users will be able tochange their internal networks to accommodatea new computer lab, but would not be able toreconfigure the local or national parts of theinfrastructure. However, local and on-site net-works could work together to streamline theirservices, and together they could influence thenational part of the telecommunications infra-structure.

Integration of Voice, Data, and Video. Thethird trend is the integration of voice, data, andvideo traffic on common transmission systemsthat can ultimately deliver them all to the on-site network. Currently a separate system,network, or technology is needed to send thedifferent signals for voice, data, and video. In-tegrated Services Digital Network (ISDN), theworldwide standard for digital telephony (trans-

mission of speech or other sounds), is the mostconcrete example of this trend. ISDN has twolevels of service, one that accommodates thetwo-way transmission of 144,000 bits per sec-ond and one that accommodates delivery of atotal of 1.5 million bits per second.

The first level of ISDN can support the si-multaneous transmission of two voice conversa-tions, or one voice call and one high-speed datasignal from a computer. The second level ofservice can handle the simultaneous transmis-sion of 23 voice conversations. Video signalssent over this second level of ISDN are in theform of compressed video. Both levels of servicecan be transmitted by regular telephone wires.It should be noted that currently, without digi-tization, each regular telephone line can sup-port only one two-way conversation or one datatransmission between computers.

Fiber Optics. The fourth trend is the incorpo-ration of fiber optics in the telecommunicationsinfrastructure. Fiber optics is part of the na-tional and local parts of the network and is alsobeing considered for the on-site segment. Cur-rent fiber optics technology is so great that oneline can transmit 64,512 voice channels, eachsupporting one telephone conversation. Onefiber optics cable can also deliver 32,000 ISDNchannels. Within a few years, upgraded trans-mission equipment will enable a fiber optics lineto transmit 129,000 voice channels.

These four trends in technology have alsobeen accompanied by developments in high-powered satellites and extremely efficient VSATsatellite dishes. When all of these trends areconsidered, it means that the capacity of thetelecommunications infrastructure to provideaccess to a wide range of instructional opportu-nities and resources will be increased greatly inthe near future.

Technology Usein Wisconsin

The use of various technologies for instruc-tion in Wisconsin is not a new phenomenon.Radio, television, films and film strips, and au-diotapes and cassettes have been handy toolsfor decades for instruction, for drill and prac-tice, and to supplement teacher activities. TheUniversity of Wisconsin (UW) Extension's "Wis-consin School of the Air," for instance, has pro-

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vided radio instruction in areas such as art,music appreciation, and science since the mid1930s. Wisconsin Public Television has beenairing instructional television programs for kin-dergarten through twelfth-grade students sincethe early 1970s. Films and film strips, audio-tapes, and learning kits were integral compo-nents of the individually guided instructionclassrooms of the late 1960s and early 1970s.Their common characteristic is that they areone-way instructional technologies that do notpermit student interaction with the instruc-tional content or the presenter.

Even two-way interactive technologies arenot new to Wisconsin. The UW-Extension'sEducational Teleconferencing Network (ETN)has provided instruction since 1965. The two-way audio communications network links 200locations statewide and offers more than 300course series annually. The UW-Madison's En-gineering Professional Development (EPD) pro-gram has offered continuing engineering edu-cation courses over ETN for more than 25 years.Also, the Extension's WisLine telephone confer-encing service links multiple locations over a64-line conference bridge for statewide instruc-tional programming, staff inservicing, and tele-conferencing. In 1991 the UW- Extension in-stalled a satellite dish in each county seat inWisconsin to add satellite conferencing servicesto its extension and outreach capabilities.

Project CIRCUIT, one of the nation's firsttwo-way interactive television distance learn-ing systems, has operated in the TrempealeauCounty area since the late 1970s. CIRCUIT, anacronym for Curriculum Improvement Result-ing from the Creative Utilization of Instruction-al Two-way Television, has been a model formany of today's fiber optics networks. ProjectCIRCUIT used cable television to link eightsmall rural school districts and make it possiblefor the network to offer courses each districtcould not support with its own resources.

Since the 1980s more than 20 ITF'S micro-wave television systems have been constructedin Wisconsin. They provide one-way video andtwo-way live audio interaction between instruc-tors and students.

Microwave television can also be used fortwo-way video and audio, as it is in the Spencerarea by the Central Wisconsin Educational Tele-communications Network (CWETN). This net-work employs ITFS to provide interactionamong instructors, students, and classes that

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serve three cooperative educational serviceagencies (CESAs).

However, fiber optics is the transmissiontechnology in CESA 8's Embarrass River ValleyInstructional Network Group (ERVING)Project, CESA 12's Northern Wisconsin Educa-tional Communications System (NWECS), andCESA 5's South Central Instructional Commu-nications Group (SCING). Other fiber optics-based, two-way networks are being developedthroughout the state.

Types of EducationalOpportunities

Instructional telecommunications technolo-gies currently make available in Wisconsin awide variety of educational opportunities.Among them are

student courses,enrichment programs,collaboration,staff development,credit programs and degree programs, andcommunity programming and continuing

education.

Student CoursesStudent courses are full-year or single-se-

mester courses taught by a distance teacher.They can consist of a complete curriculum, in-cluding testing, and students usually receivegrades for performance and participation.These courses are not normally available at thestudents' school. Although such classes areusually at the high school level, satellite sys-tems are making some courses available formiddle, junior high, and elementary students.

Student courses can be supported by printmaterial, textbooks, computer software, andother media. Some courses have been madeinteractive through electronic keypad technolo-gy so students can reply instantly to pop quizzesand questions. Also, telephone lines with toll-free numbers let students talk directly to dis-tance teachers or to students in other locationswho are taking the same class. Most coursesalso offer tutorial services through a toll-freetelephone number. Tutors can answer ques-tions from students and assist them with drilland practice exercises.

Depending on the type of technology chosenby a school district, courses can originate from a

3 0

site just down the road or from as far away asanother state or country. For instance, satellitedishes at individual schools enable Wisconsinstudents to take courses in Japanese that origi-nate in Nebraska and are delivered by the Sat-ellite Educational Resources Consortium(SERC). Wisconsin students have also studiedadvanced placement (AP) American govern-ment in a course telecast fro. Stillwater, Okla-homa, by the Oklahoma State University Artsaria Sciences Teleconferences Service (ASTS).

Instruction is also produced locally andshared in Wisconsin. Students in the centralpart of the state can take courses in Spanishand Russian taught by the UW-Extension onthe two-way audio network operated by ETN.And an AP calculus course is available from theITFS-based Northeast Wisconsin Telecommu-nications Education Consortium (NEWTEC)project in Green Bay.

Project CIRCUIT, for example, was devel-oped to

offer a wide spectrum of educational pro-grams to students in participating schools,

broaden social enrichment opportunities forstudents, while allowing each school to retainits individuality,

avoid duplication of course and program of-ferings by participating schools, and

better utilize the skills of specialized instruc-tors while continuing to maintain efforts tomeet Department of Public Instruction (DPI)instructional standards. (Mikunda, 1978)

As a result of this collaborative effort, stu-dents have experienced educational opportuni-ties they would not have had otherwise. Classeshave included four years of Spanish, two yearsof German and French, shorthand, digital elec-tronics, and advanced mathematics. There haseven been a course in advanced computer con-struction in which students built a workingcomputer. The distance teachers, for the mostpart, are employed in one of the neighboringschool districts rather than in a neighboringstate.

ERVING offers districts a wide range of highschool courses taught by teachers the memberschools hire as a group. ERVING has providedstudents access to classes in AP calculus, APpsychology, AP English, French and Spanish 1and 2, German 3 and 4, business law, humandevelopment, mythology, American Indian cul-ture, education for employment, and remedialEnglish for seniors. The American Indian cul-

ture course is taught by teachers and studentsfrom the Menominee Indian school and coversunits on history, language, culture, and artsand crafts.

Student courses from national providers suchas SERC can be received by satellite at onelocation and be retransmitted over a fiber opticsnetwork to all members. Interaction with thesesatellite courses is possible over long distancetelephone lines through speaker phones, faxmachines, and keypad response units. (Gar-rard, 1991)

Enrichment ProgramsInstructional telecommunications can also

help teachers provide enrichment and supple-mental programs, additional resources, and newactivities. Enrichment programs can be addedto an existing curriculum as a way to investi-gate, discuss, and illustrate single issues ornarrow topics in depth. The programs can bepart of a series or stand alone in the discussionof a topic or issue. They are usually supportedby a teacher's guide with suggestions on how tointegrate the material into an existing curricu-lum.

For example, the "Exploring Technology Ed-ucation" series on Wisconsin Public Televisioncan supplement the curriculum for technologyeducation classes in grades 7 through 10. Ituses computer-enhanced graphics, animation,archival footage, and on-location segments toillustrate and reinforce abstract ideas in thefields of communications, construction, manu-facturing, and energy.

A middle school class studying acid rain in itscommunity as part of a unit on environmentalscience can take part in the National Geograph-ic Society's Kids Network, a telecommunica-tions-based science program involving comput-ers. Students collect data with science kits, goon field trips, and work with computers to ana-lyze the information and write reports. Stu-dents then use computers equipped with mo-dems to send their findings to research partnersin distant classrooms.

Middle school students can participate in"What's in the News," a weekly news programon public television that has social studies ac-tivities based on current events. The show hasnews summaries on the latest international andnational events, and feature stories that exam-ine timely, complex issues. Student activities

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include two essay contests and a "News Detec-tive" segment that encourages students to clipnewspaper articles or write their own storiesabout community events, school activities, orclassroom projects. These stories are some-times aired during the weekly programs.

High school social studies classes can aug-ment their print-based texts and materials withpublic television series on taxes, geography,history, the U.S. Constitution and SupremeCourt, or international issues. An example isCNN's "Newsroom," a daily 15-minute videonews program on cable television. Additionalcontent for this program is delivered byXPRESS XChange, a 24-hour-a-day text-basednews service. This written material can bedownloaded from the cable television signal to acomputer at the school by using a specializedmodem.

Programs on the state public television net-work address social issues of interest to teensand their parents. Community programs airedon regional technologies (such as ITFS) willoften discuss topics of local or regional interestsuch as truancy, parenting skills, and humangrowth and development. Also available areWisconsin Technical College System (WTCS)and UW-Extension programs.

Milwaukee School District (MSD), for exam-ple, uses instructional telecommunications toprovide a range of enrichment opportunities tomore than 150 schools. Four channels of ITFSare available to every classroom in this district,which serves nearly one fifth of all elementaryand secondary students in the state. One of thefour channels retransmits Elementary and Sec-ondary Cable Consortium programming carriedon the local educational cable channel, whileanother channel rebroadcasts Wisconsin PublicTelevision Network shows from the "Parade ofPrograms." The two remaining channels airinstruction chosen or created specifically for theMSD, such as teleconferences and special eventsnot available from public television or the edu-cational cable channel. Examples are NationalAeronautics and Space Administration (NASA)offerings and teacher inservice programs fromSERC, the National Diffusion Network, andother K-12 providers.

Technology can also help create extracurric-ular student activities. For example, severalCESAs conduct a "High School Quiz Bowl" overa telephone convener system and regular tele-phone lines. Each participating school has one

22

team of four players and the teams competeduring the course of a "season," answeringknowledge-based, short-answer questions pur-chased from an academic company. A modera-tor asks the questions, monitors the answers,and handles the scoring.

Internet has quickly become a rich source ofenrichment programs for Wisconsin students.Internet has than 12 million users in 56countries and every continent, including Ant-arctica, and it connects more than 60,000 sepa-rate networks. Electronic mail allows studentsin various countries to communicate or to col-laborate on joint projects. Students and teach-ers use Internet to access databases and librarycatalogues located around the world and to en-gage in electronic group discussions on a widevariety of topics.

Belleville students have used Internet tocommunicate with their counterparts in Helsin-ki, Finland. Activities have included exchang-ing collaboratively written assignments and sto-ries about the lives of children in theirrespective countries. Students even accessedthe computer network to hold live, interactivevideo "meetings."

Middle school students in Menomonee Fallshave practiced their writing skills by communi-cating with electronic "pen pals" worldwidethrough Internet. These students have alsoworked with classes in other countries to co-author a story involving dinosaurs and a groupof adventurous scientists. Students also utilizeInternet to gather and share information withscientists, students, and environmentalistsaround the world and to engage in many otherjoint activities. The involvement by West Sa-lem Middle School students in The World Schoolfor Adventure Learning, which was explainedin chapter 1, is an example of the way Wiscon-sin schools can share a learning experiencewith students in other countries.

CollaborationCollaboration occurs when a teacher works

with one or more colleagues or content expertsto instruct students in a given subject area, oracross several subject areas. Collaboration alsooccurs when technology links students with oth-er teachers, classrooms, and content expertsoutside the school. For example, classroomteachers, their students, and professional scien-tists collaborate with one another within Kids

Network, a telecommunications-based elemen-tary school science program produced by theNational Geographic Society. MassachusettsInstitute of Technology physicist Robert Tinkerdeveloped Kids Network to extend to schoolsthe concept of electronic mail sent by computerand modem, a primary means of communica-tion today for scientists. Kids Network hasmade it possible for thousands of upper elemen-tary school classrooms, including some in Wis-consin, to participate in research projects onacid rain, weather, waste management, andother topics. Each project is guided by a practic-ing scientist, who uses electronic mail to coordi-nate the collaboration among classrooms.

Another example of collaboration was theWisconsin Science, Mathematics, and Technol-ogy Education (WISMATE) Network Project,based in the Wausau school district. Fifth-graders, their teachers, and Wisconsin-basedscientists and engineers worked together onsubjects of local interest, such as applications ofbiotechnology in the dairy industry.

Although many of the current collaborativenetworks have a science content, the programshave interdisciplinary features. For example,doing research on topics for which clear, "right"anf.,wers do not exist can help students developand learn to apply critical thinking skills tosolve real problems. Students also acquire com-puter skills because they must use word pro-cessing programs to enter data, observations,and information on the computer network. Indoing their reports, students find that clearcommunication and precise use of language arecritical for success. This can aid development ofthe critical skill of communication. When stu-dents have to analyze data, they need to usemathematics. They practice these skills andalso discover that math is a useful tool. Skills ingeography and social studies are sharpened asstudents exchange messages with their elec-tronic pen pals and study the areas where theylive. Teachers who have been involved in tele-communications-based programs have com-mented that they are truly interdisciplinaryand exciting for children.

Staff DevelopmentInstruction over these technologies also in-

cludes staff development and continuing educa-tion programs and courses. Staff developmentprograms typically are shorter than a full course

and have a narrower content focus. A programcan be a single-event teleworkshop from one toseveral hours long (but usually not more thanthree hours) or a series of several one-hour totwo-hour programs focused on the same topic.Equivalency clock hours (ECHs) toward recerti-fication in Wisconsin may be awarded to partic-ipants in pre-approved inservice series that aremore than five hours long. These programs canoriginate locally, regionally, or nationally.

Staff development programs and telework-shops are mostly live and interactive, withparticipants able to call during the program ontoll-free numbers. However, such shows canalso be viewed later on videotape.

SERC, for example, annually provides ap-proximately 100 hours of live and interactivestaff development programs over its nationalsatellite system. Topics include building self-esteem among teachers and students, identify-ing and programming talented minority stu-dents, discipline-based art educationworkshops, technology education, earth science,English as a second language, and bilingualeducation for teachers and administrators.Business and industry can send employees toUW System or WTCS campuses to participatein the satellite-based National University Tele-conference Network (NUTN). Employees canreceive training or undates on important eco-nomic, environmental, and technical develop-ments.

The North Central Regional Educational Lab(NCREL), in conjunction with Public Broad-casting System (PBS), has offered national tele-vision series over satellite on educational re-form and successful schools. Both SERC andNCREL programs are supported by print mate-rial and an electronic bulletin board. The latterenables extended discussions over computerslong after the telecast.

Staff development and continuing educationcourses are provided statewide over the ETNaudio ccnferencing network and regionally overITFS systems. NEWTEC in Green Bay usesITFS to offer staff development programs pro-duced by local teachers and university faculty.NEWTEC also rebroadcasts nationally producedprograms recorded from satellite transmissions.To accomplish these tasks, NEWTEC engagesin extensive interinstitutional cooperation andprogram plr.nning among K-12 schools, CESA 7,Northeastern Wisconsin In-School Telecommu-nications (NEWIST), and local postsecondary

23

institutions. Professional staff developmentprograms from the Green Bay School District'sprofessional development department andCESA 7's special education department areaired weekly. Workshops from CESA 7's FallenTimbers Environmental Center are presentedperiodically. National professional developmentteleconferences from SERC, NASA, and othernational providers can be downlinked and re-transmitted live, or taped for later broadcast.(Nys, 1990)

Credit Courses andDegree Programs

Credit courses can be graduate, undergradu-ate, or associate degree courses offered alone oras part of a degree program from local, regional,and national sources. UW-Madison's School ofEducation uses ITFS to provide 17 school dis-tricts in the Madison area with graduate-levelcourses on critical thinking skills. UW-Madi-son's College of Engineering has chosen satel-lite technology to send graduate-level coursesover National Technological University (NTU).UW-Milwaukee operates an ITFS system to de-liver courses to several industrial work sites inthe greater Milwaukee metropolitan area. Italso employs audiographics to offer graduate-level courses statewide from some of its individ-ual colleges. UW-Stevens Point has broadcastcredit courses over ITFS on the philosophicalfoundations of education, the Hmong culture,and dietetics.

Credit courses can be taken from nationalsatellite providers. SERC, for instance, offersseveral courses to teachers in Wisconsin and 23other states. They include an AP calculuscourse for teachers from South Carolina, anintroductory course on English as a second lan-guage from Louisiana, and two "hands-on"chemistry- and math-in-the-classroom coursesproduced in Wisconsin.

The WTCS offers approximately ten tele-courses each semester statewide on the Wiscon-sin Public Television Network. Thirteen WTCSdistricts use cable television and nine ITFS orpoint-to-point microwave technologies to deliv-er instruction, both on and off their campuses.Courses are in the areas of business, communi-cations, technical skills, child care, and GeneralEducational Develc pment (GED) preparation.The instruction is also available on videocas-

24

3

sette. WTCS enrolls almost 6,000 students an-nually in classes taught through these medi-ums.

Community Programmingand Continuing Education

Noncredit continuing education courses foradults are often delivered by instructional tele-communications technologies. This enablessponsoring agencies to reach their audiencesmore efficiently and to provide adults with up-to-date information needed to keep them cur-rent in their fields of employment or expertise.Organizations often use continuing educationcourses to license or certify people in real es-tate, child care, cardiopulmonary resuscitation(CPR) and first aid, food service, nursing, andother fields. These courses can also introducenew techniques, technology, computer software,and leadership skills.

The Wisconsin Dental Association (WDA) hasemployed satellite video conferencing to edu-cate state dentists on new federal OccupationalSafety and Health Administration require-ments. With satellite equipment and an audioconferencing network, the WDA has been ableto reach more than 500 dentists statewide in asingle seminar.

Northcentral Technical College (NTC) inWausau has offered a 20-hour continuing edu-cation wellness course for the elderly. Thecollege's ITFS system has made this instructionavailable to hundreds of older adults at commu-nity nutrition sites in the Wausau area. Pro-grams were presented by family physicians,lawyers, nutritionists, and physical therapists.

Southwest Wisconsin Technical College ofthe Air has presented continuing educationcourses on federal acreage reduction programs,feed grain, farm income tax management, andpatients' rights and the power of attorney. Thecollege has also used its ITFS system to producea two-day community-event telethon that bene-fitted citizens in southwestern Wisconsin.

The Madison Metropolitan School Districthas created a variety of community programsand adult education courses for its cable televi-sion channel. Community programming in. atypical month could include a musical programfrom an elementary school, a poetry festivalfrom a high school, and swim meets. Viewersmight also be able to see a series discussing

current district policies on such topics as ac-quired immune deficiency syndrome (AIDS),building space use, or a tutoring program. Pub-lic service programs on suicide prevention, rac-ism, and gifted and talented projects might alsobe part of just one month's community program-ming.

ReferencesGallagher, Lynne, and Dale Hatfield. Distance

Learning: Opportunities in Telecommunica-tions Policy and Technology. WashingtonDC: The Annenberg Washington Program,1989.

Garrard, Susan. ERVING Project. Clinton-ville, WI: ERVING Project, 1991.

Mikunda, Jerald. Trempealeau Valley Cooper-ative Schools: A Rural Educational Cooper-ative Designed to Serve the Needs of Stu-dents in a Changing World. Blair, WI:Project CIRCUIT, 1978.

Nys, Roxanne. NEWTEC. Green Bay, WI:NEWTEC ITFS Studio, 1990.

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4 ;,".41,;;;.,:,,,,,L,

s'4,14tS'

Technologies Used

IntroductionThis chapter presents an overview of instruc-

tional telecommunications technologies in Wis-consin, analyzing the characteristics of eachtechnology and giving examples of their instruc-tional uses. However, it is not meant to be anexhaustive treatise on each technology. It willalso not d:scuss how to link technology to curric-ulum goals, because the instructional resourcesneeded to reach these goals will vary from build-ing to building and district to district. Resourc-es are provided so those who are interested mayobtain more detailed information about eachtechnology.

Technology and InstructionThe particular technology chosen for instruc-

tional telecommunications can be both enablingand limiting. It is enabling in that it can bringstudents and teachers together in new and excit-ing learning situations. It is limiting that aparticular technology may not permit or facili-tate some types of education.

Instruction involves a complex set of deci-sions, interactions, strategies, and learner sup-port systems that include content, reinforce-ment, motivation, learning styles, and teachingstrategies. Technology may enhance or hinderany of these parts of the instructional process.For instance, an audio conferencing networkwill facilitate study of a foreign language be-cause of the nature of the subject matter, butwould hinder instruction in art or auto mechan-

3 6

ics because of the inability to provide visualsneeded to teach these classes. A computer with amodem is excellent for accessing databases, in-formation, and other students and teachersaround the globe. But it is a poor way to teach aforeign language because it cannot provide audioso students can hear how the language shouldsound. A national satellite system is an econom-ical way to deliver low-enrollment classes to alarge number of small, rural schools in NorthAmerica. However, it would be an expensiveway to teach the history of Wisconsin to allfourth graders in the state. Also, because thesatellite signal would be sent to all of NorthAmerica, it would be a waste of time and of thechannel used for that purpose.

A few basic steps will help school districtsdecide which instructional telecommunicationstechnologies will be right for them. They are asfollows:

School districts should assess instructionalneeds before either purchasing a new technologyor adopting a course to be taught over availabletechnology.

School districts should decide whether theycan meet their instructional needs from local,regional, state, or national educational resourc-es. For instance, if a district wants to offeradvanced placement (AP) chemistry to its stu-dents, should it bring in a nationally offeredcourse via satellite? Or would it be better to useInstructional Television Fixed Service (ITFS) orfiber optics to transmit this course from a localUniversity of Wisconsin (UW) System campus orneighboring school district?

27

Finally, school districts must relate the costsof each technology to specific instructionalneeds.

Types of TelecommunicationsTechnologies

In Wisconsin, a variety of telecommunica-tions technologies currently deliver voice, data,and video to classrooms for instructional pur-poses. (See figure 4) Each of these technologieshas its own characteristics that dictate the typeof content material and specific methodology ateacher can use to instruct students. For in-stance, a teacher in an audio-only telephonenetwork can play an audio tape, but would beunable to incorporate graphics into the instruc-tion. A computer conferencing network canfacilitate learning with data, graphics, andprinted material, but cannot utilize audio orvideo. Although they do not today, in the futurecomputers will have the capability of sendingand receiving audio and video.

Many of the technologies employed in in-structional telecommunications can be used to-gether to minimize the weaknesses and maxi-mize the strengths of each. Combining differenttechnologies will expose students to the broad-est set of teaching methods and enable them toderive the greatest instructional benefits.

Telecommunications technologies currentlyin use are

telephone wires,radio,broadcast television,microwave television or ITFS,cable television,videotext and teletext,satellite, andfiber optics.

Telephone WiresThe telephone has only been in existence for

slightly more than a century, but in that timehas evolved into a sophisticated global networkthat is the world's standard means of communi-cation. Currently there are approximately400 million telephones in more than 200 coun-tries, all operating on what is essentially asingle network connecting the world. This glo-bal telephone system is sometimes called the"largest machine in the world." It carries about

28

400 billion conversations annually, a volumethat is increasing at the rate of 20 percent everyyear. By the end of this century it is estimatedthere will be more than 1.5 billion telephones,and they will be used to make more thanone trillion calls annually. (Dordick, 1989)

Telephone wires can transmit voice, data,and video signals. The video, however, is in theform of still pictures or partial-motion picturesas opposed to the full-motion, picture-qualityvideo a television can receive and show. In thefuture, video compression technology will en-able transmission over telephone lines of full ornearly full-motion video. Telephone wires con-sist of twisted pairs of copper wires that transferelectrical impulses. These impulses are thenturned into audio sounds, data bytes, or stillpictures, depending on the form of technology atthe receiving end. Telephone traffic is also car-ried over satellites and fiber optics systems,technologies that will be discussed later in thischapter. Basic telephone technology is by farthe most prevalent form of telecommunications,available in over 97 percent of all residences inthe United States and virtually 100 percent ofall businesses throughout the world.

Wisconsin state government has an extensivetelephone network that provides a variety oftelecommunications services to state agencies,local governments, and schools. Figure 5 showsthe configuration of Wisconsin's Centrex voiceservice and state telephone backbone. Figure 6shows the configuration of Wisconsin's data net-work which enables several state agencies tosend and reeeive data. The state lottery, al-though only a few years old, is by far the largestuser of this data network.

Telephone lines can be the main delivery tech-nology for several kinds of instructional tele-communications including audio onferencing,computer conferencing, and audiographics. Inaddition, telephone lines can be a supplementaltechnology to other forms of instructional tele-communications.

Computers equipped with modems can com-municate data, information files, graphics, andelectronic mail (e-mail) to other computers. Fac-simile (fax) machines transfer data, words,graphics, and pictures to printers at remote lo-cations. Audiographics combines live audio lec-tures with the transmission of graphics via com-puter. A printer may be attached to this systemto make a hard copy of any graphics displayed onthe computer screen during the course of the

3

Figure 4 III

Types of Instructional TelecommunicationsTelecommunica-tions Technology

Form of InstructionalTelecommunications

CoverageRange

Level ofInteractivity

Telephone Wires Audio ConferencingStudentsand teachers can interact over theshared audio network in a full-creditclass, enrichment program, andother distance learning experiences.

Unlimi',,d; users canbe linked all the way tothe international level.

Two-way transmis-sion of audio; printmaterial via fax op-tional on a secondtelephone line

Computer ConferencingCom-puters with modems enable stu-dents/teachers to obtain informationfrom remote databases and othersources, communicate with theircounterparts in remote locations,and engage in collaborative learningventures and other distance learn-ing experiences.

Unlimited; users canbe linked all the way tothe international level.

Transmission ofdata is usually one-way; simultaneous,real-time, two-waytransmission ispossible.

AudiographicsTeachers and stu-dents can communicate verbally onan audio line and exchange data,including graphics, through comput-ers in a full-credit course, enrich-ment program, and other distancelearning experiences.

Unlimited; sites withspecialized equipmentcan be linked all theway to the internation-al level.

Two-way voice,data, and graphicstransmission

Radio Educational ProgrammingSome commercial stations carrynews specials and other shows thatmight be used in the classroom; theWisconsin Public Radio Network andSchool Radio Service provide educa-tional programming, including full-credit courses.

Dependent on an indi-vidual station's signalstrength and quality ofreception; local sta-tions in the WisconsinPublic Radio Networkserve virtually the en-tire state.

One-way audio;sometimes two-wayaudio interactionvia telephone

BroadcastTelevision

Commercial TelevisionSomeprogramming can be used in theclassroom, mainly as a source of en-richment to a curriculum or subjectarea.

About 60 miles for alocal station, depend-ing on signal strengthand quality of recep-tion

One-way audio andvideo transmission

Wisconsin Public TelevisionPrograms are designed for educe-tion, including full-credit courses,enrichment programs, and other dis-tance learning experiences.

Local stations in theWisconsin Public Tele-vision Network servevirtually the entirestate.

Mainly one-way au-dio and video, butsome programshave two-way au-dio interaction viatelephone.

Low-Power TelevisionFull-credit courses, enrichment pro-grams, and other distance learningexperiences

Up to 15 miles depend-ing on signal strengthand quality of recep-ti on

One-way audio andvic] o, but someprograms havetwo-way audio in-teraction via tele-phone.

MicrowaveTelevision

Instructional Television FixedService (ITFS)This interactivetechnology can be used for full-creditcourses, enrichment programs, andother distance learning experiences.

Up to 30 miles depend-ing on reception forthis line-of-sight sig-nal transmission; om-nidirectional or point-to-point

Usually one-wayvideo and two-wayaudio tra ns mis -oion; it can he de-signed for two-wayvideo and audio.

29

Figure 4 (continued)

Types of Instructional TelecommunicationsTelecommunica-tions Technology

Form of InstructionalTelecommunications

CoverageRange

Level ofInteractivity

MicrowaveTelevision(continued)

Point-to-Point MicrowaveThisinteractive technology can be usedfor full-credit courses, enrichmentprograms, and other distance learn-ing experiences.

Up to 30 miles depend-ing on reception forthis line-of-sight signaltransmission

Usually one-wayvideo and two-wayaudio transmis-sion; it can be de-signed for two-wayvideo and audio.

Cable Television

.

Educational ProgrammingCommercial channels generally havelimited programming for use in edu-cation but several, like Public Broad-casting System (PBS) and Discoverychannels, carry many usable shows;local dedicated channels (those setaside specifically for education, gov-ernment, and community use) mayrun programming designed for edu-cation.

Up to 30 miles depend-ing on the size of thecable television sys-tern; however, some ar-eas are not served bycable companies.

One-way audio andvideo for commer-cial stations; dedi-cated channelsmay be designedfor two-way audioand video by usingone or more avail-able channels.

Broadcast orCable Television

TeletextTransmits constantlychanging data such as stock marketquotations and weather reports thatcan be a class resource.

Same as for the televi-sion system deliveringit

One-way datatransmission overa television set'svertical blankinginterval, which isthe black bar at thetop of the TVscreen

VideotextCan provide computer-aided instruction.

Same as for the televi-sion system deliveringit

Two-way data andcolor graphicstransmission overa television set'svertical blankinginterval, which isthe black bar at thetop of the TVscreen

Satellite Educational ProgrammingFull-credit courses, enrichment pro-grams, conferences, and other dis-tance learning experiences areavailable.

A satellite signal coy-ers one-half of theearth at the sametime.

One-way video andaudio transmissionis the norm, but asystem can be de-signed to add two-way audio, two-way data, or eventwo-way audio andvideo.

Fiber Optics Educational ExperiencesFiberoptics has the capability to transmitany kind of instruction or education-al experience; because of its capaci-ty, it is considered by many as thepreferred telecommunications tech-nology of the future.

Up to 20 miles withoutsignal repeaters, muchfurther with repeaters

Two-way voice,video, and datatransmission

30

111 Figure 5

Wisconsin Voice Network

Source: Evans Associates. Wisconsin Distance EducationTechnology Study. Madison- Wisconsin Educational Commu-nications Board, 1993, p. D-8.

lesson. An audio cassette recorder can also tapethe lecture for later review. These forms ofinstruction are all made possible by telephonecommunications.

Audio Conferencing NetworksEquipment needed to set up an audio confer-

encing network for a school includesa speaker telephone with mute button,a push-to-talk convener box (optional),audio cassette player and audio tapes to

record lessons,a dedicated telephone line (recommended),a fax machine (optional),a computer with modem (optional), andslow-scan picture equipment (optional).Audio conferencing is made possible by link-

ing individuals at several sites through tele-phone circuits and is analogous to creating alarge party line. It can be an "audio only" net-work over which instructors and learners canhear and speak to each other simultaneously.

When combined with computers and equip-ment to display graphics, i,he audio line becomesan audiographics network enabling instructors

and learners to simultaneously hear each otherand see graphics or still pictures. When audioconferencing is the feedback loop for one-wayvideo networks such as broadcast and cable tele-vision, ITFS, and satellite, the student can seeand hear the instructor and the instructor canhear the student.

Modes of Instruction

The primary mode of instruction in audioconferencing is two-way audio, which enablesteachers and students to interact over the net-work. Assignments, quizzes, exams, and stu.-dent records can be exchanged through the mail.If graphics technology is part of the audio con-ferencing system, one-way video instruction inthe form of pictures, graphics, or charts can betransmitted from the instructor to the learner.

If computer or fax technologies are added,two-way data interaction can occur among allparties on the network. (See figure 7) Mostaudio conferencing, however, is audio only. (See

U Figure 6

Wisconsin Consolidated.Data Network

.111.

CARE

Alb

S VENT dn.

DEPARTMENT OfTRANSPORTATION

DEPARTMENTof usna

CIO

AP ETON

OSHK SH

A

WAUKEE

WISCPAT

DEPARTMENTOf HEALTH AN_PSOCIAL SERVMUS

DpfEPARTMENTNATURAL

RESOURCES

DEPARTMENT OF WISCONSIN11INDUSTRY LABOR AND LOTTERY

11414 ittualcvs

Source: Evans Associates. Wisconsin Distance EducationTechnology Study. Madison: Wisconsin Educational Commu-nications Board, 1993, p. D-9.

31

Figure 7

Two-way Audio with Teiefascimile

Source: Office of Technology Assessment. Linking for Learn-ing: A New Course for Education. Washington, DC: U.S.Government Printing Office, 1989, p. 56.

the sections later in this chapter on audiograph-ics and videotext for information on technologiesthat allow delivery over telephone wires of acombination of data, graphics or images, andaudio communications.)

The advantages of using audio conferencingtechnologies for instruction are as follows:

Students can hear and interact with theteacher and other students at all times.

Operation of this technology is relatively sim-ple.

This technology is available statewide and isnot expensive to acquire or operate.

It does not cost much to expand the audionetwork.

Instruction can come from any of the partici-pating sites, so each school on the network canoffer courses as well as receive them.

There are some disadvantages to audio con-ferencing. They are as follows:

Students and teachers cannot see each other.Textbooks, reference articles, quizzes, and

other class materials must be coordinated sothey can be sent to each site in time to be usedand reviewed.

Classrooms must be equipped with the audioequipment, which means a separate room in theschool may have to be set aside for this network.

32

41

Class schedules, school calendars, and datesto begin and end the course will not necessarilycorrespond with local schedules and calendars.(Barker, 1992)

Computer ConferencingIn order to engage in computer conferencing

for instructional purposes, a school will needa computer, or computers, each equipped with

a modem with a baud rate of at least 2,400 to14,400,

communications software,a printer (optional), anda telephone line.Computers equipped with modems are able

to communicate over telephone lines. The small-est amount of information a computer can pro-cess is called a bit and computers store informa-tion in units cflied bytes. A byte is usually madeup of a group of eight bits. A modemthecommon term for Modulator/Demodulatorchanges the computer's internal bytes into elec-tronic impulses and transmits them as "sound"over telephone wires. Modems work at differentspeeds of communication, called baud rates. Thebaud rate refers to the number of bits per secondthat can be transmitted. Thus, the higher thebaud rate, the more bits of information the mo-dem can process in a single second.

Common baud rates are 300, 1,200, 2,400,9,600, and 14,400. Modem speeds, however, areincreasing rapidly and baud rates of 2,400 andhigher are usually preferred. A modem with ahigher baud rate is more expensive to purchase,but may be worth the extra cost if the buyerfrequently accesses distant databases and has topay for telephone charges during data exchange.Modems with higher baud rates reduce tele-phone bills by cutting the time needed to send orreceive information. (See figure 8)

Computer telecommunications can create awide variety of new learning opportunities forstudents. With this technology, they can com-municate with "pen pals" in distant countries orcontact experts and teachers from around theworld. Some online services provide activities toenhance classroom instruction in a specific cur-riculum or subject area, while others enablestudents to look up needed information.

For teachers, the opportunities derived fromcomputer telecommunications are also vast.This technology makes it possible for teachers inwidely separated areas to communicate and

Figure 8

Equipment Needed forComputer Communications

Microcomputer

CommunicationSoftware

Modem Phone Line

Source: Alley, Cindy, et al. Online Database Searching in theCurriculum. Madison: Wisconsin Educational Media Associ-ation, 1986, p. 10.

share information and experiences. Teacherscan conduct research in online databases, down-load software, and link with groups that sharespecial interests.

"Electronic mail" (e-mail) is one way to sendand receive messages over computers. Eachsubscriber to an electronic bulletin board service(bbs) has an "address" to which other subscrib-ers can "mail" their messages. A bbs is a publicmedium to post information, a type of electronicbulletin board. Subscribers can send messagesand read responses of others active in the bbs.Some of these services have a theme so peoplewith special interests can share information.Some charge a small fee while others are free.

One of the most important and all-encom-passing online computer services is Internet.Started in the late 1960s by the U.S. DefenseDepartment, it was used to transmit data amongresearchers engaged in defense-related projectsand to test fault-tolerant communications sys-tems built to survive a nuclear attack. Internettoday connects more than 12 million people in

56 countries and provides a wide range of servic-es, many of them valuable to educators. Inter-net, as well as other online services and net-works, is discussed more fully in appendix B.

WiscNet, a nonprofit association formed bythe UW System, is a major gateway to Internetfor UW campuses and many other state collegesand schools. Figure 9 is a map of the WiscNetsystem in Wisconsin.

Computers can also access online databases.Online services may consist of referral or biblio-graphic information to help locate an entirearticle or document. Some referral databasescontain abstracts of the desired material, whileothers consist of source or non-bibliographicinformation. Full-service databases have full-text documents complete with text, data tables,graphics, references, and indexes. There areeven databases that provide raw numerical datathat can serve as purely informational items orbase material for further research. (Epler, 1989)

Computer-based telecommunications can cre-ate, in effect, a global classroom in which stu-dents and teachers can communicate with theirpeers around the world. Computers with mo-dems can exchange messages with computers inother locations, store them for possible later use,

II Figure 9

WiscNet: Wisconsin NetworkLinking Educational Institutions

Source: University of Wisconsin-Extension, 1993.

4 °33

or relay them to other computers. This mode ofcommunication is known as computer confer-encing. A systems operator or moderator usual-ly coordinates such computer discussions. Avariety of computer-mediated conferencing sys-tems enable all members to communicate with-out having to be online at the same time.

Computer conferencing can take the form ofcultural exchanges in which global participantsshare and compare information about each classor school involved. Graham Pike and DavidSelby, research fellows at the Centre for GlobalEducation at the University of York, Great Brit-ain, have published a useful handbook for teach-ers titled Global Teacher, Global L,arner. Theguide explores and discusses the theory andpractice of global education. It also offers anextensive range of practical activities for ele-mentary and secondary classrooms. (Pike andSelby, 1988)

Other computer-based communications arein the form of directed study. For instance,students can gather, analyze, and report envi-ronmental data, or they can collaborate on writ-ing poetry, short stories, and reports. Students,via computer, can engage in geopolitical, histor-ical, and economic simulations in which partici-pants take on the roles of various factions in acurrent world conflict. They can then try toresolve the problem by discussing and analyzingreal data and issues. Of the many bulletinboards listed in appendix B, several have activeglobal classroom components, including AT&TLearning Network, DataTimes, GEMNET, GTEEducation Network, Interactive CommunicationSimulations (ICS), National Geographic Soci-ety's Kids Network, and XPRESS XChange.

Computer conferencing is also a major com-munications tool in education. Computers arecapable of linking students and teachers withonline library catalogues, online databases, cur-riculum discussion groups, subject matter ex-perts, and research projects nationally, region-ally, and locally. Several electronic bulletinboards and networks in Wisconsin can facilitatethese communication activities.

Modes of Instruction

The primary mode of instruction with com-puters is one-way data transfer. Data may be inthe fom of messages, documents, and otherforms of information that, for the most part, are

34

read online or downloaded into the computer forlater attention. New computer software is mak-ing posMble real-time, two-way data communi-cation over a split computer screen on which theinstr.Ictor and student can see typed messagesfrom each other simultaneously and side-by-side. This mode of computer conferencing iscalled "chat" mode. Future innovations in soft-ware and high-capacity telephone services willalso turn computers into audiographics termi-nals. Users will be able to send and receivedocuments, view computer conference partici-pants via compressed video, and talk with themover the computer's built-in speaker system.

Advantages of using computer technologiesfor instruction are as follows:

Students and teachers have access to a widearray of computer-based resources, includingonline databases, electronic mail, and bulletinboards.

Students and teachers can also access wordprocessing, graphics, and desktop publishingpackages to help them create reports, books,and assignments from the resources they havegathered.

Stucents and teachers have fairly easy ac-cess to computers because practically everyschool has them.

Computers are relatively inexpensive to ac-quire and operate, and many students andteachers already own them.

Instructional material and communicationscan be dealt with immediately or they can beleft on disk or electronic bulletin boards to beread or used later.

Many students and teachers already knowhow to operate this technology.

A large number of electronic resources existthat can be used instructionally.

With full-motion video cards, modems, faxes,and CD-ROM players, computers in the futurewill be the technology platform upon which anyand all types of instruction and communicationcan and will take place.

Disadvantages of computer-based technolo-gies for instruction are as follows:

Only one or two students and teachers caneffectively use a computer at one time, so schoolsneed to have a relatively large number avail-able.

Not every classroom has computers.Not every computer has a modem.Not every school allows students and teach-

ers to conduct online activities due to the cost

43

for subscription fees and long-distance telephonebills.

Not every school has a secured or dedicatedtelephone line for data transmissions accessibleby students or teachers.

Not every school has teachers trained to usecomputers for telecommunications.

Not every school has computers sufficientlypowerful to participate in today's computer en-vironment.

AudiographicsEquipment needed to use audiographics con-

ferencing for instruction and other purposesincludes

386- and 486-level computers with harddrives that have more than 80 megabyte capac-ity

high-resolution monitors;modems with baud rates of at least 14,400;two regular telephone lines, one each for

voice and data;summagraphics digitizing tables (optional);a scanner to copy pictures, graphics, or text

directly into the computer (optional); anda video camera (optional).Audiographics conferencing connects teach-

ers with students through a combination ofcomputer and voice teiecommunications. Voiceand computer screen images, including text,data, and high-resolution graphics, are trans-mitted live to participants at multiple remotelocations. Students can respond to visual mate-rial shown on their computer monitors and en-gage in discussions over a telephone speakersystem. (See figure 10)

A device called an audio bridge enables stu-dents in participating classrooms to hear eachother, much as they would with two-way televi-sion. Students also can communicate via com-puters linked to the teacher's machine by mo-dem and specially designed software. Whateveris put into the teacher's computer simultaneous-ly appears on all screens in the networked class-rooms. In effect, this makes the screen an "elec-tronic blackboard."

New, more powerful audiographics systemscan display still images but not moving pic-tures. However, the interactive capability, high-resolution display, ease of use, and ability toreach any location with telephone lines, all makemodern audiographics a vials! alternative tointeractive television. And audiographics can

be operated at a fraction of the cost. If motionvideo is required, audiographics systems can beused in tandem with any video transmissionsystem, with the video then being displayed onan ordinary television screen. In the future,multimedia software is expected to be able todeliver compressed video to a window in theaudiographics display screen. However, thattechnology is not currently available. (Smith,1992)

Graphic information can come from the key-board, graphics tablet, document scanner, videocamera, or electronic pencil or stylus of eitherthe instructor or the students. The stylus en-ables students in remote sites to edit or expandvisual material interactively, because all screenson the network display the "electronic writing"simultaneously. This technology also permits auser at any remote site to input visual materialsoriginating on his or her own computer. A laserprinter complements the system and providesprinted copies of the visual display material.

The UW-Madison's Department of Engineer-ing uses audiographics conferencing to delivergraduate-level and continuing education cours-es to engineering and technical professionals.Each semester the department has employedaudiographics to offer 20 to 40 different coursesto students throughout the U.S., Canada, Mexi-co, and Europe. Instructors from Europe and

1111 Figure 10

Audiographics

Two-way Audio/Two-way Data

Source: Office of Technology Assessment. Linking for Learn-ing: A New Course for Education. Washington, DC: U.S.Government Printing Office, 1989, p. 56.

4.1

35

Japan have taught over the system. The loca-tions for these classes have included public sitesat UW campuses and more than 50 workplacesin private industry. The courses have centredon manufacturing, environmental engineering,building design and construction, and technicallanguages in Japanese and Germar (Smith,1992)

The UW-Extension's Instructional Commu-nications Systems (ICS) provide managementand technical support for a service called Wis-View. This audiographics network combinesinteractive audio conferencing with visual com-puter graphics to offer several courses to ap-proximately ten UW campuses. This networkcan be expanded to other locations, both publicand private. See figure 11 for the location ofWisView sites around the state.

Modes of Instruction

The primary modes of instruction with audio-graphics are two-way audio, freeze-frame video,and data transfer. All three modes are simulta-neously available to all parties on the network,and all participants can input into the networkin all three modes from their classroom sites.The video consists of pictures, graphics, andcharts. Data transmission over the computers,even directly on the screen with an electronicstylus, occurs in two-way, real-time modes. Thetransmissions can be stored in the computer astext, data, or graphics. Hard copies can also beprinted from the screen for later use.

Advantages of using audiographics technolo-gies include the following:

Local schools maintain control of ..he masterteacher, programming, and scheduling becausethe network is usually small.

Small class size is guaranteed because thistype of technology does not permit linkage withmore than a few sites simultaneously.

The system supports student-to-student in-teraction between sites, in addition to teacher-to-student interaction.

Hardware, software, and maintenance costsare low, with start-up costs of between $6,000and $13,000 per school. There are usually nosubscription fees for courses, with telephoneconnect and toll charges usually constitutingthe only ongoing expenses.

It is relatively simple to learn to operate sucha system.

36

45

Figure 11

WisView Sites

SUPERIOR

AKE LAKE

MENOMONIE

EAU CARE

RIVER FALLS

LA CROSSE

WAUSAU MARINETIT

"MARSHFIELD

STEVENSPONT MENASH

MANITOWOC

FOND DU LAC

SHEBOYGAN

WEST'BARABOO BEND

MADISONWAUKESHA

RICHLAND - lailLWAUECENTER

JANESVIU.E )KENOSHA

Source: University of Wisconsin-Extension, 1993.

Instruction can come from any participatingsite, so each school on the network can offercourses as well as receive them.

The computer- or electronic chalkboard-gen-erated visuals can be activated and accessed bythe teacher as well as any student at any remotesite, permitting a high level of interaction be-tween st, dents and teachers.

Instructional content is focused more on theorganization of the material than on the person-ality of the teacher.

The network operates over regular telephonelines, so linkages between distant sites can eas-ily be made almost anywhere in the world.

Disadvantages of using audiographics tech-nologies include the following:

Motion video is not possible, so visuals aredisplayed on the computer screen in still-pictureor freeze-frame mode.

The instructor cannot see the student, norcan students see the instructor or other studentsat distant sites.

Occasional transmission failures occur due tointerference on telephone lines.

The video image is limited to the size of thecomputer screen unless additional hardware isadded, including a large-screen television moni-tor or liquid crystal display (LCD) projector.

Lesson planning is time-consuming for theteacher and floppy disks that store slides creat-ed for each lesson must be distributed to allremote sites and loaded into networked comput-ers prior to the class.

Telephone toll charges can become excessiveunless networks have access to low-cost lines.

Managing an audiographics network requiresa commitment by local school administrators,and teachers need training and extra time toprepare materials. (Barker, 1992)

RadioEquipment needed so classes can receive in-

struction via radio includesa special FM sideband receiver;an exterior FM antenna (recommended); andan audio cassette player and tapes to record

programs.Broadcast radio, like broadcast television,

sends information over the airwaves in one di-rection to a largely undifferentiated audience.The Wisconsin Public Radio Network (see fig-ure 12) airs approximately 18 hours of news,information, and entertainment programs daily.

Programs from the School Radio Service arealso available in Wisconsin. The Wisconsin Ed-ucational Communications Board (WECB) oper-ates an instructional school radio service on sub-carrier frequencies of the state's public FM radiostations. A specially equipped receiver, which isavailable by subscription, and an FM radio an-tenna are needed to receive this sideband.

Schools that subscribe to the School RadioService can receive more than 20 audio serieswith a wide range of K-12 instruction and inser-vice programs for teachers and administrators.Programs are transmitted during school daysfrom 8:30 a.m. to 11:30 a.m. Information aboutschool radio series can be found in "Parade ofPrograms." The listing, available in both printand electronic versions, includes a series de-scription, program titles, broadcast schedule,and the subject area and grade level to whicheach show is geared. Most series have compan-ion teacher materials to help teachers integratethem into the existing curriculum.

Modes of Instruction

The primary mode of instruction in radio isone-way audio. For the most part there is nointeraction between the instructor and the learn-

r'r-T COPY AVAII AR! r

ers. Some programs are live and include callsfrom students, but these are mostly aired onpublic radio and not the School Radio Service.Written questions can be submitted to the radioprogram managers for discussion on a laterbroadcast.

Broadcast TelevisionEquipment needed at the school so broadcast

television, both commercial and public, can pro-vide instruction includes

an external antenna;wiring to bring the TV signal to the classroom

(can be a single wire to a single classroom or aninternal cable throughout the school);

a television set or monitor; anda videocassette recorder (VCR) and video-

tapes to record programs.Broadcast television is a technology that

reaches many receivers from one transmissionsite. It has been an efficient and relatively cost-effective way to deliver programming to the pub-lic since the 1950s.

In a study of how schools used television andvideo during the 1990-91 school year, the Corpo-ration for Public Broadcasting (1991) found in-structional television and video are available to

Figure 12

Wisconsin Public RadioStations

MsA9.9 FM

WHIMPark Fe&90.3 FM

WHWCM1101710114

88.3 FM

WHAMWausau90.9 FM

Ad.93 AM

WGSWGINO lay91.5 FM s .3 FIR

WHLACross.la

90.3 FMFM

wt1

WHAModben wHAD97 AM D.W,ld

nel

FM90.7

91.3 WEINMadison8.7 FM

Source: Wisconsin Educational Communications Board, 1990.

37

almost every teacher in the nation. Approxi-mately 75 percent of teachers incorporated thesetechnologies into their curriculum, primarily asa springboard for class discussions, presenta-tions, and writing assignments. Teachers re-ported viewing a variety of television and videoprograms, citing over 1,700 titles. The majorprogram sources came from broadcast networks,with CNN listed as the most available source ofcable television.

Commercial TelevisionCommercially broadcast television includes a

limited amount of programming that can be ofeducational value in the classroom. Specialscreated by the National Geographic Society andother network producers, as well as shows fromnetwork news departments, can sometimes be ofvalue in education.

One example of commercially produced in-structional programming is found on the CBSnetwork. For more than a decade, CBS has beenairing award-winning, original contemporarydramas involving conflicts and dilemmas facedby today's youth. The programs are part of its"Schoolbreak Specials" series and usually runonce a month throughout the school year.

The one-hour dramas are developed with ed-ucators, psychologists, religious leaders, andexperts in related fields. They are intended togive teachers and students in grades 7 through12 tha opportunity to explore serious topics.Broadcasts are close-captioned for the hearingimpaired.

School personnel can videotape the programsand show them twice in a school or library dur-ing a ten-day period. Taped programs may beretained for preview for 45 days, after which therecordings must be erased. Their use is gov-erned by the federal government's Fair Use reg-ulations concerning copyrighted mc,terial.

Program guides are available to help teach-ers employ the "Schoolbreak Specials" as cata-lysts for discussion, research, and other class-room activities. Guides include a programsynopsis, discussion topics, suggested activities,and additional resources for each program. Theymay be ordered from KIDSNET, a nonprofitgroup based in Washington, DC, that reviewscommercial television programs for appropri-ateness for the classroom or for viewing byschool-aged children. KIDSNET also publishesguidelines on how to use commercial televisioneffectively in the home.

38

Wisconsin Public TelevisionThe Wisconsin Public Television Network be-

gan in 1954 as one station associated with WHARadio at UW-Madison. (See figure 13) Todaythe network airs more than 100 K-12 series,consisting of approximately 1,500 individualprograms. They are telecast between 8:30 a.m.and 3:30 p.m. during the school day on televi-sion stations covering virtually the entire state."Parade of Programs," a schedule book producedannually by the state WECB, has a completelisting of these programs. It contains a descrip-tion of each instructional television (ITV) series,titles of individual programs, broadcast sched-ules, and the subject area and grade levels foreach series. There are also companion teacherguides to assist classroom teachers in integrat-ing instructional shows into their existing cur-riculum.

A free, online computer service called Learn-ing Link Wisconsin also helps classroom teach-ers use ITV programming. One of LearningLink's major features is Curriculum Connec-tion, a computer database with informationabout ITV programs broadcast on WisconsinPublic Television and listed in "Parade of Pro-

II Figure 13

Wisconsin Public TelevisionStations

3.&16 RANSLATOR 54EL FLORENCE COUNTY

p ELURON RAYRAHSLATOR 55

W/M291117.1.1111b4tralla

W

./11IL

fitL OR 4a

OM

Source: Wisconsin Educational Communications Board, 1989.

4'7

grams." Curriculum Connection can be accessedto obtain a description of the ITV programs andto cross-reference each show to a particular topicor grade level. Learning Link also offers anelectronic mail service, provides a "forums" sec-tion that serves as an electronic bulletin board,and includes file libraries and discussion cen-ters.

In addition to these K-12 programs on publictelevision, approximately 16 courses are offeredby the UW System and WTCS. These coursescover topics such as education, childcare, Viet-nam, General Educational Development (GED)preparation, and business and may be taken forcredit, recertification, or continuing educationunits. Registration is by mail and instructor/learner interaction is via telephone during pre-determined "office hours." Course work andexams are graded by mail. UW telecourses areavailable statewide, while WTCS classes areoffered by participating technical colleges.

Low-Power TelevisionLow-power television is broadcast with the

same technology as commercial television, ex-cept such stations are licensed for a much small-er area because of their weaker signals. Thecoverage area may be five to 30 miles, or abouthalf the size of other commercial television sta-tions.

These stations can be owned and operated bya college campus, a school district, or any otherentity that can win approval from the FederalCommunications Commission (FCC). These sta-tions are different from the community access oreducation channels on a local cable televisionsystem because they are separately licensed.They also tend to be broadcast over the air in-stead of being delivered via cable. Some low-power stations may be seen on local cable televi-sion systems, but this is not their usual mode oftransmission.

Modes of Instruction

The primary mode of instruction over broad-cast television is one-way audi) and video. Forthe most part there is no interaction betweenthe instructor and the learner. This is particu-larly true of shows in the "Parade of Programs"on public television. However, special programsbroadcast live on the state public television net-work, such as "Teen Connection" and "TeenTalk," have toll-free telephone numbers so par-

ticipants can communicate with others takingpart in the show.

Advantages of commercial television as a toolof instructional telecommunications are as fol-lows:

This medium is available in almost everyhome and school in Wisconsin.

VCRs allow shows to be recorded so they canbe viewed at a later time.

Disadvantages of commercial television forinstruction are as follows:

There is no interaction between the programand the students.

Without a VCR, these programs must beviewed when they are broadcast.

A lack of programming exists that is suitableto be incorporated into a curriculum.

Students must also view commercials, unlessthey are deleted during taping.

Wisconsin Public Television programming istailored for education and is a far greater sourceof programming than commercial television. Ad-vantages of Wisconsin Public Television for in-struction over commercially broadcast televi-sion are as follows:

This network reaches practically every homeand school building in the state.

This network provides a large number ofK-12 enrichment programs professionally pro-duced for the classroom.

Most programs have guides to assist teachersin integrating the material into the existingcurriculum.

Several of the programs broadcast have com-puter programs, CD-ROMs, and laserdie.cs tosupplement the video programs.

These programs can be videotaped for lateruse.

Disadvantages of using Wisconsin PublicTi vision for instruction are as follows:

There is no interaction between the programmid the students.A Without a VCR, these programs must beviewed when they are broadcast.

Microwave TelevisionMicrowave communications, a technology

available since the late 1960s, uses very highradio frequencies to transmit television, tele-phone, and data services. Terrestrial micro-wave systems consist of a series of relay stationslocated in a line-of-sight path to each other.They can simultaneously transmit a number of

4u39

television programs or thousands of telephoneor data circuits.

Satellite microwave systems have supple-mented these terrestrial facilities by linking var-ious terrestrial systems into a worldwide com-munications network. Microwave televisiontransmission can be omnidirectional, as in ITFS,or point-to-point. Both kinds of transmissionare used in Wisconsin for distance learning.

ITFSEquipment needed at the school to partici-

pate in an ITFS system includesan ITFS antenna;towers for line-of-sight path to the transmit-

ter site (if necessary);a downconverter to convert the microwave

signal to signals a television set can receive;cabling to bring the signal to the classroom (a

single wire to a single classroom or an internalcable throughout the school);

signal boosters, depending on the length ofcable needed to feed the signal to each class-room;

a television set or monitor for each classroomthat can receive the entire range of VHF andUHF channels (sometimes referred to as "cableready");

a VCR and videotapes to record programs;a speaker phone or telephone convener box;

anda dedicated telephone line (recommended).ITFS is a group of 28 television channels

established for educational institutions in 1963by the FCC. ITFS is referred to as a "narrow-cast" technology because it reaches a small, tar-geted audience. A "broadcast" technology is onethat is designed to reach a mass audience, suchas commercial television. A special antenna andsignal converter are required to receive an ITFSsignal. Because ITFS transmitters are usuallylimited to ten watts of power, a usable signalcovers a radius of only 20 to 30 miles. Thefarther away a receiving site is from the trans-mitter, the larger and more costly the antenna itneeds to receive the signal.

ITFS is a line-of-sight technology, so a signalwill be obstructed by hills, buildings, trees, orother objects that get in its way. (Figure 14shows a clear line of sight is necessary for ITFStransmission.) Consequently, the antenna atthe receive site must be mounted so that a di-rect, unobstructed path exists to the transmis-

40

sion tower. If a school district is surrounded bytrees, hills, or large buildings, it may have toconstruct a tower to secure a clear line-of-sightpath for its antenna.

The 28 microwave channels are in the 2,500to 2,690 megahertz band of the radio spectrumand are grouped into seven sets of four channelseach. An ITFS license will include four chan-nels, but no more than that. This multichannelcapacity makes it possible to simultaneouslyfeed several channels from different locations,thereby creating an interactive system withmultiple audio and video inputs. ITFS can beengineered as a two-way system for both videoand audio, but is intended primarily as a one-way video and two-way audio technology. It isalso possible to design systems with multiplesimultaneous audio and video sources, but thistype of ITFS network is more costly and cumber-some. (Wisconsin Educational CommunicationsBoard, 1990)

ITFS systems can telecast live, locally origi-nated programs to many sites, such as confer-ences and teacher inservice programs. Thesesystems also enable a teacher to instruct stu-dents in multiple, remote classrooms. TwentyITFS systems in Wisconsin are licensed to theWECB and another nine are licensed to WTCSdistricts. (See figures 15 and 16 for maps ofwhere these networks are located.) These sys-tems place ITFS in reach of approximately60 percent of all K-12 districts in the state. Notall districts can take advantage of these servic-es, however, because of topography and thistechnology's line-of-sight requirement.

Programs typically originate in a studio at alocal educational institution. Since ITFS servesall educational units within its signal area, par-ticipants can also receive courses from local UWand WTCS campuses. Courses on "Teachingover Television" and "Critical Thinking" havebeen offered to secondary school staffby two UWcampuses, and a third delivers engineeringcourses to employees at nine metropolitan in-dustrial work. sites. Several WTCS campusesuse ITFS to provide courses in business, commu-nications, and technical skills as well as parent-ing and equivalency diploma classes.

In addition, some ITFS systems have bandedtogether to offer courses that individual systemshad not been able to provide on their own, suchas Japanese, Russian, French, AP calculus, andAP English. And because this technology cancover several school districts, joint meetings of

9 Or'

U Figure 14

Instructional Television Fixed Service (ITFS)

ITFS Transmission Path

Studio Transmitter Link

ProcirP ,nOrigination

Point

'Po

6P

.10go,

es.0/

6.6 ad.

TransmitterSite

ITFS Signal

Pargrip

6%.66.

0.6601,

Pa.61%

ReceiveSite

ReceiveSite

Typical Receive Site

Receiver Antenna

[Television I

ITFS Transmission Frequencies2500-2686 Megahertz

Transmitter: 10 Watts Output

Source: Wisconsin Educational Communications Board. Instructional Television Fixed Service: A Statewide System. Madison:Wisconsin Educational Communications Board, 1990, exhibit B.

athletic conferences and regional school boardassociations can be held, thus cutting down theamount of travel between districts.

ITFS can also be combined with a satellitedish to retransmit programming received from asatellite. It can also retransmit a wide range ofteleconferences for student enrichment, staff de-velopment, or inservice needs. Several ITFSsystems also provide Satellite Educational Re-sources Consortium (SERC) programming. Alocal user group develops the ITFS program-ming schedule based on the needs of partici-pants within the signal area.

Modes of Instruction.

The primary mode of instruction over ITFScomprises one-way video and two-way audio.Local programs originate in a studio and nation-al programs are brought into the system by

satellite dish. These satellite-based programsare then retransmitted over ITFS.

A telephone-based return system capable ofcarrying voice and data links learners with theinstructors, whether they are in a local ITFSstudio or a national satellite studio. Fax ma-chines and computers enable instructors andlearners to exchange assignments, quizzes, ex-ams, and student records.

ITFS can also deliver two-way audio and vid-eo instruction. The Central Wisconsin Educa-tional Television Network (CWETN) project con-nects several small rural districts inwest-central Wisconsin with two-way ITFS tech-nology. Each school in this two-way ITFS sys-tem needs a studio, because each site will beable to originate as well as receive instruction.Two-way data communications can occur in allITFS systems over telephone lines. Computersand fax machines make it possible to exchange

41

III Figure 15

WECB StatewideITFS Network

Source: Evans Associates. Wisconsin Distance EducationTechnology Study. Madison: Wisconsin Educational Commu-nications Board, 1993, p. B-1.

assignments, quizzes, exams, and studentrecords throughout the system.

Advantages of using one-way ITFS technolo-gy for instruction include the following:

Students can see and hear the teacher andteachers can hear the students through a tele-phone bridge.

It is relatively inexpensive to receive an ITFSsignal, although it is more costly to constructand equip an ITFS studio.

ITFS signals are reserved for education, sothey are relatively secure frequencies.

ITFS signals have a range of approximately30 miles, so they can serve as a regional technol-ogy to meet the needs of schools within the signalarea.

Because ITFS systems are regional technolo-gies, they are governed and scheduled by theirusers.

ITFS signals can be relayed from one signalarea to another if they are within a 30-milerange.

Signals from other technologies such as satel-lite, broadcast and cable television, and fiberoptics can be retransmitted over ITFS; this re-

42

duces the amount of investment in certain tech-nologies in the signal area and provides a cost-effective last mile delivery system.

Disadvantages of using one-way ITFS for in-struction include the following:

The teacher cannot see the students and stu-dents cannot see participants in other classes.

The technology is line-of-sight and does notwork in all terrains, so costly towers may berequired so some locations can receive the sig-nal.

The technology is subject to some weatherand some microwave interference.

Teachers must travel to the studio to conducttheir classes.

Bell schedules, school calendars, and coursebegin and end dates will not necessarily corre-spond with local schedules and calendars.(Barker, 1992)

For the advantages and disadvantages of atwo-way version of ITFS, see the section apply-ing to two-way interactive fiber optics technolo-gy on pages 51-52.

Point-to-Point MicrowaveEquipment needed for point-to-point micro-

wave instruction includes

111 Figure 16

WTCS Statewide ITFS System

Source: Wisconsin Educational Communications Board. In-structional Television Fixed Service: A Statewide System.Madison: Wisconsin Educational Communications Board,1990, exhibit D.

51

a microwave antenna,receivers/transmitters (and towers to support

them, if necessary),television cameras,microphones,a television set or monitor for each classroom

that can receive the entire range of VHF andUHF channels (sometimes referred to as "cableready"), and

a VCR and videotapes to record programs.Point-to-point microwave uses FM radio

waves to send audio signals and AM radio wavesto send video signals from one point to another.These systems, licensed by the FCC at 6 mega-hertz, have a range of up to 30 miles dependingon antenna size, transmitter power, and receiv-er sensitivity. A 23 gigahertz frequency trans-mits signals for short hauls of up to 15 miles.The signals are directional and may be eithersimplex (one-way audio and video) or duplex(two-way audio and video). This technology canprovide one or two audio subcarriers that cancarry numerous data, audio, and video channelson a single system. Four channels of full-motionvideo can be transmitted over one microwavesystem.

Towers need to be constructed to support themicrowave transmitters and receivers. Towerheight depends on the terrain because they needto be aligned by line of sight with no obstacles

Figure 17

between the transmitter and receiver. Figure 17shows the line-of-sight requirement for point-to-point microwave transmission. Outages due toweather are minimal and adding channels isrelatively inexpensive compared to fiber opticsand cable systems. The point-to-point featureprovides a secure system with access to one ormore receivers.

Point-to-point microwave can be used in thesame manner as ITFS to transmit live interac-tive communications, to rebroadcast satelliteprograms, or to air taped programs. In addition,a microwa network can be designed with addi-tional audio and data channels for a telephonenetwork to carry fax transmissions, data lines toconnect to computer systems, and additionalaudio lines for teleconferencing.

Northcentral Technical College (NTC) inWausau has constructed a microwave systemthat has a duplex channel to, and a simplexchannel from, each of its five regional campuses.This system enables NTC to deliver up to sevencourses or programs simultaneously. It alsoconnects regional campuses to the main campuscomputer system. It has expanded its audiochannels by adding seven additional telephonelines to each of its regional campuses, with oneof the audio lines dedicated to fax communica-tions. The simplex channel from each of theregions serves as a return video and audio link

Microwave Communication System

7.... 11

School

.404,5 - 30 miles

,-

Line-of-sighttransmission

Microwave radiorepeaters

..0NM".

fc.9

School

Source: Office of Technology Assessment. Linktng for Learning: A New Course for Education. Washington, DC: U.S. Government

Printing Office, 1989, p. 72.

43

J0ti

for one of the WECB's ITFS channels, which arealso a part of NTC's telecommunications sys-tem. The additional audio lines also providetoll-free audio return lines for the other ITFSchannels.

Modes of Instruction

Point-to-point microwave can provide one-way video and two-way audio or full two-wayaudio and video transmissions. This type oftechnology can simultaneously transmit audioand video signals along with print materials.

For the advantages and disadvantages ofone-way point-to-point microwave technologies forinstruction, refer to the previous section in thischapter on ITFS technology (page 42). For theadvantages and disadvantages of two-wayinteractive point-to-point microwave technologyfor instruction, see the section on fiber optics(pages 51-52).

Cable TelevisionEquipment needed at the school to receive

instruction via cable television includescable service from the local distributor;cabling to bring the signal to the classroom (a

single wire to a single classroom or an internalcable throughout the school);

a "cable ready" television, or a monitor, ineach classroom;

a VCR and videotapes to record programs;a speaker phone or convener box;a dedicated telephone line (recommended);special response equipment if required by a

particular program;special modem and computer for XPRESS

XChange.Cable television began as a way to provide

television to communities unable to receive abroadcast signal. The increased dependence oncommunication satellites to deliver programsand the decrease in the cost of this technologynow allow cable companies to deliver a widerange of specialized programming to subscrib-ers. Cable television today includes channelsdedicated to sports, movies, news, and even edu-cation.

Cable television is transmitted over a coaxialcable that can carry broadcast television sig-nals. Figure 18 illustrates how cable companiesservice their customers. Satellites provide a

44

direct feed of the television signals to cable com-panies, which then deliver them to customersvia cable. The newer fiber optics technology,discussed later in this chapter, can be used inplace of coaxial cable. Equipment recr-ired forcable television includes modulators, demodula-tors, addressable converters, and amplifiers.The coverage pattern of coaxial cable can bepoint-to-point or point-to-multipoint, with anaverage range of up to 30 miles.

Although coaxial cable is fully interactive, itis limited by the number of channels it can carry,and data transmission requires a separate chan-nel. The number of channels available for edu-cation can be determined between a cable com-pany and school district when local governmentawards the cable franchise. Once the communi-ty's cable operation is in place, there is lesschance for expansion of the system's capabili-ties.

Coaxial cable is not significantly affected byadverse weather conditions, although one com-mon problem is the disruption of service by acci-dental excavation of an underground cable.Through business and school partnerships, thistechnology can provide significant cost savingsto both parties for multichannel capabilities. Italso has the advantage of being locally fran-chised and regulated. Negotiations betweenschool districts and cable companies can be verycomplex and time-consuming. There may be noneed for expenditures for costly towers and sat-ellite dishes, but cable is primarily confined toareas served by a cable company. Therefore, itwill be unavailable in communities without ca-ble television service. Negotiations betweenmultiple school districts and multiple cable com-panies can be difficult and lengthy. (Kitchen,1989)

Early cable television systems were one-way,which meant they could send programming tosubscribers. Now, interactive cable gives cus-tomers greater freedom of choice in programsand added features and services. In the nearfuture these new services will include home se-curity for burglary and other threats, home shop-ping, at-home banking, video games that inter-act with a central computer or other cablesubscribers, conferencing, videotext delivery,and interactive instruction. For example, J.nese television for several years has incorporat-ed cable television and videodiscs for education-al applications. (Wedemeyer, 1986)

r.)

Figure 18

Cable Television Distribution System

;, Broadcast orITFS Microwave

Coaxialcable

WM= CO= ISchool

cm= ¢mic

University

0.114.1

Coaxialcable

Coaxial orfiber optic backbone

V

Coaxialcable

Coaxialcable

Business

Cable headend

Homes

Source: Office of Technology Assessment. Linking for Learning: A New Course for Education. Washington, DC: U.S. Government

Printing Office, 1989, p. 69.

Dedicated ChannelsSchools and districts can offer distance learn-

ing through cable channels set aside, or dedicat-ed, exclusively for local or community program-ming. These "dedicated" channels can transmitlocally produced courses and instruction fromone building or school district to many others.The channels can be assigned specifically forschools or can he one of the government, educa-tional, or community-access channels some com-munities negotiate when they award local cablefranchises. These dedicated channels may bepart of the community cable loop that goes intothe home of each subscriber.

Cable television systems also provide a closedgovernment loop, called a "B" loop, that is onlyaccessible to local and county government offic-es, school buildings, or other agreed-upon loca-tions. This "B" loop can also carry distancelearning programs.

Japanese is currently being taught in threehigh schools in the Milwaukee area over a live,two-way cable connection. The system uses onechannel to send the signal to the receiving class-rooms and one channel to receive the signal fromeach of the two remote classrooms. Consequent-ly, three channels are needed for a full two-wayvideo/audio system.

Cable Program ProvidersSchools and districts can also receive dis-

tance learning by purchasing programming frommembers of Cable in the Classroom (CIC), anonprofit service of the Cable Alliance for Edu-cation. Sometimes CIC allows the programs tobe recorded without a fee. CIC consists of morethan 30 cable distributors serving more thantwo thirds of the nation's cable television audi-ence.

5 1

45

Some CIC members help education by offer-ing cable installation to all public schools orproviding equipment such as VCRs, monitors,teaching materials, and computers to partici-pating schools. Sometimes these providers evensell satellite dishes at cost to public schoolsoutside their cable delivery areas.

Cable systems throughout Wisconsin and thenation receive programming via satellite andthen transmit it over coaxial cable to subscrib-ers. Thus, a school district without cable servicecan receive this programming with a C-band orKu-band steerable satellite dish. The dish, how-ever, must be equipped with descramblers need-ed for the various commercial channels. (Anexplanation of dishes is given in the section onsatellite technology later in this chapter.)

When using a satellite dish to receive cableprogramming, schools must be sure to know ifdescramblers are needed and how much theycost. Some commercial channels will provide aschool with a free descrambler if the school isusing its programming for instructional purpos-es; this offer varies with the channels. Mosteducational channels are not scrambled andtend to be located in the Ku-band portion of thesatellite frequency spectrum.

Cable television providers offer a variety ofprogramming including news, documentaries,and presentations of drama and the other per-forming arts. There are also curriculum-basedprograms for math, English, science, social stud-ies, biology, foreign languages, health, and vo-cational and technical studies. They are offeredfree of commercials and copyright clearancesrange from Fair Use (single use within ten daysand 45 days' retention for evaluation) to perpe-tuity. Many programs include curriculum-basedsupport materials. Appendix C describes majorcable providers and programs designed for usein K-12 classrooms.

Major program providers offer guides to helpclassroom teachers use their programs and toidentify additional readings and resources. Sev-eral additional guides on satellite and cable tele-vision educational programming are also. avail-able including Cable in the Classroom nttgazine,which can be ordered from local cable televisionoperators. This magazine provides informationon selected cable, broadcast, and public televi-sion programming arranged by subject matter.Cable in the Classroom alse includes studyguides for programs of interest, how-to featuresthat demystify teaching technology, curriculum-

46

building articles about programming, and direc-tories of free teaching materials. A second guidetitled The Educator's Guide to Cable Televisionhas tips on how to use programs in the class-room, reviews them by subject matter, and in-cludes weekly broadcast schedules.

Modes of Instruction

Several modes of instruction are possible withcable television, depending on whether a districtis programming its own dedicated channels orobtaining it from cable providers. Two-way au-dio and video instruction can take place over adistrict's dedicated channels. This mode re-quires one channel for the originating classroomand one for each receiving classroom. If only onededicated channel is available for education, one-way video and two-way audio instruction canoccur with a telephone-based return system. Ins-me cases, a government or public-access chan-nel can be borrowed to increase the number ofchannels available for two-way audio and video.Local governmental bodies that deal with cabletelevision will indicate if this is feasible.

One-way video, two-way audio instruction isalso possible when live, interactive courses aretaken over cable television. TI-IN, a satellite-based provider of student courses and staff de-velopment programs from Texas, also offers pro-gramming on cable television. Since thisdelivery mode is basically one-way audio andvideo, a telephone-based audio return system isneeded for an interaction circuit. This returnsystem is coupled with - computer that has amodem to send and receive assignments, quiz-zes, exams, and student records.

One-way audio and video instruction is theprevalent mode for enrichment programs pro-duced by cable program providers that air oncommercial channels like Arts and Entertain-ment, Discovery, and Nickelodeon. On theXPRESS XChange channel, a special computermodem enables a school to separate one-waydata communications from the cable television'svideo and audio signals. This information canthen be printed out.

The advantages and disadvantages of one-way dedicated cable television channels for in-struction are the same as those for one-way'ITS and satellite technologies (see pages 42and 49).

The advantages and disadvantages of two-way interactive dedicated cable television chan-

nels for instruction are the same as those dis-cussed for fiber optics (see pages 51-52).

The advantages and disadvantages of pro-gramming distributed by members of Cable inthe Classroom are the same as those for Wiscon-sin Public Television programs (see page 39).

Videotext and TeletextEquipment needed at the school so classes

can receive videotext and teletext includesa television equipped with closed caption ca-

pability; andequipment to send signals over the televi-

sion's vertical blanking interval (VBI). VBI isthe part of the television video signal in theblack bar that can be seen at the top of thetelevision picture.

Videotext is a generic term referring to elec-tronic messages of text and graphics. Essential-ly there are two types of videotext, one-way andtwo-way. One-way is known as teletext, orbroadcast videotext. Teletext is usually deliv-ered via the VBI on a standard broadcast orcable television channel. Teletext services usu-ally concentrate on rapid delivery of data that isconstantly changing, such as stock market quo-tations, farm commodity reports, and weatherinformation.

Two-way videotext is referred to as videotext(the most common designation), view data, orinteractive videotext. This type of service func-tions very much like an online database. How-ever, the addition of color graphics is an identi-fying characteristic of videotext. These two-wayservices are delivered via cable television or,more commonly, by telephone. Interactive video-text offers unlimited databases as well as manytwo-way services such as banking, computer-aided instruction, online shopping, and electron-ic mail. (Wedemeyer, 1986)

Modes of Instruction

This technology will not Ile used widely. How-ever, it can fill specialty niches such as relayingdaily stock market quotations to a businessclass, farm commodity reports to an agricultureclass, and weather updates and information.

SatelliteEquipment needed at the school to receive

distance learning via satellite includes

a satellite dish (C-band or Ku-band steerablerecommended);

cabling to bring the signal into the school;a receiver to steer the dish and capture the

signal;cabling to bring the signal to the classroom (a

single wire to a single classroom or an internalcable throughout the school);

a television or monitor for each classroomthat can receive the entire range of VHF andUHF channels (sometimes referred to as "cableready");

a VCR and videotapes to record programs;a fax machine (optional);a speaker phone or convener box;a dedicated telephone line (recommended);

andspecial response equipment (for example,

when needed with SERC or TI-IN program-ming).

Communication satellites are essentiallynothing more than radio-relay stations in space,fulfilling much the same purpose as microwavetowers. Satellites receive radio signals trans-mitted by an "uplink" from the ground, amplifythem, translate them in frequency, and retrans-mit them back to the earth. Satellites are26,000 miles out in space in a geosynchronousorbit of the earth. Geosynchronous means thesatellites always remain in the same positionrelative to the surface of the planet. Satellitesin this type of orbit can transmit a signal overabout half the earth, The coverage area of asatellite's signal is known as a footprint. Thesize of the satellite's transmission range makessatellite transmissions insensitive to distance,because they can simultaneously reach everydownlink on one half of the earth. (Campanella,1989)

In 1957, the former Soviet Union launchedthe first satellite into space. Communicationsatellites since then have become a major part ofthe national and international communicationsnetwork. Communication satellites now con-nect even the most remote spots of the world andcan transmit voice, data, and video almost any-where. Currently there are 38 communicationsatellites in orbit over North America, each withthe capacity to carry or transmit between 24 arid48 channels. The pioneer in the field of satelliteinterconnection was the Public BroadcastingSystem, which in 1978 connected its public tele-vision stations. (Wisconsin Educational Com-munications Board, 1988)

47

Newer satellites with more powerful signalshave eliminated the need for high-cost, high-maintenance receiving dishes, making satellitetransmissions available to almost any schoolwith basic technical support on the premises.Satellites formerly were only able to send sig-nals indiscriminately to large geographical ar-eas. But new technologies allow direct satellitebroadcasts to specific regions of a nation or state.And advancements in compression technologywill one day multiply the world's communica-tions capabilities five-fold to an estimated180,000 channels. These increases will be nec-essary to meet the expected growth during therest of the century in satellite traffic, whichconsists of telephone and television signals, tele-conferencing, electronic mail, data transmission,and other forms of communication. The volumeof this traffic is estimated to be increasing at20 percent annually. (Wedemeyer, 1986)

Most commercial satellite systems have twoprimary frequency bands, C-band and Ku-band.An "uplink" consists of an antenna, amplifiers,and equipment necessary to transmit a signal toa satellite. A "downlink" is the equipment need-ed to receive a satellite signal on the ground. A"transponder" is the equipment on board a satel-lite that receives signals from earth, amplifiesthem, changes their frequencies, and sends themback to earth. One full transponder can trans-mit one television channel. A satellite in thepast usually had 12 transponders, but newersatellites have twice as many. Each transpon-der on a satellite can be reused by means ofpolarization, thereby providing 24 widebandcommunications channels from a satellite thathas 12 transponders. Polarization can either bevertical or horizontal.

Satellite transmission is costly, so it is re-served for certain types of services such as tele-vision, data transmission, and long-distancetelephone calls. A typical satellite has the ca-pacity to simultaneously transmit up to two col-or television channels, 1,200 voice channels, 16data channels at the rate of 1.544 megabits persecond, 400 data channels at 64,000 bits persecond, and 600 data channels at 40,000 bits persecond. By way of comparison, the first INTEL-SAT satellite launched in 1971 could transmitonly 4,000 voice circuits and two color televisionchannels. The INTELSAT V satellite launchedin 1981 has a capacity of 12,000 two-way voicecircuits plus two color television channels.(Dordick, 1989) And as discussed in chapter 2,

48

one current INTELSAT VI satellite can trans-mit 20 billion bits of information in seven to20 seconds.

Video compression technology enables sometransponders to transmit two or more televisionchannels. Currently, SERC and TI-IN tran - mitat half-transponder strength. This means ,eycan split one full transponder into two channels,thus doubling the amount of programming overthe same transponder. However, schools needspecial receivers for their satellite dishes so theycan use programming relayed on half-transpon-ders. In the near future, digital compressiontechnology will enable each transponder to carryten or more video channels. Transponders cancarry only one channel today.

Each satellite band has its benefits and itsdrawbacks. The C-band frequencies are rela-tively low power and, therefore, relatively inex-pensive to operate. They require larger dishesto receive the signal, however, and are subject tosome terrestrial microwave interference.Ku-band satellites need more power and aremore costly to operate, but have smaller, lessexpensive receive dishes. Also, their signal isnot subject to interference from the more com-mon microwave transmissions. Most education-al programming available by satellite is on Ku-band. However, Ku-band signals tend todegenerate in heavy rain because the signal isabout the size of a raindrop. (Wisconsin Educa-tional Communications Board, 1993)

A substantial amount of instructional pro-gramming is available via satellite. Smith Holt,founder of Oklahoma State University's Artsand Sciences Teleconferencing Service (ASTS),has noted that the EDSAT Institute has identi-fied at least 111 providers of satellite-deliverededucational programming. The majority of theseare not involved in live, interactive television,but those that do offer a variety of programming.(Holt, 1991) Appendix C looks at major K-12satellite providers.

If full-curriculum courses are not needed, en-richment programs are available. They includeshows on space and space flight from the Nation-al Aeronautics and Space Administration(NASA), science seminars on supercomputersand acid rain, and live and interactive "electron-ic field trips" to research and development cen-ters and schools around the world. Satethtesalso give students access to radio and televisionchannels that broadcast in Japanese, Spanish,and French. Some of these channels are from

J

foreign countries while others originate in theUnited States.

Professional staff development and continu-ing education programs are offered by each ofthe student course providers mentioned aboveas well as by National Technological University(NTU), which gives graduate-level courses incomputers, engineering, and management. TheNational University Teleconferencing Network(NUTN) delivers teleconferences and informa-tional programming to a variety of educationaland business audiences. UW System schools areactive members of NUTN and the UW-MadisonCollege of Engineering produces programs forNTU. DPI, WECB, and the UW-Extension col-laborate with SERC to present in service andgraduate courses for K-12 teachers.

Modes of Instruction

The primary mode of instruction with satel-lite technology incorporates one-way video, two-way audio, and two-way data. An audio-basedreturn system capable of carrying voice and datalinks learners with the instructors. Fax ma-chines and computers help instructors andlearners to exchange assignments, quizzes, ex-ams, and records.

Advantages of satellite instruction includethe following:

Students can see the teacher.Teacher-student audio interaction is possi-

ble.Real-time distribution of instructional mate-

rials, including handouts, tests, and assign-ments, is possible at remote sites through print-ers.

Because satellite signals can cover large geo-graphical areas, this technology is relativelycost-effective;

Most satellite systems are "turn-key" opera-tions, providing program offerings, scheduling,instruction, student grading, and distribution ofmaterials to participating schools.

Satellite programming is the most widelyknown distance learning technology, making iteasier for local school boards and decision mak-ers to support.

Disadvantages of using satellite television asa means of distance learning include the follow-ing:

Program offerings are centralized, therebylimiting control by local school districts.

The television teacher cannot see the stu-dents.

Students at the receiving sites cannot seestudents at other sites.

Telephone contact during class is not imme-diate, preventing some students from calling in.

An audio echo is common when students usethe telephone to talk with the television teach-er.

Some receiver dishes, especially Ku-banddishes, are weather sensitive and can lose theirsignals, especially during heavy rain, snow, ordust storms; and both the C-band and Ku-bandare susceptible to periodic "sun outages."

The potential exists for large class sizes of200 to 300 students at a time, limiting theopportunity for teacher-student interaction.

Student-to-student interaction between dif-ferent sites is extremely limited at best, andnonexistent at worst.

In addition to start-up costs for a satellitedish and other appropriate receiving equip-ment, the school must pay an annual subscrip-tion fee to the satellite vendor to receive pro-gramming.

Differences in bell schedules, time zones,and dates for spring breaks, holidays, and soforth often create conflicts with local schoolschedules, and are not easy to resolve. (Barker,1992, p. 36-37)

Fiber OpticsTo use fiber optics for instruction, schools

will need a variety of equipment, includingfiber optics cabling to each point on the net-

work;multiple electronic switching devices

throughout the network;codecs (coders/decoders) to put signals onto

the fiber and to take them off at the other end;receivers/transmitters to send and receive

audio and video signals to and from the codecs;television cameras;microphones;a television set or monitor for each classroom

that can receive the entire range of VHF andUHF channels (sometimes referred to as "cableready");

a VCR and videotapes to record programs;and

additional equipment as needed.Fiber optics, one of the newest, most power-

ful, and potentially most expensive of the two-

49

way interactive technologies, employs a glasscable that transmits light signals instead of elec-trical signals. Light conducted by fiber opticssystems is from the ultraviolet, visible, and in-frared regions of the electromagnetic spectrum.The fiber is able to transmit the beam of lightbecause the wrapping of the fiber functions as amirror and reflects the light beam back into thecore, where it remains until it again strikes thecore wrapping. This reflecting action occurscontinuously as the beam travels from one end ofthe fiber to the other.

A fiber-based communications system con-sists of a laser transmitter, the glass fiber, and areceiver that can simultaneously process voice,data, and video signals on the same transmis-sion system. (Figure 19 is a diagram of how afiber optics system operates.) The transmittertakes the coded electronic signal and converts itto the light signal, which is carried by the glassfiber to either a repeater or receiver. At thereceiving end the signal is detected, converted toelectronic pulses, and decoded to the proper out-

put. This output could be voice, video, or data,depending on the end receiver. (Tariyal andCherin, 1989)

Each glass fiber, as small as a human hair,can carry up to 24 analog television channels.This means that, using analog transmissiontechnology, there could be eight three-site con-nections providing eight classes to 16 remotesites at the same time. This same fiber can carry,as many as 64 digital television channels. Re-cent advances in laser technology have made itpossible for one fiber to transmit one billion bitsof information each second. This speed is equiv-alent to the transmission each second of either20 digital television channels, 14,000 telephoneconversations, or 100 average-length novels.(Wedemeyer, 1986)

Fiber optics transmission is attractive for sev-eral reasons.

Glass is more plentiful than copper.The small size of the cables increases the

capacity of ducts that are now crowded withconventional cables.

III Figure 19

Schematic Diagram of a Lightwave Communications System

SEQUENCESOF PULSES(BITS)

OF LIGHTPULSES

LIGHTSOURCE

DECODER

OUTPUT PULSES OF LIGHT

Source: Tariyal, B.K., and A.H. Cherin. "Optical Fiber Communications." Encyclopedia of Telecommunications. San Diego, CA:Academic Press, 1989, p. 236.

50

All forms of electrical interference are elimi-nated.

The potential for multisignal transmissionfar exceeds that of electrical cables.

The low resistance (or attenuation), even atvery high frequencies, reduces the number ofamplifiers required to deliver signals over verylong distances. (Dordick, 1989, p. 467)

The original signals a fiber optics systemdelivers can originate from a satellite. Fiberoptics coverage can be point-to-point or point-to-multipoint, traveling more than 20 miles with-out repeaters and much farther with specializedequipment. Other equipment necessary for thistype of system includes FM modulators and de-modulators at each site, optical transmittersand receivers for analog systems, and codecs fordigital systems.

The channel capacity of this technology islimited only by the number of fibers and ad-vancements in receivers and transmitters. Thesystem also can be easily expanded to includeaudio and data transmission. Fiber optics trans-mission is completely unaffected by weather andless subject to noise and interference than cop-per cable transmission. An increasing numberof utilities and telephone companies are install-ing fiber optics to upgrade their telecommunica-tions infrastructure. Thus, this technology of-fers attractive opportunities for business andeducation partnerships that might be able tolower the costs to the schools for this very expen-sive technology. (Kitchen, 1989)

Until 1970, long-range fiber optics communi-cation systems, for the most part, were impracti-cal. Since then, however, remarkable advanceshave taken place in the development of super -transparent glass fiber. Improvement of thefibers, coupled with new signal input and outputdevices, has made fiber optics communicationsone of the fastest growing areas in the communi-cations world. Figure 20 is a map of the statethat details fiber optics projects for education inWisconsin.

Modes of Instruction

Advantages of two-way interactive distancelearningwhether transmitted over fiber op-tics, point-to-point microwave or ITFS, or cabletelevision systemsinclude the following:

Two-way, full-motion video can be transmit-ted among all sites, allowing students and teach-ers to see each other.

Most systems currently operating are smallnetworks that promote local control of the teach-er and the curriculum and generally maintainsmall class size.

Open microphones allow for full interactionbetween students and teachers as well as be-tween students.

Most signals over current media are not af-fected by weather.

Any site on the network can originate as wellas receive classes.

Unless required by law, the presence of aclassroom facilitator at remote sites is typicallynot necessary because the teacher can see allremote sites at all times.

Disadvantages of two-way interactive dis-tance learning instruction, regardless of thetransmission system employed, include the fol-lowing:

Cable television and fiber optics are still notavailable in many rural communities, althoughthey are slowly becoming more common.

Fiber optics is very expensive to install.Virtually all successful two-way interactive

television systems are founded on a partnershipbetween schools and businesses in the local area,

111 Figure 20

Distance EducationFiber Optics Projects

CESA

Source: Evans Associates. Wisconsin Distance EducationTechnology Study. Madison: Wisconsin Educational Commu-nications Board, 1993, p. C-1.

6V51

and the human resources and financial capitalneeded for a partnership like this are not avail-able in many rural areas.

Most systems require a large capital invest-ment to pay for start-up costs.

The technology does best as a small network,with the linking of additional sites being expen-sive and making it increasingly difficult to main-tain the two-way "visibility" among all sites.(Barker, 1992, p. 37-41)

References

Alley, Cindy, et al. Online Database Searchingin the Curriculum. Madison: Wisconsin Ed-ucational Media Association, 1986, p. 10.

Barker, Bruce 0. The Distance Education Hand-book: An Administrator's Guide for Ruraland Remote Schools. Charleston, WV: ERICClearinghouse on Rural Education and SmallSchools, 1992.

Berger, U.S. "Microwave Communications." InEncyclopedia of Telecommunications. Ed.Robert A. Meyers. San Diego, CA: AcademicPress, 1989, pp. 175-99.

Campanella, S.J. "Satellite Communications."In Encyclopedia of Telecommunications. Ed.Robert A. Meyers. San Diego, CA: AcademicPress, 1989, pp. 311-34.

Corporation for Public Broadcasting. Study ofSchool Uses of Television and Video: Sum-mary Report. Washington, DC: Corporationfor Public Broadcasting, 1991.

Dordick, Herbert S. "Telecommunications." InEncyclopedia of Telecommunications. Ed.Robert A. Meyers. San Diego, CA: AcademicPress, 1989, pp. 455-76.

Epler, Doris M. Online Searching Goes toSchool. Phoenix, AZ: The Oryx Press, 1989.

Evans Associates. Wisconsin Distance Educa-tion Technology Study. Madison: WisconsinEducational Communications Board, 1993.

52

Gallagher, Lynne, and Dale Hatfield. DistanceLearning: Opportunities in Telecommunica-tions Policy and Technology. Washington,DC: The Annenberg Washington Program,1989.

Holt, Smith. "Video-Delivered K-12 DistanceLearning: A Practitioners View." T.H.E.Journal Dec. 1991, pp. 59-63.

Kitchen, Karen. Planning for Telecommunica-tions: A School Leader's Primer. Alexandria,VA: National School Board Association andU.S. West Communications, 1989.

Office of Technology Assessment. Linking forLearning: A New Course for Education.Washington, DC: U.S. Government PrintingOffice, 1989.

Pike, Graham, and David Selby. Global Teach-er, Global Learner. London: Hodder andStoughton, 1988.

Smith, Thomas W. "Audiographics in Continu-ing Engineering Education." InternationalJournal of Continuing Engineering Educa-tion 2.4 (Dec. 1992), pp. 155-60.

Tariyal, B.K., and A.H. Cherin. "Optical FiberCommunications." In Encyclopedia of Tele-communications. Ed. Robert A. Meyers. SanDiego, CA: Academic Press, 1989, pp. 235-59.

Wedemeyer, Dan J. "The New Age of Telecom-munications: Setting the Context for Educa-tion." Educational Technology Oct. 1986,pp. 7-13.

Wisconsin Educational Communications Board.Educational Satellite Use Study. A reportsubmitted to Gov. Tommy G. Thompson andthe Wisconsin Legislature. Madison: Wis-consin Educational Communications Board,1988.

. Instructional Television Fixed Ser-vice: A Statewide System. A report submittedto Gov. Tommy G. Thompson and the Wis-consin Legislature. Madison: Wisconsin Ed-ucational Communications Board, 1990.

Introduction

414P;4.

Matching Needswith Technologies

This guide has already discussed the originsof instructional telecommunications and dis-tance learning and illustrated their use in class-rooms in Wisconsin, across the nation, andaround the world. It has also explained thevarious technologies used to deliver instructionin Wisconsin.

Chapters 5 through 9 present a strategicplanning model for assessing instructionalneeds and matching those needs in the class-room with telecommunications technologies.These chapters discuss the necessity for an in-structional telecommunications plan and in-clude suggestions for organizing the assessmenteffort.

The planning model outlined in these chap-ters can lead school district personnel through aprocess of discovery designed to help them de-velop specific long-range plans to achieve theirpreferred futures. The model can show themhow tc design a process for continuously collect-ing, monitoring, and reviewing critical data. Itdiscusses how to involve a broad-based group ofstakeholdersschool and community mem-bersin planning for these technologies. Alsodescribed are ways in which these stakeholderscan serve as key communicators in explainingspecifics of the district's instructional telecom-munications plan to the general public.

This guide discusses how broad-based activi-ties can build districtwide ownership of andsupport for the instructional telecommunica-tions plan. It explains how districts can deter-

mine specific goals and objectives to support thevision and mission statements that are part ofthis process. And it shows districts how to createa plan to secure what they want for the future.

Why Create a District Plan?Every school district should develop a tech-

nology plan to guide its use of instructional tele-communications. However, the issues involvedare complex, and planning for telecommunica-tions technologies should be done very carefully.These are steps that need to be taken.

List all courses of study the district currentlyprovides as well as courses being considered forintroduction into the district in the future viatelecommunications technologies.

Choose the types of instructional opportuni-ties the district wants telecommunications tech-nologies to provide, whether they are full-creditstudent courses, collaborative learning venturesbetween classrooms, or staff inservice and pro-fessional development programs.

Identify potential providers of local, regional,state, or national instructional programs thatcan meet district needs and expand the currentcurriculum with courses it could not otherwiseoffer.

Consider technologies currently availablethat could meet current and projected instruc-tional needs.

Research new and emerging technologies thatcould meet current and projected instructionalneeds.

Calculate the costs associated with new in-struction and equipment.

53

Determine inservice training needed to helpteachers effectively use instructional telecom-munications in their classrooms.a Assess the impact instructional telecommu-nications technologies will ultimately have onthe fabric of the classroom and the school dis-trict as a whole.

As this guide has shown, new learning op-portunities have been created by the prolifera-tion of information resources, the growing needfor information and lifelong learning skills, andthe development of new technologies. Satellite,cable and broadcast television, computers, mi-crowave, and fiber optics technologies are nowcapable of transmitting significant amounts ofinformation in the farms of voice, data, andvideo.

All of this material can be sent directly to theclassroom, library media center, workplace, orhome. New technologies have given people whoknow how to operate them the power that comesfrom having access to large amounts of informa-tion. Educational organizations have also beenable to harness these technologies to create newforms of instruction and to further communica-tion among all members of the educational com-munity.

Telecommunications technologies can affect,to some extent, how school districts operate, thecharacteristics of traditional classrooms, andthe way teachers perform their jobs. The tradi-tional role of a teacher is to lecture to a largegroup of students. But new technologies canshift that role to one in which the teacher facil-itates collaborative, individualized, and small-group instruction. These technologies also en-able teachers to extend their instruction tostudents in remote locations by means of voice,data, and video transmissions. Teachers canreach students in other sites across campus, inother school districts, or in other towns, states,or countries. The types of instruction they canoffer range from a full-credit course for highschool students to an enrichment program or acollaborative project with another class.

One reason planning is important is thatinstructional telecommunications technologiescan be expensive. For example, it can cost asmuch as $24,000 to equip each classroom that ispart of a fiber optics network. This price in-cludes television monitors, switching devices forvideo and audio signals, microphones, and ateaching station. The teaching station itselfmust have a telephone, a computer, and a cam-

54

era control unit to coordinate video between theinstructional site and the remote classrooms. Afiber optics network is expensive because theequipment gives each classroom in the systemthe capability of originating as well as receivinginstruction.

Prices are also high for some of the othertechnologies available. A satellite dish can costbetween $5,000 and $10,000; a two-way Instruc-tional Television Fixed Service (ITFS) classroomwith three cameras, $28,000; and a one-way,full-production ITFS studio, as much as $90,000.Only one full-production studio is needed for aone-way video ITFS system. Although a two-way video ITFS system does not require a majorproduction studio, each classroom must beequipped to both receive and transmit signals.An ITFS classroom that will only receive trans-missions can be built for as little as $800 to$1,000. Such a facility requires an antenna tobring in the signal, wiring to the classroom, atelevision set, videocassette recorder (VCR), anda speaker phone. Costs could be considerablyhigher if a tower is needed at the school toreceive the ITFS signal.

A computer with a modem can be purchasedfor between $1,200 and $2,400. However, it canbe used by only one or two students at a time andlong-distance telephone lines are needed to fullyrealize the capabilities and benefits of this tech-nology. Few districts currently provide long-distance telephone service to their library mediacenters, much less to individual classrooms.

The costs mentioned so far are only thoseassociated with the technology's hardware. Ex-penses for teacher salaries, student support fa-cilities, tuition, consortium membership, userfees, facility construction, and maintenance willall increase budgets for an instructional tele-communications program.

Taking all these factors into consideration, itis of the utmost importance that school districtsdo not make decisions based only on the type oftechnology available in the district or desired bysome of the users. Districts should, instead,create a strategic telecommunications technolo-gy plan based on the instructional needs of theirstudents and the professional needs of theirstaff.

Purposes of a District PlanA district's instructional telecommunications

plan should be part of its total technology re-

63

quirements and serve as a blueprint for thefuture. The plan should state the district's phi-losophy, mission, and vision for the future. Thedistrict must explain how implementation ofthis plan will affect curriculum and instruction,staff development, community involvement, andcommunity education.

The instructional telecommunications planshould also describe the needs assessment pro-cess, the planning process, how the technologywill be integrated into the district's overall levelof technology, and the evaluation model used forassessment. The final section of a district in-structional telecommunications plan should in-clude the recommendations and broad goals, pol-icies, and other procedural guidelines needed forimplementation.

There are many actions that must be takenwhen creating a district plan for instructionaltelecommunications. Essentials of long-rangeplanning for instructional telecommunicationsare as follows:

allow sufficient time to develop the plan andcomplete all of its steps, while keeping in mindthat planning is a continuous process;

work with knowledgeable planners and pro-cess consultants;

allocate sufficient resources to support theplanning effort;

develop a vision or strategic goal;collect, monitor, and utilize external and in-

ternal data throughout the planning process;modify or amend the plan as new data indi-

cates the need for change;have the community members, staff, stu-

dents, and other important constituents acceptand support the plan by involving all crucialstakeholders in the planning process; and

remember the keys to technology planningsuccess are involvement and ownership bymany. (Peterson, 1991, pp. 47-48)

Integrating InstructionalTelecommunications

The planning model proposed for integratinginstructional telecommunications into the class-room and school district is shown in figure 21.Each phase of this model will be reviewed sepa-rately in this guide. This model is taken fromthe Department of Public Instruction's Guide toCurriculum Planning in Computer Education.(Anderson, 1987)

The four major phases in the planning pro-cess will be discussed in separate chapters. Theyare

I. creation of a district plan (chapter 6),II. implementation of that plan into a district

program (chapter 7),III. evaluation of that program (chapter 8),

andIV. modification of the plan and program

(chapter 9).Each phase consists of a complex set of activ-

ities needed to complete the task. Appendix Fcontains a checklist to help districts organize,plan, and implement an instructional telecom-munications program. Although the basic plan-ning model comes from the Guide to Curricu-lum Planning in Computer Education, itscomponents are taken from several sources.While districts may adapt this model to fit localcircumstances, it is recommended that all ormost of the suggested steps be integrated into adistrict planning process. It is important tonote that, even though detaged separately, someof these steps can and should be done simulta-neously.

This model is focused at the district level, butit can easily be adapted to plan projects for abuilding, region, or an entire state. Simplytranslate personnel, resources, and activitiesinto roles and resources appropriate for thelevel at which the planning model is used. Forexample, in creating a plan at the buildinglevel, the steering committee should consist ofbuilding-level administrators, representativesfrom each department and student supportarea, students, and parents. If desired, district-level representation may be added.

If this model is adapted to create a regional-level plan, the steering committee should in-clude representatives from each district's ad-ministrative and instructional staffs, as well asfrom regional units such as cooperative educa-tional service agencies (CESAs) or consortiums.A second group of participants consisting ofdistrict personnel will be needed to conduct theactivities in each participating school district.The steering committee must coordinate thework of these district groups. The aggregationand analysis of the individual school districtreports can be used as the basis for the regionalreport and plan.

One of the basic components of this planningmodel is a needs assessment that looks at bothinstruction and technology. The model defines a

6155

aFigure 21

Planning ProcessThis diagram summarizes a suggested planning process for integrating instructional telecommunica-tions into the K-12 curriculum.

Modifying the DistrictPlan and ProgramOverviewPlanning for changeAnalyzing/interpretingprogram evaluationsSetting prioritiesImplementing changeEvaluating impact

District PlanPlanning processPhilosophy and rationaleCurriculum integrationFacilities/resourcesBudget considerations

Staff, administrationboard review,and support

Evaluating theDistrict ProgramOverviewEvaluation checklist

Implementingthe District Program

Staff developmentProgram/hardwareselection, acquisition,and management

Source: Anderson, M. Elaine. A Guide to Curriculum Planning in Computer Education. Madison: Wisconsin Department oPublic Instruction, 1987, p. 14.

need as "the discrepancy between what is andwhat ought to be." That is, a need is the differ-ence between a district's current status andwhat that district wants it to be in the future.Consequently, this needs assessment includesthe process of identifying a district's vision ofthe future as well as assessing the present. Ifthere is no difference between the two, there isno need that must be realized.

56

ReferencesAnderson, M. Elaine. A Guide to Curriculum

Planning in Computer Education. Madison:Wisconsin Department of Public Instruction,1987.

Peterson, Gary. "A Roadmap for Achieving Suc-cess." California Technology Project Quarter-ly 3.1. (Fall 1991), pp. 44-49.

6 r-,)

The District Plan

The Steering CommitteeDeveloping a district plan for instructional

telecommunications is the most time-consum-ing phase of the planning model recommendedin this guide. (See figure 22 for a physical repre-sentation of this model.) The first step is selec-tion of a steering committee to be responsible forensuring that major steps in the planning pro-ces-. are completed.

I Figure 22

Members of the steering committee havemany roles and duties including managing theplanning process, defining its goals and objec-tives, and conducting instructional and techno-logical needs assessments. The steering com-mittee should be limited in number, but at aminimum should include

the district administrator or representative;a principal (or representative) from each

building in the district;

Planning ProcessThis diagram summarizes a suggested planning process for integrating instructional telecommunica-tions into the K-12 curriculum.

Modifying the DistrictPlan and ProgramOverviewPlanning for changeAnalyzing/interpretingprogram evaluationsSetting prioritiesImplementing changeEvaluating impact

District PlanPlanning processPhilosophy and rationaleCurriculum integrationFacilities/resourcesBudget considerations

Staff, administrationboard review,and support

Evaluating theDistrict ProgramOverviewEvaluation checklist

Implementingthe District Program

Staff development

Program/hardwareselection, acquisition,and management

Source: Anderson. M. Elaine. A Guide to Curriculum Planning in Computer Education. Madison: Wisconsin Department ofPublic Instruction, 1987, p. 14.

66

BEST COPY AVAILABLE

57

the district curriculum coordinator;the district library media director or a schoo;

library media specialist;the district computer coordinator or other

technology teacher;classroom teachers, preferably from each lev-

elelementary, middle, and secondary;guidance counselor(s);the president, or a representative, of the

teachers' union;school board member(s);student representative(s); anaparent(s).The steering committee will have overall re-

sponsibility for directing, guiding, and evaluat-ing the planning process. The steps committeemembers must carry out are

writing a philosophy statement and ratio-nale for undertaking the instructional telecom-munications planning process;

defining the scope of the instructional andtechnological needs assessments to be conduct-ed;

determining existing sources of informationrequired to assess the district's instructionaland technological needs;

deciding what data has to be collected tocomplete the assessments;

setting timelines to complete the planningprocess;

developing the district's instructional needsreport based on the assessments conducted;

developing the district's technology needsreport based on the assessments conducted; and

creating an implementation process based onthese steps, each of which is discussed in thischapter.

A Philosophy and RationaleThe philosophy statement should explain the

motivations that led the district to instructionaltelecommunications, describe the assumptionsand beliefs underlying the district plan, andsuggest the general results it is intended toproduce. This statement is necessary to focusand give direction to district efforts. It alsocommunicates current thinking of district deci-sion makers to staff, students, and the commu-nity. Thus, it can be instrumental in developingsupport for instructional telecommunications.

A good place to start is to examine the dis-trict's current statement of philosophy. Thesteering committee can then determine how ad-

58

equately it addresses the incorporation of tele-communications technologies into the district'sinstructional program.

The philosophy statement on the district plancould include any or all of the following ele-ments:

A statement about the mission of tho schooldistrict.

Assumptions about the future."Why use" technology statements."We believe" statements.A list of generalized concepts. (Minnesota

Curriculum Services Center, 1983, pp. 9-13)

Mission StatementsMission statements can be as simple as, "The

mission of the public schools in the XYZ SchoolDistrict is to help all children in our communitydevelop to their potential." Or thesestatements can specify the who, how, and whybehind the district's mission. An example of thiskind of statement is, "The mission of the XYZpublic school district is to provide the best edu-cation to the children of this community. Thequality of this education is dependent upon hir-ing the most qualified teachers, purchasing thebest equipment, and financing the best instruc-tional and co-curricular programs possible. Thisis necessary to ensure that all children will havethe opportunity to develop their cognitive, phys-ical, and emotional capabilities to the best oftheir abilities, so they can become productivemembers of this community and this state."(Minnesota Curriculum Services Center, 1983)

The mission statement can also paint a largerpicture of the district's philosophy and explainhow it can be put into operation. There aremany types of questions a committee can consid-er in seeking a broader portrait of the district'smission and philosophy. Here are a few exam-ples.

What, makes this school district special?(What is the "culture" of the district? How is itmaintained?)

Does this school district provide innovativeclasses within fiscal restraints? (What are itssuccesses and failures?)

Does this school district provide programs forunderserved or unserved students?

Does this school district meet state require-ments? (What is the district's compliance withstate standards?)

Does this school district provide quality edu-cation to all segments of the student population?

0

(What is the district's reputation with its neigh-boring districts? How does it perform on state-level testing programs?)

Does this school district share resources withother communities and incorporate local busi-ness and industry resources into the educationalexperience? (Kitchen, 1989)

Assumptions about the FutureThe district philosophy may incorporate as-

sumptions about the future concerning changesin society that may result from technologicaladvances. An example of this type of statementis, "The transformation from an industrial soci-ety to an information society will be one of themost overwhelming forces for change peoplehave ever experienced." Or assumptions mightbe tied more directly to the new, more powerfulforms of communication themselves, such as,"Technology will become increasingly powerful,versatile, inexpensive, and pervasive."

Assumptions could also consider changes ineducational philosophy brought about by theavailability of increasing amounts of informa-tion. An example of such a statement is, "Knowl-edge will grow at an exponential rate, primarilydriven by two major forces: dramatically in-creased ability to tap and expand human intel-lectual potential; and enhanced use of multipleinteractive technologies to manage, access, andutilize information." (Minnesota CurriculumServices Center, 1983)

These assumptions could also be based on ananalysis of what is happening to educationalpolicy and reality now, and what will happen inthe future. Here are questions that coal helpclarify these assumptions.

In what areas are innovations occurringinthe classroom, administration, educational tech-nology, the library media center, the role of theteacher?

What issues are the trends affectingcollab-oration, school consolidation, privatization,school and business partnerships?

In what direction are education in general,and educational reform specifically, headedchoice, school-to-work transition, postsecondaryschool options, classrooms without walls, learn-er outcomes, global education?

What are the demands on the educationalsystem, both now and in the futuredemograph-ic changes in the district, future tax base, spe-cial population needs, staffing shortages?

What is important for students to know in aglobal, information-based societyforeign lan-guages, telecommunications skills, geopoliticalstudies rather than world history, environmen-tal and consumer education? (Kitchen, 1989)

"Why Use" TechnologyStatements

"Why use" technology statements offer a ra-tionalization for incorporating new technolo-gies into a district's instructional program.They can include many different ideas and phi-losophies. Here are just a few: "Technology usecan prepare people for a world in which contactwith technology applications will be a dailyoccurrence"; "Technology use can increase theopportunities that community members willhave for continued learning"; or, "Technologyuse can improve the management of learningprograms and resources, making them avail-able to community members." (Minnesota Cur-riculum Services Center, 1983)

"We Believe" Statements"We believe" statements offer insights about

the feelings district officials have concerninginstructional telecommunications. They cancontain thoughts such as, "There is a need tofocus efforts on using technology to improveinstruction and student achievement in writ-ing, mathematics, problem solving, social stud-ies, and so forth." Other ideas that can beexpressed are: "Students from this districtshould have equal opportunity with others whencompeting for jobs requiring the use of hightechnology"; or "The district should make afinancial commitment and provide leadershipsupport for the use of technology by teachersand for the instruction of students." (MinnesotaCurriculum Services Center, 1983)

Other GeneralizedConcept Statements

There are other generalized concept state-ments that do not fit into any of the othercategories. Here are some examples.

"Technology is a means, not an end; it is aresource for instruction and facilitates thelearning process."

"Educational technology can be used to ad-dress the full spectrum of learning styles, rein-

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forcing and promoting all learning levels fromknowledge, skills, and attitudes, to synthesis,evaluation, and application."

"Educational technology will assist in provid-ing educational opportunities for people of allages residing in the district, affirmatively ad-dressing the needs of special populations, in-cluding females, minorities, and the disabled."(Minnesota Curriculum Services Center, 1983)

The Instructional andTechnological Assessments

The scope of the instructional and technolog-ical assessments will be based on the philosophyand rationale developed by the steering com-mittee. Assessments can be done at the build-ing, district, or state level. They are also possi-ble for regions consisting of several nearbyschool districts or an entire cooperative educa-tional service agency (CESA) area.

The scope of such an assessment can also bespecific to a single grade level; a curriculumcontent area such as math, science, social stud-ies, or foreign language; or special programssuch as Exceptional Educational Needs (EEN),gifted and talented, Title I, at risk, or Englishas a second language C7SL). The assessmentcould include any combination of these areasand grade levels.

While it is somewhat unlikely that a districtwould conduct a state-level or even a CESA-level study of instructional telecommunications,this model can be used to gather data to respondto such studies :. It can be adapted to meet anyplanning process at any level and can evenperform simultaneously on multiple levels.

The InstructionalNeeds Assessment

There are five steps necessary to conductinga comprehensive assessment of the instruction-al needs of a school district.

Step One

Determine the existing sources of data andinformation. In the first step the steeringcommittee must determine existing sources ofinformation and data available to assess thedistrict's instructional needs. As the definitionof "needs assessment" implies, it is essential toknow the district's current status instructional-

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ly. The "need" is the discrepancy between theexisting curriculum and what is desired in thefuture.

The following are examples of existing dataand information resources that could be part ofthe assessment:

current and projected student and staff de-mographic profiles by district, building, gradelevel, and subject area;

current, past, and projected student courseenrollment patterns by district, building, gradelevel, and subject area;

exceptional needs plans or studies in progressfor such populations as at risk, EEN, and giftedand talented students by district, building, gradelevel, and subject area;

staff development and inservice needs by dis-trict, building, grade level, and subject area;

annual Wisconsin Educational Standard (k)written curriculum reports;

annual school district budget reports;annual Wisconsin Educational Standard (o)

performance disclosure reports;School Evaluation Consortium (SEC) evalua-

tions;student audits;other ongoing curriculum work;other Wisconsin Educational Standards re-

view reports;annual standardized test results; andany other source the steering committee de-

cides is relevant.

6

Step TwoIdentify the data that has to be collected.In step two the data to be collected is identifiedand the steering committee explains why thisinformation is needed. This step is important,because it matches the data elements to be mea-sured with the rationale for the planning pro-cess. This rationale should call for listing thedistrict's current instructional offerings andgathering staff, student, and community opin-ions about the future composition of the curricu-lum. Such an instructional profile should in-clude information on course offerings, studentsupport services, and program support resourc-es. This step also should involve considerationof the professional development and inserviceneeds of district staff.

In this step the committee may also identifyneeded data elements that are not currentlycollected or available locally. They might becontained in annual reports submitted to the

Department of Public Instruction or in a surveyof high school graduates tracking the impact ofthe school's curriculum on their postsecondaryschool life. Data collection can be done by dis-trict, building, grade level, and subject area.Falling within the scope of such data collectionmight be information about

current instructional course offerings;student support services, including guidance

and counseling, reading labs, gifted and talent-ed, and so on;

program support resources such as librarymedia services, computer labs, ratio of comput-ers to students and faculty, and so on; and

professional staff development and inserviceactivities.

It is necessary to find out both where existingdata is located (at district offices, school build-ings, or other sites, for example) and how tocollect it. The steering committee must alsodetermine if it wants to collect new informationthrough interviews, surveys, database searches,or any combination of these techniques.

Finally, an effort should be made to deter-mine the staff and project support resourcesneeded to conduct the needs assessment. Theseresources should be identified by district, build-ing, and, if appropriate, grade level and subjectarea.

Step ThreeCreate a vision for the future. In step threedistricts should create a vision for the future,elements of which can be gathered in two dis-tinct. ways. The first is to have staff, students,and community members complete a writtensurvey designed to gauge their support for thedistrict's current instructional program. Peoplewho respond to the survey should have a chanceto identify a "wish list" for future instructionaland technological offerings. The vision state-ment is then compiled from these written re-sponses and returned to the different constitu-encies for review and comment. This can be doneon paper, e) in an open meeting, to give repre-sentatives from each group another opportunityto voice their opinions. An open meeting can beheld for each constituency or for the school dis-trict as a whole.

The second method of creating a vision of thefuture is to first solicit input from staff, stu-dents, and community members at open meet-ings conducted throughout the district. A state-ment can then be drawn together from this data.

The draft vision can be reviewed during a secondround of open meetings or published for writtenreview..

Each method gives the three main constitu-encies a chance for input and review while alsocreating exposure and building support for theplan. Either way, it is important to obtain asmuch feedback as possible from all three groupsto ensure a broad level of support for this vision.Staff must put the plan into operation, studentsmust recognize that the plan is meaningful totheir future, and the community must finan-cially support the plan through local tax leviesand other participation. The actual issues thatneed to be considered are discussed and exam-ined in the final step.

Step FourSet timelines. In this step, districts shoulddevelop timelines to complete the assessment.The first timeline should set the completiondate for the plan to meet local, state, and otherreporting, budget, and funding cycles. Thesteering committee also needs to set timelinesfor collection of data so that information can beaggregated, interpreted, and analyzed to meetthe plan's completion deadline.

It is important to know how this instruction-al telecommunications plan fits into variousreporting and funding cycles, because a districtmay have to delay carrying out parts of the planif it misses a particular deadline. For example,state-level funding cycles are biennial whilethose for local school districts are annual. Inaddition, if a school district is seeking fundingfrom foundations or grant programs, it shouldbe warned that deadlines may arrive periodical-ly during the year.

For example, if state-level funding is thesource of financial support, the plan must beready for presentation to the appropriate stateagencies at the time they are working on thenext biennial budget. Otherwise, the districtmay have to wait until the next budget cycle tosecure funding. If the instructional telecommu-nications plan is part of a school district's over-all construction project, it must fit into the plan-ning, reporting, and budgeting timelines of thebuilding program.

Step FiveDevelop an instructional needs report. Thefinal step is development of an instructional

F*1 r)' U

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needs profile for the district. This step occursafter the status of the current instructional pro-gram has been verified, needed data identifiedand collected, and the vision for the future creat-ed. At a minimum this needs profile shouldanswer the following questions:

What instructional programs or coursesshould be added at the classroom, building, ordistrict levels to bring curriculum in compliancewith building, district, state, and national stan-dards?

What instructional programs and resourcescould be used to increase learning opportunitiesin the district, building(s), and classroom(s)?

What instruction is needed to provide for low-enrollment classes, English as a second lan-guage instruction, special education, enrichmentprograms, and advanced placement courses forgifted and talented students?

What are the most critical staff developmentor inservice needs for teachers, support servicestaff, and administrators?

What local, regional, state, or national pro-gram or service providers would the steeringcommittee like to utilize in its classrooms, build-ings, or district to address the needs that havebeen identified?

What instructional programs or student andstaff support services are currently offered on ashared basis with other school districts, eitherdirectly or through a CESA?

What postsecondary education institutions(Wisconsin Technical College System, Universi-ty of Wisconsin System, and so on) currentlyprovide the district with instructional programsor staff development and student support servic-es?

The TechnologyNeeds Assessment

The technology needs assessment may be con-ducted at the same time as the instructionalneeds assessment. The instructional telecom-munications technologies assessment instru-ment in appendix F can be modified to collectinformation at district, building, and classroomlevels. Data collected on classrooms should beaggregated for a profile of individual schoolbuildings, while information from individualbuildings can be used to assess the district'soverall instructional technologies. If a district isparticipating in a regional or state planningprocess, the district profile can be aggregated

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with those of other units in the study for aregional picture of instructional technology.

In addition to being an inventory of currenttechnologies, this assessment also considershow technologies are used instructionally andadministratively at each level. It is importantto gather information in this way to emphasizethat the technologies themselves are not whatis important, but rather how the technologieshelp meet instructional and administrativeneeds in the classroom(s), the school building(s),and the school district.

These are the steps for performing a technol-ogy needs assessment as part of the districtplanning process.

Conduct a comprehensive inventory of alltelecommunications and computer hardwareused both instructionally and administrativelyin each district office, school building, and class-room.

Conduct a comprehensive inventory in eachbuilding in the district, both instructionally andadministratively, of all classes, programs, soft-ware, and resources linked to existing technolo-gies. Then aggregate the data for each buildingfor a district inventory.

Assess the availability (locally, regionally,statewide, nationally, or globally) of technolo-gies not currently used by the district. Thesecould include upgrades or networking of theinstalled computer base in the district, con-struction of an Instructional Television FixedService (ITFS) system or fiber optics system inthe region, or local cable television.

Creating an InstructionalTelecommunications Plan

The instructional telecommunications planfor the district is based on the two assessmentsalready discussed in this chapter. The districtplan, which includes a range of alternatives,identifies specific strategies for matching cur-rent instructional needs and technology re-sources with future instructional needs andtechnology acquisitions.

This plan should identify several time framesfor implementation including a short-rangespan of one to three years, a medium-rangeperiod of four to seven years, and a long-rangeschedule of eight to 12 years. The length ofthese particular timelines may not meet theneeds of specific districts and can be adjusted

accordingly. It is important to realize that in-structional telecommunications technologies areevolving at an extremely rapid rate. Thus, theseplans need to be flexible because they may bemore subject to change as the implementationtime period gets longer.

Short-range goals should outline a district'searly steps through the purchase of componentsfor the basic technology infrastructure and in-structional telecommunications technologiesthemselves, such as televisions, videocassetterecorders (VCRs), and speaker phones. Thesegoals should also focus on training staff to usethese technologies and beginning the process ofintegrating instructional telecommunicationsinto the fabric of the curriculum and school dis-trict.

Medium-range goals include continued pur-chases of technology to finalize construction ofthe district's telecommunications infrastructure.Long-range goals should cover completing thepurchase of technologies and fully integratingnew instruction into the district's curriculumand operations.

There are several steps that should be takenn this part of the planning process. The first isto identify issues concerning curriculum, tech-nology, and administration raised by each of thestrategies considered in the plan. Planners canuse the strategies assessment sheet on the nextpage for help with identifying issues.

An effort should also be made to determine ifcurrently available local technologies or programproviders would help a district or building tomeet its needs. Are the courses intended forremedial, average, or advanced students, or for acombination of all three types of learners? Doesthe instruction meet state certification require-ments? Are there programs for student enrich-ment, college preparation, or advanced place-ment? Are there classes that help studentsprepare for standardized tests like college en-trance examinations? Are teacher and adminis-trative inservice courses or adult educationclasses offered? (Barker, 1992)

The planning process must determine if othertechnologies or program providers not yet avail-able locally would help a district or building tomeet its needs. There are many questions to beanswered in considering new sources of instruc-tion. Does the distance program provider sched-ule enough time each semester for makeup work?How many days each week does the system orprogram provider conduct classes? Can classes

be videotaped and viewed later by students whomiss a class or portions of a class? Are somelessons prepared in advance for broadcast in theevent the distance teacher is unable to conductthe class live? Does the distance teacher haveoffice hours so students can make contact whenlessons are not being conducted? How early orlate in the school day are courses conducted?How closely aligned are the distance course orprogram schedule and the district school calen-dar? (Barker, 1992)

Articulating CurriculumThe district plan should identify a process for

articulating new instructional content providedby telecommunications technologies with thescope and sequence of current curriculum. Theplan should also address the correlation of en-richment resources, programs, and activitieswith existing instructional elements. This ar-ticulation should also include professional de-velopment for staff, administrators, and mem-bers of the school board.

There are many questions that must be an-swered to make this determination. Here arejust a few to consider.

Is the content appropriate for the intendedgrade level?

Does the course or program contain appropri-ate and easy-to-follow instructions? Does thecourse or program contain clearly and complete-ly stated learner goals and objectives, and dothese goals and objectives match those estab-lished in the district for this subject area?

Does the course or program use primary andsecondary materials and teaching methods thatare exciting, motivating, and varied? Does itmeet the needs of the students and adjust forindividual differences in abilities, desires, andinterests?

Does the course or program contain accurateand up-to-date content? Is the content clear,consistent, and well-organized?

Is the pace logical and flexible, especiallywhen taking into consideration the characteris-tics of the technology with which the instructionis delivered?

Does the course or program provide for fair,accurate, and appropriate evaluation of studentperformance and progress? Does it contain pre-tests and other diagnostic procedures?

Does the course or program connect in a clearand appropriate manner with other courses, sub-

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Strategies Assessment

Curriculum, Technology, and Administrative Issues

An instructional telecommunications plan should describe various strategies for matching current instructional needsand technology resources with future instructional needs and technology acquisitions. Once that step is completed,planners can use these questions to help them identify curriculum, technology, and administrativeconcerns that mightbe raised by implementing those strategies. The source for questions listed is "Emerging Technologies: A Roadmap forLibrarians," an article by Marilyn Kemper that appeared on pages 36 to 41 of the Nov. 1988 School Library Journal.

1. Have teachers been involved in development of the plan so they have a sense ofownership in the process?

2. Do technologies identified in the plan facilitate types of instruction that address districtneeds?

3. Does the plan provide inservice training for staff, students, and administrators on newtechnologies and the instruction they deliver?

4. Does the plan describe a process for coordinating curriculum planning among subjectareas in a building, among buildings in a district, or among districts within a consor-tium?

5. Does the plan establish procedures for reviewing curriculum and evaluating teachingthat occurs over these technologies?

6. Does the plan identify support staff who can repair and replace equipment or who canhelp manage the flow of student assignments and records?

7. Does the plan ensure equal access to these technologies for all students and staff?8. Does the plan discuss the effects that policies about class size limits, student selection,

and course Selection may have on instruction conducted over these technologies?9. Does the plan provide back-up procedures in the event of technical failure?

10. Does the plan call for sufficient instructor-learner interaction using voice, data, andvideo technologies whenever that is possible or appropriate?

11. Does the plan take into account state-level guidelines or rules addressing instructionaltelecommunications?

12. Does the plan have any conflicts with provisions of the current teacher contract?13. Does the plan consider student and class scheduling conflicts that may arise through use

of these technologies?14. Does the plan consider its effect on the school bell schedule and district school year

calendar?15. Can total costs be determined, including equipment acquisition, new facilities, and

maintenance?16. Will use of technologies proposed in the plan result in an annual savings over current

instruction?17. Does the plan identify current staff members skilled in implementing, operating, and

maintaining the new technologies?18. Do administrators have the necessary expertise to manage and supervise plan activi-

ties?19. Are staff, students, and the community likely to support the plan?20. Do key decision makers display a positive attitude toward the plan?21. Is support for the technologies widespread or confined to a few individuals?22. Are staff and administrative expectations concerning benefits of the plan reasonable?23. Is the organizational structure flexible enough to deal with any disruption triggered by

the installation and testing of the technologies?24. Is there a formal mechanism for handling procedural or policy modifications necessary

to accommodate changes caused by the plan?25. Is there a designated authority who has responsibility for implementing, maintaining,

and operating the technologies?

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ject matter, and grade levels already establishedin the district? Does it employ clear recordkeeping practices that are accurate and mean-ingful?

Does the course or program employ technolo-gy appropriate for the content presented and forthe learners' abilities? Does the technology in-terfere with, or does it enhance, the content andthe learning process? (Barker, 1992, p. 13-14)

Calculating CostsAnother function of the planning process is

calculating a budget to purchase instructionaltelecommunications technologies and to partici-pate in new tours.,.,, programs, and activities.There are five categories of cost that must betaken into considerationcapital, development,operation and maintenance, expansion, and mis-cellaneous.

Capital costs pay for the acquisition of thetechnology itself, whether it is a television set,satellite dish, computer with a modem, or acomplete television studio. They decrease whenamortized over the life of the equipment or facil-ity that is required.

Development costs are those needed to put thedistrict plan into operation. These may makethe plan more expensive in its first year of oper-ation and are easy to underestimate. Typicalneeds include recruitment and training of mas-ter teachers, development of the program andaccompanying materials, and reproduction anddistribution of materials. There are also start-up expenses for evaluation planning, recordkeeping and clerical support, management, andmiscellaneous supplies and equipment.

Operation and maintenance costs are thosenecessary to keep the system functioning. Theseinclude equipment service and repair, purchaseof expendable materials, salaries for aides ormonitors, student transportation, administra-tive and coordination expenses, tuition, and fees.

Expansion costs are incurred to increase thenumber of students or the size of the program.These normally include the purchase or rental ofnew equipment, increased management, newstaff, expanded delivery systems, and publicityand public relations.

Miscellaneous costs are associated with thetime and energy needed to plan, develop, and

implement a technology plan. They could alsoinclude the social costs of staff dislocation, theconfusion (and sometimes hard feelings) fos-tered when procedures and behaviors must bechanged, and the need to explain new programsto the community and to gain its support. (Bateyand Cowell, 1986)

IdentifyingFinancing Options

Another important component of the plan-ning process is to identify possible methods offinancing the purchase of technologies and im-plementation of the plan. A district may consid-er joining a local, regional, or national consor-tium to share costs of instruction, programming,and technologies.

Such groups may be based on specific tech-nologies, such as fiber optics, ITFS, or satel-lites, or they may be consortiums linked toinstruction from specific sources. The latterinclude instructional television (ITV) servicesprovided by Regional Educational Telecommu-nications Areas (RETAs), programs from theSatellite Educational Resources Consortium(SERC), CESA-shared teachers, advancedplacement (AP) courses and staff inservice orcredit courses from postsecondary schools, orteleconferencing services from the WisconsinTechnical College System's WisConLink net-work.

The plan must also address whether the dis-trict should seek funding from state, federal, orprivate foundations to finance new technologyand to pay for participation in new instructionalprograms and activities. Funding sources in-clude the following:

Federal Elementary and Secondary Educa-tion Act (ESEA) Chapter 1 (special educationneeds for disadvantaged children);

ESEA Chapter 2 (block grant funds ror inno-vative projects);

Star Schools Grants and special equipmentgrants from the Rural Electrification Agency(REA), SERC, the National Telecommunicationsand Information Agency, IBM, Apple ComputerCorporation, and local telephone and cable tele-vision companies;

local and national foundations that fund in-novative school projects, such as the KelloggFoundation; and

special state legislation. (Cromer and Stein-berger, 1989)

7.1

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In addition, the school district might considerentering into local school and business partner-ships to finance technology purchases and par-ticipation in instructional programs. Local busi-ness and school partnerships with the REA,agricultural cooperatives, local cable televisionsystem operators, and local telephone compa-nies are all possibilities to explore. Partner-ships can help schools or districts purchase sat-ellite dishes, gain access to cable televisionchannels and programs, and conduct fiber opticsstudies. Some of these partnerships provide allor part of the funding for one or more technolo-gies.

Finally, an effort should be made to constructa cost-benefit analysis for each alternative tech-nology strategy identified in the plan. Tradi-tional methods of calculating the cost effective-ness of an educational program may not beapplicable to instructional telecommunicationsprograms. Costs in these programs are general-ly a function of the amount and type of content tobe presented, the size and location of the audi-ence, the choice of media, and the sophisticationof the product. Typically, expenses over andabove those for delivering traditional instruc-tion will include capital costs as well as those fordevelopment, operation or maintenance, andexpansion.

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ReferencesBarker, Bruce 0. The Distance Education Hand-

book: An Administrator's Guide for Ruraland Remote Schools. Charleston, WV: ERICClearinghouse on Rural Education and SmallSchools, 1992.

Batey, Anne, and Richard N. Cowell. DistanceEducation: An Overview. Portland, OR:Northwest Regional Educational Laboratory,1986.

Ci omer, Janis L., and Elizabeth D. Steinberger.On Line: Financial Strategies for Education-al Technology. Washington, DC: NationalSchool Board Association and Education Sys-tems Corp., 1989.

Kemper, Marilyn. "Emerging Technologies: ARoadmap for Librarians." School LibraryJournal Nov. 1988, pp. 36-41.

Kitchen, Karen. Planning for Telecommunica-tions: A School Leader's Primer. Alexandria,VA: National School Board Association andU.S. West Communications, 1989.

Minnesota Curriculum Services Center. Plan-ning for Educational Technology. Minneapo-lis: Minnesota Department of Education Vo-cational-Technical Division, 1983.

ti

Implementing the Plan

Once the district plan has been written, re-viewed, and authorized by the school board, thenext step is its implementation. Activities inthis phase are similar to those in implementingany other project in a school district. However,because this plan will affect a major portion ofthe staff and instructional programming alreadyin place, records should be kept so every actiontaken can be evaluated. An effective implemen-tation proceas will include the following:

writing a district policy dealing with instruc-tional telecommunications;

creating procedures to inform all parties in-volved about the district plan and implementa-tion process;

conducting district orientation and staff de-velopment programs for all involved;

selecting district and building implementa-tion teams; and

Figure 23

Planning ProcessThis diagram aummarizes a suggested planning process for integrating instructional telecommunica-tions into the K-12 curriculum.

Modifying the DistrictPlan and ProgramOverviewPlanning for changeAnalyzing/interpretingprogram evaluationsSetting prioritiesImplementing changeEvaluating impact

District PlanPlanning processPhilosophy and rationaleCurriculum integrationFacilities/resourcesBudget considerations

Staff, administrationboard review,and support

Evaluating theDistrict ProgramOverviewEvaluation checklist

Implementingthe District Program

Staff developmentProgram/hardwareselection, acquisition,and management

Source: Anderson, M. Elaine. A Guide to Curriculum Planning in Computer Education. Madison: Wisconsin Department ofPublic Instruction, 1987, p. 14.

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defining roles and assigning responsibilitiesfor all aspects of the plan.

A District PolicyThe first step toward an effective implemen-

tation process is to write a district policy cover-ing all aspects of instructional telecommunica-tions. It must address state statutes andadministrative rules, high school graduation re-quirements, local policy and practice, currentunion contract provisions, and certification is-sues.

It is also important that the policy considerwhich staff members will be responsible for im-plementing the instructional telecommunica-tions plan at the district and building levels andfor managing the purchases, contracts, and fi-nancial agreements this plan dictates. Thispolicy must address who will enroll students fortelecommunications-based classes and who willschedule these classes into the school day. Italso assigns the responsibility for recruiting,training, and paying distance teachers and class-room facilitators.

The district policy must include a mechanismto evaluate the performance of distance teachersand classroom facilitators involved in instruc-tional telecommunications. It will also detailsupervision of distance teachers and classroomfacilitators and assign responsibility for super-vising students in. telecommunications-basedclasses. A procedure also has to be created forresolving any conflicts that arise concerning useof the new technology.

Officials must decide who will provide techni-cal support to carry out the instructional tele-communications plan and implementation pro-cess, both in the district and in each schoolbuilding. The policy will also set class sizelimits, if any are desired, and explain their crite-ria.

An effective implementation process also willinclude procedures to fully inform the schoolboard, district staff, community members, andother interested groups about the instructionaltelecommunications plan and how it will be im-plemented. Districts need to effectively commu-nicate details concerning this plan, both inter-nally to district employees and students andexternally to parents, residents, educationgroups, business and industry groups, and oth-ers.

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Orientation and StaffDevelopment Programs

Another component of the implementationprocess is creation of a district orientation pro-gram to introduce and explain the plan to dis-trict staff and the community. This includesestablishment of an ongoing staff developmentprogram to teach staff how to integrate newtechnologies into their classrooms and how toteach with them.

The orientation program should be created bythe steering committee. It should be presentedto the public as well as district staff. The ongo-ing staff development program should be devel-oped, under the direction of the steering commit-tee, by the district staff development coordinatoror a staff team created specifically for this pur-pose.

The DistrictOrientation Program

The first step in creating a district orienta-tion program is to discuss the instructional tele-communications plan itself. Talks should detailhow this plan relates to the concepts of distancelearning and instructional telecommunicationsand consider the plan's philosophy and ratio-nale.

The orientation could then focus on the scopeand findings of the instructional and technolog-ical assessments that were conducted, includinghow the district plan addresses *nstructionalneeds that were identified. The orientationshould include an introduction to the full rangeof instructional telecommunications technolo-gies available and their applications in the class-room. These technologies can deliver enrich-ment programs and activities to augmentexisting curricula, full-credit courses and othernew learning experiences for students, and op-portunities for staff development and communi-ty education.

Issues that should be examined include theeffects of the instructional telecommunicationsplan on curriculum development; student selec-tion and orientation for distance learning; ac-cess to learner support materials such as onlinedatabases, electronic card catalogs, and elec-tronic mail; and new methods to teach studentsin remote classrooms. How this plan fits intoprovisions of the current teacher contract should

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also be evaluated. The orientation programshould conclude with a review of the steps need-ed to implement the instructional telecommuni-cations plan.

The district orientation could be presented inone all-inclusive, districtwide meeting in whichstaff members and the community could all par-ticipate. Or, the orientation could be held forstaff fi st and for members of the community ata later date.

The district orientation could be presented toall staff members at one meeting or to smallergroups .at individual schools during teacher in-service days. The orientation could also be di-vided into a series of presentations so that staffmembers could discuss one major element of theplan at each meeting. Either format could beadopted to inform the community about the dis-trict plan.

It is recommended that all employees, includ-ing support staff, teachers' aides, and custodi-ans, take part in this orientation. All staff mem-bers will be affected by the instructionaltelecommunications plan and should have a sayin its implementation.

District StaffDevelopment Program

At the same time the steering committee isorganizing the orientation, it should be creatingor coordinating the start of an ongoing districtstaff development program. This will preparestaff members to use telecommunications tech-nologies as another classroom tool and give dis-tance teachers the skills, resources, and method-ologies they need to be effective. This trainingcould take place during teacher inservice daysprior to the start of the new school year, duringthe school year, or during the summer as a paidstaff development activity. Any combination ofthese time frames could be employed to educatestaff on all aspects of the instructional telecom-munications plan.

One of the first steps is to train teachers andclassroom facilitators in how to manage thelearning process in a distance learning environ-ment. Some staff members will actively teachusing the technologies, either as the full-courseteacher or the co-teacher with the distance in-structor. Teachers need to know how to facili-tate student use of new technologies so studentscan expand their learning opportunities. Teach-ers must also be taught how to become learning

partners with students who are actively engagedwith new technologies. Sometimes, teachersmay even have to understand the need for sim-ply monitoring students and taking little or nopart in the learning process. Regardless of whatrole they play, all teachers will have to acquirethe skills to operate a variety of new technolo-gies in their classrooms.

Staff members involved with instructionaltelecommunications classes will have to learnnew teaching techniques that complement thenew technologies. For example, they must learnhow to organize and structure materials so thatthe instruction they present will "fit" the tech-nologies. Teachers must be aware of the impor-tance of preparing very detailed lesson planswell in advance of delivery. They also need tosystematically pretest materials and explana-tions for appropriateness, clarity, and compre-hensibility. Teachers should be taught how topace and deliver lessons in a different mannerfrom that of a traditional classroom, how topresent lessons according to strict and inflexi-ble time schedules, and how to create imagina-tive supplementary materials featuring activi-ties that integrate social and emotional concernswith subject matter content.

Staff members must learn to teach in a class-room setting in which there may be no studentsphysically present to respond to their instruc-tion. They need to know how to handle newtypes of feedback from learners in remote loca-tions, possibly over a variety of technologiesand in formats previously unfamiliar to them,or even to cope with no feedback at all. Theymust also be taught new techniques for foster-ing student participation while delivering in-

struction over new instructional technologies.One way to do this is to employ special recogni-tion techniques for the schools, classes, or indi-vidual students at the remote distance educa-tion learning sites.

Appendix D presents a set of questions andrecommendations that can be used to preparestaff to teach using interactive television. Theycan also help staff adapt to other instructionaltechnologies. The appendix includes guidelinesthat will enable districts to evaluate the presen-tation formats of program providers they may beconsidering.

S ,aff members who teach ,sing instructionaltelecommunications technologies, as well asthose facilitating their use in the classroom, willdepend on different methods to help students

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take part in distance learning classes. Theymust learn how to create innovative ways toelicit student participation in a class that hasmultiple physical locations and how to deal withquestions from remote sites. One technique iswritten communications sent by mail, rangingfrom personal letters to journals or logbooks.Other ways to create student-teacher contactare exchanges of audio cassettes; telephone con-tacts, regularly scheduled or "on demand"; stu-dent get-togethers, either face-to-face or viatechnology; peer tutoring systems; tutorialgroups either in or out of school; materials thatwill help parents assist their children; and elec-tronic mail.

Distance teachers and facilitators will haveto find ways for students to access new learnersupport materials, such as remote databases,card catalogs, and print or electronic resources.And they will have to do this whether theirstudents are in one or many physical locations.

One way to provide help and advice for dis-tance learning students is to have them make aformal connection with a staff member in theirschool who teaches a similar course in the tradi-tional way. This teacher could offer valuableaid to students who encounter problems in adistance learning environment.

In instructional telecommunications classes,students and instructional materials may oftenreside in multiple locations. Because of this,teachers and facilitators may have to developnew methods of providing student support sys-tems that deal with the nonacademic part ofinstruction. This would include records, grades,homework, assignments, tests, research, guid-ance, and counseling. Since most students needsupport of various kinds as they begin andproceed through distance learning experiences,a distance teacher removed from the learnercannot provide the usual guidance and supportavailable in the traditional classroom. Conse-quently, teachers need to develop alternativesto traditional instructional guidance. (Bateyand Cowell, 1986)

Selecting District andBuilding ImplementationTeams

The next step in this process is to selectdistrict and building teams to facilitate imple-mentation of the plan. The implementation

70

teams will help staff, administrators, and stu-dents integrate instructional telecommunica-tions into every appropriate aspect of schoolorganization and curriculum. The district-levelteams should, at the very least, consist of arepresentative of district-level administration,the district library media director, the districtinstructional television (ITV) contact person, thecurriculum director, the student support servic-es director, the head of the teachers' union, thedistrict instructional staff development director,and the building maintenance director.

One or more school board members, parents,and students can be added to the district-levelteam to represent their constituencies. The dis-trict-level group is responsible for coordinatingall aspects of plan implementation. This teammay include some of the same people serving onthe steering committee and may have some ofthe same duties as that committee, although notnecessarily.

Some districts may choose to reserve policyand oversight responsibilities for the district-level implementation team and make the steer-ing committee responsible for coordinating theactual implementation activities dictated by theplan. In either case, the district-level team orthe steering committee will work with building-level teams to ensure consistent, thorough, andaccurate implementation of the plan throughoutthe district.

The building-level team has a dual set ofresponsibilities. It has to work with the district-level team to coordinate its implementation ofthe plan with the rest of the district. It also hasto make sure all staff members at its site adoptand integrate instructional telecommunicationstechnologies into their classrooms. This teamshould include building-level administration,the library media specialist, classroom teachers,department heads, strulent support services per-sonnel, and maintenance workers. One or moreschool board members, parents, or students mayalso be added.

Defining Roles andAssigning Responsibilities

The final phase in designing the implementa-tion process is to define roles and assign respon-sibilities for various aspects of instructional tele-communications at both the district and buildinglevels. The district plan puts into place technol-

ogies and instructional practices that are long-term additions, so it is important to identify theroles staff members will play and assign respon-sibilities for tl-: long -term operation of each as-pect of the plan. These long-term responsibili-ties exist at both the district and building levels.

At. the district level, one of the most impor-tant roles is that of districtwide coordinator forall ongoing instructional telecommunications ef-forts. The staff member who shoulders thisresponsibility must make sure all aspects of theplan are carried out as intended at the districtand building levels. Some logical choices ofexisting personnel to carry out these importantduties are the district administrator, assistantdistrict administrator, director of curriculumand instruction, district library media special-ist, district technology coordinator, district dis-tance learning coordinator, or the district plansteering committee.

Another important responsibility is dealingwith the ongoing coordination of selecting, pur-chasing, installing, and providing technical sup-port and maintenance services for the new in-structional technologies. The staff member whofills this role will coordinate all aspects of thetechnological part of the plan at the district andbuilding levels. Logical candidates are the dis-trict library media director, district technologycoordinator, district distance learning coordina-tor, district computer coordinator, or other dis-trict-level administrator or group.

A third responsibility is coordinating the on-going staff development programs that orientand train personnel to integrate instructionaltelecommunications into their classrooms. Thisincludes the creation and possible modificationof the district program that trains and supportsstaff members as they adopt the technologiesand infuse them into their classrooms. Becausestaff development will be ongoing and will reachinto every school building in the district, thisprogram might best be assigned to a committee.Nonetheless, personnel who might be consideredto fill this role include the director of curriculumand instruction, the director of staff develop-

ment, the district library media director, thedistrict distance learning coordinator, or someother district-level administrator or group.

The same three basic sets of responsibilitiesapply at the school-building level. For instance,staff members who might act as the ongoingbuilding coordinator for all instructional tele-communications efforts are the principal, assis-tant principal, library media specialist, comput-er coordinator, distance learning coordinator,or other technology specialist or interested indi-vidual.

Among staff members who might handle pur-chasing, installation, and technical support forthe technologies in the building are the assis-tant principal, library media specialist, comput-er coordinator, distance learning coordinator,or otlner technology specialist or interested indi-vidual. Personnel who might be assigned tocoordinate or provide the ongoing inservice pro-grams in the building include the principal,assistant principal, library media specialist,computer coordinator, distance learning coordi-nator, guidance counselor, building inservicecommittee, or other interested individual.

There are many additional responsibilitiesfor instructional telecommunications programsthat must be assigned to various staff members.For instance, someone must be named to handleacademic records, grades, and absences fromdistance learning classes. A decision must alsobe made about who will coordinate selection,scheduling, and registration for student cours-es, staff development, and special events.

ReferencesAnderson, M. Elaine. A Guide to Curriculum

Planning in Computer Education. Madison:Wisconsin Department of Public Instruction,1987.

Batey, Anne, and Richard N. Cowell. DistanceEducation: An Overview. Portland, OR:Northwest Regional Educational Laborato-ry, Nov. 1986.

r. 71

er

Evaluation of theDistrict Plan and

Implementation Process

This phase of the planning and implementa-tion process for integrating instructional tele-communications into the K-12 curriculum en-ables implementation teams to periodicallymeasure progress toward the establishment, op-eration, and effectiveness of the plan elements.It also helps them determine how successfullythe technologies have been integrated into thecurriculum and how effective they are in help-ing students learn the course content. Evalua-

El Figure 24

tion practices in this phase even assess how wellstudents are being taught the skills they need touse the technologies.

Evaluation should occur from the very begin-ning, and all parts of the implementation planshould be designed to be easily evaluated. Eval-uation also should be ongoing. Evaluation re-sults will help in deciding how to revise the planand will provide appropriate information on thesuccess of planning and implementation activi-ties.

Planning ProcessThis diagram summarizes a suggested planning process for integrating instructional telecommunica-tions into the K-12 curriculum.

Modifying the DistrictPlan and ProgramOverviewPlanning for changeAnalyzing/interpretingprogram evaluationsSetting prioritiesImplementing changeEvaluating impact

District PlanPlanning processPhilosophy and rationaleCurriculum integrationFacilities/resourcesBudget considerations

Staff, administrationboard review,and s .pport

Evaluating theDistrict ProgramOverviewEvaluation checklist

Implementingthe District Program

Staff developmentProgram/hardwareselection, acquisition,and management

Source: Anderson, M. Elaine. A Guide to Curriculum Planning in Computer Education. Madison: Wisconsin Departmentof

Public Instruction, 1987, p. 14.

73

81

Several things should be considered whendesigning a strategy for evaluating the imple-mentation process. First, key participants inimplementing the plan should be involved indeveloping the evaluation procedure. Thisgroup should include representatives of staff,students, and the community. Then a rationaleshould be established to explain the purpose ofthe evaluation and how the results will be used.It should also identify who will receive the eval-uation information.

Three kinds of evaluation should be conduct-ed. The overall implementation process itselfshould be analyzed, using both formative andsummative evaluation techniques. Thereshould also be an evaluation of how well staffhave adopted and utilized instructional tech-nologies and techniques in the classroom. Thethird area to be evaluated is the level of studentlearning that has occurred once these technolo-gies and techniques have been put into place.

Evaluation, of theImplementation Process

The implementation of the instructional tele-communications plan must be evaluated in twodifferent ways. Formative evaluation looks atwhat progress has been made on the districtplan while implementation is going on. Thechecklist in appendix F will help districts con-duct this formative evaluation because it de-scribes all of the steps and activities involved increating and implementing the district plan.Not all of the activities identified in this check-list will have been included in every district'simplementation plan. However, it is still auseful tool with which to evaluate implementa-tion. Formative evaluation functions much as aflow chart does. It checks, for instance, wheth-er a specific activity has been undertaken or aspecific technology has been installed by thedate dictated by the implementation process.

The second method that can be used to assessthe implementation process is summative eval-uation. This final evaluation of the implemen-tation process takes place at the end of a projectcycle. As outlined in step four of the needsassessment process in chapter 6, several typesof timelines are set by the steering committee.Some are to meet periodic reporting deadlines,while others are to conform to predictable sched-

74

ules such as annual and biennial budget cycles.Some of the predictable timelines could coverone-, three-, or five-year periods of implementa-tion.

Suminative evaluations typically look at thelevel of attainment at the end of each of thesecycles and identify reasons why parts of the planwere not completed. Modification of the imple-mentation plan is generally based on these kindsof evaluations, because they can summarize thedegree of success or failure of a project at aparticular point in time.

Evaluation ofStaff Utilization

The second area to be evaluated is the extentto which staff are adapting curricula and usingnew technologies and instructional techniquesin the classroom. Such an evaluation shouldreview behavioral changes staff have made inorder to deliver and manage instruction withnew technologies and the ways course content ordaily lesson plans are being altered to accommo-date technological support. The instructionaltelecommunications plan is designed solely tomeet the instructional needs of students and toprovide staff with the tools to accomplish thisobjective. Thus, it is important to monitor theprocess of instructional content development.Districts must also assess test results to find outif new technologies are making a difference inthe amount of information students learn andthe number of skills they acquire.

Appendix E will help in evaluating staff utili-zation and conversion of course content to atechnology-based delivery system. It details thebasic requirements for preparing materials andpresenting them over instructional television.These basic guidelines can be applied to contentand basic delivery methods on, essentially, anyinstructional telecommunications technology.The specifics need only to be adjusted to matchthe particular characteristics of a given technol-ogy.

A variety of approaches can be used to gatherinformation on staff utilization. Surveys andinterviews with staff and students can evaluatelevels of use as well as levels of satisfaction ordissatisfaction with the technologies and class-room teaching techniques. Questionnaires filledout by students, staff, and community members

8 ')

can measure how much understanding and sup-port there is for the instructional telecommuni-cations plan and the learning opportunities ithas introduced into the school district. In addi-tion, on-site observations by educators and tech-nical experts in participating schools can helpassess actual utilization at the learning sites.

A more time-consuming evaluation can bemade by conducting an in-depth case study ofone or more classrooms, departments, or schoolbuildings in the district. This case study meth-od, also known as an ethnographic approach,can require several months or even an entireschool year to complete. It entails observing,recording, and reporting how a classroom, con-tent area, or school building adopts, integrates,and expands its use of instructional telecommu-nications technologies. This method not onlylooks at the activities undertaken, but also theschool building, classroom, and learning envi-ronments in which they take place.

Evaluation ofWhat Is Learned

It is also necessary to evaluate the knowl-edge, skills, and attitudes learners have ac-quired as a result of the introduction of new

technology into the instructional program. Whatstudents are learning will be evaluated throughongoing testing in the classroom and the dis-trict, including possible participation in state-wide mandatory testing programs or high schoolequivalency diploma examinations.

Again, a variety of approaches should be usedto gather the evaluation information. They caninclude surveys and questionnaires to check lev-els of satisfaction or dissatisfaction of studentEwho are learning with the aid of these newtechnologies. Or, educators and technical ex-perts in the participating schools can conducton-site observations of student interaction withthese technologies.

ReferencesAnderson, M. Elaine. A Guide to Curriculum

Planning in Computer Education. Madison:Wisconsin Department of Public Instruction,1987.

83 75

'11

Modification of theDistrict Plan and

Implementation Process

The fourth and final phase of the school dis-trict's effort to acquire and use instructionaltelecommunications effectively is modificationof the district plan and implementation process.In the first, or planning phase, the path of thedistrict's instructional telecommunications planwas defined and information was gathered toguide the high-tech journey to its end.

The second phase was the actual implemen-tation of the instructional telecommunications

IN Figure 25

plan. The implementation phase took into con-sideration the assessments of the district in-structional and technological needs that weredone in the planning stage. This second phasemoved the plan off paper and into the realm ofreality.

The third phase evaluated progress towardrealization of the district plan and measuredsuccess in implementing the plan. It also gavedistrict officials indications of areas in whichefforts might have to be increased or chanced.

I Planning ProcessThis diagram summarizes a suggested planning process for integrating instructional telecommunica-tions into the K-12 curriculum.

Modifying the DistrictPlan and ProgramOverviewPlanning for change

AnalyzinWinterpretingprogram evaluationsSetting prioritiesImplementing changeEvaluating impact

District PlanPlanning processPhilosophy and rationaleCurriculum integrationFacilities/resourcesBudget considerations

Staff, administrationboard review,and support

Evaluating theDistrict ProgramOverviewEvaluation checklist

Implementingthe District Program

Staff development

Program/hardwareselection, acquisition,and management

Source: Anderson, M. Elaine. A Guide to Curriculum Planning in Computer Education. Madison: Wisconsin Department ofPublic Instruction, 1987, p. 14.

77

84

Phase four is the formal process ofmodifyingthe plan to better reflect the realities encoun-tered in the implementation phase. The basiccomponents for phase four include

the plan;the short-, medium-, and long-term timelines;

andthe implementation evaluation data.

Reasons to Modify the PlanModification of the district plan can occurfor

many reasons. New and emerging technologiesthat can better address the instructional needsof the district may become available. Outsidebudget constraints could suddenly render partsof the plan unaffordable. New legislative man-dates could be imposed upon a district or newinstructional needs could be identified. Butmore likely, modification of the district planwill take place when the evaluation data indi-cate there is a need to redirect or alter a partic-ular part of the plan or even the plan as a whole.

As pointed out in chapter 8, evaluation of theplan gives implementation teams periodic mea-surements of the establishment, operation, andeffectiveness of the plan's elements. This as-sessment may indicate that certain parts of theplan were not thought through carefully or thatsome parts have not been implemented, per-haps because hardware has not been installedor timelines have not been met. The problemcould be that teachers were having difficultyadapting the new technology, or technologies,to their teaching styles. Or maybe the stud "ntswere not learning the instructional content aswell as had been predicted during the planningstage.

Reconsideration and possible revision of theplan should occur annually to keep the imple-mentation process on tracka track that ismeant to be cost-efficient for the district andinstructionally effective for students and staff.The annual review of the implementation planshould be coordinated by the steering commit-tee. The evaluation checklist in appendix F canbe used to match actual implementation out-comes with those anticipated in the plan.

Priorities for ChangeAn effort should also be made to establish

priorities for change based on these compari-

78

sons. These priorities could address problemsidentified in the evaluation phase, such aschanges in the facilities that house the technol-ogies, hardware and software purchases, staffdevelopment and staff support programs, equityand access policies, budget cycles and levels,curriculum integration needs, and other con-cerns.

It is important to remember ',hat it is not aneasy task to modify a plan that is already par-tially or fully operational. Implementation ofany major project will take a lot of time andcannot be done all at once. Modifications mustnot disrupt the ongoing implementation andmust mesh with parts of the plan already inplace. Also, the modifications must not interferewith parts of the plan that will be put intooperation in later phases to meet timelines thathave already been established.

Finally, the review should result in a revisedimplementation plan and schedule, with thesteering committee having the responsibility forfacilitating the recommended changes. Thesteering committee must also evaluate the im-pact of the revised implementation plan andmodify the evaluation checklist to reflect newcomponents of the plan. It is particularly impor-tant that the steering committee continue tocommunicate to students, staff, and the commu-nity the nature of any modifications being made.The steering committee must fully explain whythe changes need to be made, the costs involved,and the expected impact they will have on thedistrict.

Because change is always a difficult processto experience and manage, the steering commit-tee should keep in mind these principles of man-aging change.

It is easier to change things than peopleschedules must be realistic.

Those making the changes must have thecourage of their convictions. This does not implyrigidity, because adaptability may be critical,but it does imply a clear sense of purpose.

A sound base of objective data must be thefoundation for initial planning. After these datahave been taken into account, diversity ofthought can be encouraged.

The strong, early involvement of all thosewho will be key participants in effecting changemust be sought. It is essential to secure theunderstanding and commitment of key partici-pants, and to gain their insights.

Potential roadblocks must be anticipated inorder to minimize surprises.

The human, financial, and physical resourcesrequired must be estimated, and planners mustdetermine whether the cost is affordable.

Effective channels of communication must beestablished.

Timing can be critical. Planners should try todetermine if there is a "natural" time to intro-duce the new telecommunications technologiesinto the curriculum.

Change should be scheduled in measurable,comfortable stages. Trying to do too much toosoon can be counterproductive. (Anderson, 1987,p. 64)

ReferencesAnderson, M. Elaine. A Guide to Curriculum

Planning in Computer Education. Madison:Wisconsin Department of Public Instruction,1987, p. 64.

8G79

Appendixes

A. Instructional Telecommunications andOther State and Regional Agencies

B. Online Services and Networks

C. Sources of Cable TV and Satellite Programming

D. Reaching and Teaching through Interactive Television

E. Instructional Telecommunications TechnologiesAssessment Instrument

F. Instructional Telecommunications Planand Implementation Process Checklist

G. Glossary of Terms

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III Appendix A

Instructional Telecommunications andOther State and Regional Agencies

Many state and regional agencies and coun-cils provide leadership and coordination of in-structional telecommunications activities inWisconsin. This appendix briefly explains theroles they play in this area of education and howthey work cooperatively to achieve their com-mon goals. It also discusses some of the instruc-tional telecommunications opportunities theymake available to Wisconsin schools.

Department of Public InstructionIn the Department of Public Instruction

(DPI) the Bureau for Instructional Media andTechnology (BIMT) has primary responsibilityfor instructional telecommunications. The bu-reau represents the DPI on such groups as theDistance Education Technology Initiative Coun-cil (DETIC) of the Wisconsin Educational Com-munications Board (WECB). It also providesstaff support for DPI and interagency telecom-munications projects. A consultant in the BIMThelps state schools expand their effective use ofinstructional telecommunications in Wisconsin.This consultant works with directors of regionaleducational telecommunications areas (RETAs)and maintains a close relationship with WECBstaff, the University of Wisconsin (UW) SystemMedia Council, and the Wisconsin TechnicalCollege System (WTCS) Media Consortium. Theinstructional telecommunications consultantalso helps cooperative educational service agen-cies (CESAs) and school districts plan their useof instructional technologies.

The BIMT lends staff support to the StateSuperintendent of Public Instruction's Councilon Instructional Telecommunications (CIT).The superintendent appoints 15 council mem-bersone from each of the 12 CESA areas, twofrom private education, and one from the groupof RETA directors. Members are selected froma broad range of K-12 educators and includeadministrators, teachers, media directors, prin-cipals, and directors of instruction. In Novem-ber 1987 the council began an examination ofdistance education in K-12 schools in Wiscon-sin. Its final report was titled Distance Educa-

82

tion for Elementary and Secondary Schools inWisconsin, and one of its recommendationsstressed the need to ensure that K-12 schools inWisconsin had universal access to distance edu-cation technologies.

DPI, in partnership with the WECB, is amember of the Satellite Educational ResourcesConsortium (SERC). This consortium of 24states was formed in 1988. It pools the exper-tise and resources of state departments of edu-cation, state broadcast networks, local schooldistricts, individual public broadcasting sta-tions, and institutions of higher education.SERC offers live and interactive student cours-es, curriculum enrichment programs, profes-sional development workshops, and graduateschool credits for school personnel.

Wisconsin EducationalCommunications Board

The WECB makes policy decisions for statepublic radio and television stations. It alsoworks with state schools to ensure that educa-tional programs on public stations meet theinterests and needs of all Wisconsin residents.The WECB also helps state educational institu-tions to cooperatively acquire, develop, and useinstructional programs, technologies, and ser-vices. The 16 members of the WECB include thegovernor, four state legislators, and representa-tives of state, local, and private schools.

Wisconsin has a public television system tiiatserves all parts of the state. Public televisioncarries extensive educational programming dur-ing the school day, offering more than 125 in-structional television (ITV) programs for K-12students. There are also three major inEtruc-tional series on Subsidiary CommunicationsAuthorization (SCA) radio, also kn;:wn as theSchool Radio Service.

Public television also airs approximately 15university and adult education courses eachsemester. The WECB and DPI offer studentcourses over the SERC network and produceK-12 professional development teleworkshopsand graduate level courses for this satellite

system. The WECB has coordinated the studyand design of a proposed statewide telecommu-nications infrastructure and helped providefunding for various distance learning projectsin Wisconsin.

Distance Education TechnologyInitiative Committee

The DETIC was originally formed to advisethe WECB on the Wisconsin Distance Educa-tion Rchnology Study. This report was pre-pared for the board in 1993 by Evans Associ-ates, a Madison, Wisconsin, consulting firm.DETIC's members represent the DPI, Depart-ment of Administration (DOA), WTCS, UW Sys-tem and UW-Extension, private higher educa-tion, and CESA districts. DETIC also counselsthe WECB regarding technology services theboard provides to its various constituencies andon development of a distance education net-work for Wisconsin.

Department of AdministrationThe WisConsin DOA and its Bureau for Tech-

nology and Management (BITM) have workedjointly with DETIC and other state groups todesign a statewide telecommunications infra-structure for state agencies. This network willmake it easier for state agencies to share elec-tronic information, whether in the form of voice,video, or data. It will probably be transmittedon the existing State Telephone System (STS).BITM also cooperates on other state telecom-munications projects.

ITFS User GroupsIn order to be effective, Instructional Televi-

sion Fixed Service (ITFS) programming mustbe carefully selected to meet the educational,inservice, and training needs of schools eachITFS system serves. The instructional materialmust also be transmitted at times when teach-ers, students, and others can receive it. Thebodies that govern these decisions are the ITFSUser Groups.

In 1994, there were approximately 20 ITFSsystems operating in Wisconsin. Each system isshared by the school districts and UW Systemand WTCS campuses located in its signal area.ITFS systems also provide instructional pro-gramming to business constituents. Usergroups include representatives from every enti-ty that employs the ITFS system to transmit or

receive programming. The duties of the ITFSUser Groups are to

identify and assess the specific educationalneeds of every group they should serve;

recommend suitable programming, identifyprogram providers, and cooperate to secure anddevelop programming fc ITFS;

establish a program scnedule for each chan-nel; and

help educate individual communities aboutthe system's availability and potential.

User groups meet before the start of eachsemester to finalize programming schedules.Members consider requests for use of each ITFSchannel and resolve program conflicts. Usergroups also make decisions about operationalcosts and purchases of live or taped programs.

Regional EducationalTelecommunication Areas

RETAs are more formally known as regionalservice units (RSUs). RETAs help educatorseffectively use ITV and SCA programming aswell as other distance learning resources. RE-TAs work with the WECB, the DPI telecommu-nications consultant, and local school districtson distance learning projects.

RETA staff cooperate with personnel fromlocal school districts and provide monthly news-letters and workshops for teachers and admin-istrators. In the workshops, school personnellearn how to integrate ITV series and otherinstructional telecommunications technologiesinto their curriculum. RETAs are fundedthrough membership contracts with local schooldistricts and nonpublic schools. RETA staffserve the state from six cooperative educationalservice agencies (CESAs). The CESA areasroughly cover the service areas of the state'spublic television stations.

Cooperative Educational Service Agen-cies. Through the years, CESAs have played avariety of roles in instructional telecommunica-tions. They house the RETAs and act as theirfiscal agents. Each CESA also coordinates in-structional technology in its own area. Servicesthat CESAs provide school districts include

a regional library media center,a special education instructional media cen-

ter,instructional use of computers,instructional television (through RETAs),a regional technology lab, and

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support for other emerging instructionaltechnologies.

CESA Instructional Technology ServicesCouncil. One of the groups dealing with in-structional telecommunications at the CESAlevel is the CESA Instructional Technology Ser-vices Council (CITSC). It helps CESAs plan,promote, and support use of instructional tech-nologies in their service areas. CITSC membersare the instructional technology service coordi-nators for each CESA. The council also facili-tates interagency cooperation by CESAs on in-structional telecommunications issues at thestate level. The CITSC also helps sponsor andconduct statewide technology conferences,guides CESAs in purchasing videotapes andsoftware, and develops statewide technology-related initiatives with the DPI and other stateagencies and organizations.

State Board o: the WisconsinTechnical College System

The WTCS has played an active role in ex-panding instructional telecommunications inWisconsin. More than 6,000 students in Wis-consin have completed adult study courses thatWTCS has delivered through various technolo-gies. Members of the system's Med a Consor-tium represent each of its 16 districts and meetregularly to plan for instructional telecommu-nications activities at various campuses.

WTCS Media ConsortiumThe Media Consortium gives WTCS campus-

es a forum to share information and expertiseon instructional telecommunications technolo-gies. It also facilitates cooperation amongWTCS districts.

The consortium works with district and stateoffice representatives to

acquire commercially produced instruction,develop and/or produce media-based instruc-

tional materials and courses that meet commoninstructional needs,

promote interdistrict sharing and use of me-dia-based materials and alternative learningcurriculum materials,

cooperatively schedule and promote tele-courses for the state educational television net-work and other statewide distribution systems,

facilitate cooperation among districts in jointventures to produce and/or receive satellite pro-gramming and conferences,

84

identify additional areas of cooperation toincrease the ability of the WTCS to offer ex-panded alternative learning opportunities,

investigate and make recommendations onpotential applications of new and developingcommunication technologies, equipment, andalternative delivery modes, and

maintain ongoing WTCS communication andcooperation with the UW System, DPI, WECB,and other organizations on application of alter-native learning systems.

WisConLink. WTCS is particularly active insatellite-delivered teleconferences. All 16WTCS districts began installing satellite recep-tion equipment in 1983, and satellite instruc-tion has proven to be a valuable resource. Theamount of programming available, its subjectmatter, and the number of producers have allincreased tremendously since 1983. WisCon-Link is the outgrowth of the increase in sucheducational opportunities.

The WTCS Satellite Cooperative was formedin 1986 to coordinate consortial licensing ofprograms and to provide districts with completeand consistent information on this type of in-struction. In 1989-90 the name of the organiza-tion was changed to WisConLink.

WisConLink keeps districts informed of sat-ellite offerings through a monthly newsletter,program listings, and an electronic bulletinboard. It also negotiates group pricing on sitelicenses, handles invoices and billings betweendistricts and originators of programming, andserves as the liaison between districts and videoconference producers and sponsors.

Wisconsin Foundation for the WisconsinTechnical College System. The WisconsinFoundation for the WTCS is a private, nonprofitcorporation established in 1977 to receive gifts,grants, and bequests on behalf of the system.The foundation's video division is involved inthe acquisition, development, production, anddistribution of video-based instructional mate-rials. The video division's current projects in-clude interactive videodisc basic math, algebra,and electronics.

University of Wisconsin SystemThe UW System has most likely been using

instructional telecommunications technologiesto reach students in Wisconsin longer than anyother state educational institution. It startedone of the first public radio stations in the

0

nation and has conducted educational programsusing it since the 1930s. The UW Board ofRegents also holds the license for one of thestate's public television stations. In addition,the UW System houses WiscNet, which pro-vides access to Internet and its international,high-speed data and telecommunications ser-vices.

WiscNet. WiscNet, a nonprofit association cre-ated by the UW System, gives higher educationinstitutions in Wisconsin access to national andinternational computer networks. It is a majorgateway to Internet, the worldwide telecommu-nications network. The statewide network in-cludes data communications circuits linking in-dividual sites. It also has a management andsupport structure to ensure its continued oper-ation and growth. WiscNet began operation inJanuary 1991. For information on how thisnetwork relates to K-12 schools, call(608) 266-1965.

Educational Media Council. The roots of theUW System's Educational Media Council (EMC)can be traced to the Joint Staff Committee onEducational Television, created in 1961 by theCoordinating Committee or. Higher Education(CCHE). In the 1960s, CCHE was responsiblefor merging the state's two postsecondary edu-cation systems into the current UW System.EMC members are chosen from the two publicsystems of higher education that operated priorto the merger. The council's purpose is to devel-op a coordinated state plan for educational tele-vision to enable Wisconsin to qualify for federalfunds.

The EMC meets approximately four times ayear. It considers a wide range of issues, includ-ing copyright legislation and its implications,lusic licensing, inservice' training for staff

members, computer-assisted instruction, statepurchasing contracts, and relatio- ships withthe DOA.

Council members represent various disci-plines and have experience in many areas, in-cluding radio and television production, writinggrant proposals, cable television issues, andadministering media systems. The council helpsindividual campuses secure grants for projectsinvolving media and outreach, produce mediasoftware, and structure inservice training pro-grams on instructional technologies. The EMCalso offers members advice on technologies suchas broadcast television, cable television, fiberoptics, or TTFS.

University of Wisconsin-Extension

The UW-Extension provides university out-reach. In the mid-1960s, at a time when suchan idea was unique, the UW-Extension devel-oped the Educational Teleconference Network(ETN), a teleconference system. The networkand its companion service, WisLine, are used bymany state educational institutions and a vari-ety of state agencies.

The UW-Extension also created WisView, anaudiographics instructional telecommunica-tions system that combines audio teleconferenc-ing with a computer-based display of charts,text, and color pictures. The extension alsoprovides an electronic bulletin board servicewith discussion forums, information sets, anddatabases on a variety of topics, including alisting of activities in the state from WisCon-Link.

The Educational Teleconference Network(ETN) is a dedicated audio network. It is oper-ated by the UW-Extension's Instructional Com-munications Systems (ICS) and links approxi-mately 200 sites throughout the state, includingUW System two- and four-year campuses, hos-pitals, and libraries. ETN each year offers morethan 300 full-credit and continuing educationcourses. It also provides public service pro-grams and allows its facilities to be used forteleconferences. For information call(608) 262-4342.

WisLine, the second teleconference systemmanaged by ICS, can link one site with up to 67other locations anywhere ir_ the world. ETN isa fixed system connected by dedicated telephonelines, so only people who are at those sites canuse it. WisLine, on the other hand, is a dial-upteleconference system available to any partywith access to a telephone. Educational, gov-ernmental, and nonprofit groups use WisLinefor meetings, credit and noncredit courses, newsconferences, interviews, legal hearings, and oth-er purposes. For information call(608) 262-4342.

WisView is an audiographics system managedby ICS and available to all UW System campus-es that have audiographics equipment. Addi-tional Wisconsin or out-of-state sites, whetherin a school or another location, can be set up ona course-by-course basis. For information call(608) 262-4342.

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11 Appendix B

Online Services and Networks

Computer telecommunications offer schoolsa wide range of educational opportunities. Stu-dents who use computers equipped with mo-dems can exchang' messages or informationwith "pen pals," experts, and celebrities aroundthe world. Computers also help teachers stay intouch with each other, share information andexperiences, conduct research in online data-bases, and download software. Online servicescan provide activities to enhance classroom in-struction in a specific curriculum or subjectarea, or help students obtain information ontopics of interest.

This list is selective and is not intended to bean exhaustive directory of online services foreducators. The first part of this appendix dealswith national online services and networks andthe second part with those made available bystate agencies. Telephone numbers listed inthis appendix are for voice communications un-less otherwise noted (in some cases the num-bers are for direct computer access). Unlessother specifications are given, the communica-tions parameters for modem settings are 8 databits, 1 stop bit, and no parity.

National OnlineServices and Networks

Of the services in this section, the followinghave active global classroom components:AT&T Learning Network; DataTimes; GEM-NET; GTE Education Network; InteractiveCommunication Simulations (ICS); NationalGeographic Kids Network; Pals across theWorld; and XPRESS XChange.

Accu-Weather. Weather forecasts can bedownloaded to a computer directly from Accu-Weather. The service provides access to meteo-rological, hydrological, and geophysical datafrom around the world. "Accu-Weather Fore-caster" (for MS-DOS and Macintosh computers)and "Accu-Access" (for MS-DOS) are optionalsoftware packages that connect to the systemand graphically display selected data in chartsand maps. (814) 234-9601, ext. 400

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ADVOCNET. Operated by the National Cen-ter for Research in Vocational Education inBerkeley, California, this electronic mail(e-mail) and information network is for educa-tors in vocational and technical fields.(510) 642-4004

Ag Ed Network. Designed for teachers ingeneral but with a focus on agriculture, thissource contains .1,300 ready-to-use teachingunits covering various areas of agribusiness.Topics include production, horticulture, biotech-nology, marketing, and agriculture accounting.This network features nine state curricula, aweekly news summary with quizzes, and two-way e-mail. (414) 283-4454

ALANET. The American Library Association'se-mail network provides gateways to informa-tion services and resources for libraries, nation-al e-mail services, and U.S. information provid-ers. (800) 545-2433

America Online. Formerly known as Ap-plelink-The Personal Edition, this service isdesigned for Apple II and Macintosh comput-ers. The system is accessed with custom inter-face software and includes hardware and soft-ware libraries, news articles, financialinformation, and an online encyclopedia. ItsLearning Center section offers databases andother resources that can be useful for educators.America Online also provides access to the In-ternet. (800) 827-6364

AT&T Learning Network enables schoolsaround the country and globally to share infor-mation and collaborate on classroom projectsvia the AT&T Mail Network. AT&T LearningNetwork offers a structured approach to inte-grating telecommunications into the classroom.It provides a curriculum guide, communica-tions software, and technical support.(800) 367-7225, ext. 4158

BRS. Like DIALOG, Bibliographic RetrievalServices (BRS) is one of the giants in the data-base industry. BRS provides access to hun-

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dreds of databases, many of them pertinent tothe information needs of schools. (800) 955-0906or (703) 442-0900

Classmate (part of DIALOG) introduces stu-dents from elementary school through graduateschool to online information retrieval. Its sim-plified command language, or menu, providesaccess to 85 general interest databases on full-text news and magazine stories, general sci-ence, social studies, and the humanities. Cur-riculum materials include workbooks, teacherguides, transparencies, suggested readings, lec-ture notes, and a video. (800) 334-2564

Cleveland Free-Net is a free, open-access com-munity computer system operated by CaseWestern Reserve University in Cleveland, Ohio.This bulletin board system (bbs) features freeworldwide e-mail and offers information data-bases and forums on health, education, technol-ogy, government, arts, recreation, and law. Thenumber for computer communications is(216) 368-3888.

CompuServe is a popular network coveringnearly 500 topics and offering services such ase-mail, conferencing, computer forums, andgames. It also serves as a gateway to otherdatabase systems such as DIALOG and BRS.CompuServe includes 20 sources of informationrelating to schools or education. (800) 848-8199

Data Times is a full-text database of local, re-gional, national, and international newspapersand news sources. It also provides a gateway tothe Dow Jones News/Retrieval service. Re-duced rates for schools are available.(405) 751-6400

Delphi. An affordable information service, Del-phi has many of the same features as Com-puServe, including e-mail, conferencing, shop-ping, special interest groups, news, games, anencyclopedia, and gateway access to DIALOG.(800) 544-4005

DIALOG. A leading database provider in theonline information industry, DIALOG has morethan 400 databases, including several dozen ofspecific interest to schools. DIALOG also pro-vides access to a subset of its offerings throughClassmate, a service discussed previously inthis section that is available to schools at re-duced rates. (800) 334-2564

ED Board. The U.S. Department of Educationuses ED Board to provide grant and ontractinformation to the public. Registration is notrequired and the only charges are for telephonecalls. The computer number is (202) 260-9950(set modem at 8,1,N), or more information canbe obtained by calling (202) 708-7811 (voice).

EdLINC is a free online service for profession-als in resource, media, information, library, andservice centers. It includes a database of cur-rent information on instructional materials andschool products. (614) 793-0021

Equity Net. Developed by the Programs forEducational Opportunity at the University ofMichigan, Equity Net provides access to a rangeof up-to-date information about equity and edu-cation. It focuses on teaching students of differ-ent races, genders, and national origins.(313) 763-9910

FrEdMail Network. This is a network ofelectronic bulletin board systems (bbs) frommore than 60 schools across the nation that areused for a variety of purposes, including teacherforums, student activities, and collaborativeprojects. "Kids 2 Kids" is a popular writingproject. FrEdMail bulletin boards are a goodway to communicate with other schools aroundthe country and the world. More information orthe software needed to set up a FrEdMail sys-tem is available from. Computer-Using Educa-tors, P.O. Box 2087, Menlo Park, CA 94026;(619) 475-4852.

GEMNET. Coordinated by Global EducationMotivators, Inc., GEMNET is a computer com-munication and information network that pro-vides e-mail and databases for worldwide com-munication. Some of its features are UnitedNations information, including news releases,resolutions, speeches, and issue summaries; a"World Countries Database"; and e-mail andvideocassette exchanges among schools aroundthe world. (215) 248-1150

GEiuie. General Electric's low-cost alternativeto CompuServe has a wide selection of services,including an online encyclopedia, news from 11news agencies, games, USA Today online, andan education roundtable. (800) 638-9636

Global Lab provides international, environ-mentally based projects to improve science edu-

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cation in several countries. The lab runs on theEcoNet network. There are sign-up costs,monthly fees, and hourly telephone charges.(617) 547-0430

GTE Education Network. GTE offers infor-mation services and online activities to educa-tors. Included are databases for education in-formation, Special Net (described below), YouthNews Service; CNN Newsroom, and e-mail.(800) 927-3000

Interactive Communication Simulations(ICS) enables students in the United Statesand throughout the world to use computer con-ferencing in a variety of instructional exercises.Topics include a role-playing simulation of the"Arab-Israeli Conflict" and an interdisciplinaryexercise called "Earth Odyssey." (313) 763-6716

Lab Net is a network funded by the NationalScience Foundation to enhance science teach-ing. It promotes interaction and support forexperimental, collaborative, and project-basedinstruction. Lab Net services include e-mail, abbs, conferencing, and online databases. It alsoprovides access to working scientists.(617) 547-0430

LEXIS/NEXIS. Although targeted mainly forlaw offices and law schools, this service is one ofthe best available sources of full-text legal infor-mation. NEXIS contains hundreds of newspa-pers, magazines, and other information data-bases in full-text format. (800) 227-4908

Mac Net and PC/MacNet are offered by Con-nect Inc., an information network that providesuser forums (including several for educators),software libraries, e-mail, newswire services,stock quotations, and other features. Mac Netserves Macintosh systems, while PC/MacNet isfor MS-DOS computers. (800) 262-2638

MCI Mail is one of the world's largest e-mailservices. (800) 444-6245.

NASA Space link is an informational servicefor students and teachers from the EducationalAffairs Department of the National Aeronauticsand Space Administration (NASA). It providesNASA news, shuttle flight activities, workshops,listings of educational programs, classroom ma-terials (including lesson plans, graphics, andcomputer programs), and many other services.

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It is free except for telephone charges. Thenumber for computer communications is(205) 895-0028

National Distance Learning Center Data-base System is a free electronic informationsource listing nationally available distancelearning courses, materials, curriculum guides,and teacher and school staff inservice trainingmaterials. It covers K-12, adult, and highereducation offerings. This service is also a sourceof information and material on federal educa-tion programs. A comprehensive user guide canbe obtained by calling (502) 686-4556.

National Education Association. NEA op-erates a computer conference on America On-line, but its e-mail and information services arereserved for NEA members. The NEA Educa-tional Issues Database is a source of informa-Ion on selected education topics. A free soft-

ware package for NEA members can be obtainedby calling (800) 827-6364.

National Geographic Kids Network offerstelecommunications-based science curriculumfor grades 4 through 6 that enables students toconduct science experiments and to transmitresults to the National Geographic Society.Data is pooled and analyzed by National Geo-graphic scientists and the results are returnedto participants. Schools on the network cancommunicate with other schools nationally andglobally. Sample units include experiments onacid rain, weather, and water quality.(800) 368-2728

NewsNet provides access to the full text ofspecialized newsletters in a variety of fields,including education, electronics, and comput-ers. It also features news from the United PressInternational wire service. NewsNet's Academ-ic Instruction Program offers schools access atvery low rates. (800) 952-0122

OERI PC Board. The U.S. Education Depart-ment's Office of Education Research and Infor-mation has a toll-free, 24-hour bulletin boardwith statistical and demographic informationrelated to education. It also provides e-mail, filetransfer, a bbs, and topic forums. The numberfor computer communications is (202) 219-2053.

Pals across the World is an internationalwriting program linking more than 400 schools

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in over 15 countries. The program makes itpossible for students to exchange questions,answers, research, and creative writing with"sister schools" around the world. Its headquar-ters is in Sydney, Australia. +61-2-451-9022

Prodigy. A consumer-oriented informationservice marketed by IBM and Sears, Roebuckand Co., Prodigy provides news, access to ex-perts, data on health and finances, and manyother features. Prodigy uses graphics moreextensively than most other information servic-es. Originally for MS-DOS compatible comput-er and software, Prodigy now has software forMacintosh computers. (800) 776-3449

SATLINK Online. This bbs was develo - bythe Education Satellite Network (ESN', as 3.

service of the Missouri School Boards Associa-tion. It provides access to information regard-ing satellite-delivered programs and teleconfer-ences currently listed in Education SATLINK,which is ESN's monthly magazine and satelliteprogram guide. (800) 243-3376

SciBoard is a free bulletin board operated bythe University of Louisville, Kentucky. Avail-able to teachers, students, and the general pub-lic, it encourages participation in science andeducational activities. (502) 852-0864

SciLink. An international electronic confer-ence network, SciLink is designed specificallyfor members of the scientific and educationalcommunities. Activities include joint curricu-lum exchanges, development and delivery ofdistance education, joint research projects, cus-tom-designed conferencing, and special projects.(416) 922-7001

SpecialNet. GTE, in addition to its EducationNetwork, also offers SpecialNet, an informationservice established specifically for special edu-cation professionals. It includes e-mail servicesand access to dozens of informational bulletinboards concerning special education.(800) 927-3000

T.I.M.E. (Technology in Migrant Educa-tion) is a bulletin board in Little Rock, Arkan-sas, that supports the use of computers andcomputer telecommunications in migrant pro-grams. (800) 643-8258

The Weather Machine is another tele,:ommu-nications-based instructional program from the

National Geographic Society. To obtain currentweather data, schools need to purchase TheWeather Machine software (for Apple He or IIgscomputers) as well as to subscribe to this onlineservice. The software analyzes the informationand creates color graphic presentations.(800) 368-2'728

The WELL (Whole Earth Lectronic Link).This service is from the publishers of The WholeEarth Catalog. The WELL is a communicationsnetwork that provides conversational forumsand information on lifestyles, environmentalissues, technology, and other topics.(415) 332-4335

WHA Infotext is an easy-to-use, menu-driveninformation service produced by the UW Coop-erative Extension in Madison, Wisconsin.Among subject areas covered are "Home andGarden," "Commodity Markets," and the "Na-tional Weather Service." Weekly WisconsinPublic Television listings also are included. Ifno other bulletin board services are available,WHA Infotext is a good way to introduce stu-dents to computer telecommunications. Theservice is free except for long-distance telephonecharges outside the Madison area. The numberfor computer communications is (608) 263-2420.

Wilsonline. The Readers Guide to PeriodicalLiterature and more than a dozen other onlinedatabases are available from H.W. Wilson, apublisher of indexes for libraries. Reduced ratesare offered to schools. (800) 367-6770, ext. 2253

Wlnet. This is the Wisconsin component ofPSInet, a national bulletin board for math andscience educators. Participants can access da-tabases on state and national curricula, calen-dars, pro,, its, and organizations; conduct dis-cussions with cohorts on topical forums; accessfederal projects and personnel; and involve stu-dents in relevant projects. (608) 266-3319

The Internet

The Internet is a telecommunications net-work developed in the late 1960s by the U.S.Defense Department. It was designed to facili-tate quick transmission of data among research-ers in defense-related projects and to test fault-tolerant communications systems capable ofsurviving a nuclear attack. The Internet hasexpanded far beyond its original focus and to-

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day connects more than 12 million usersthrough 12,349 separate networks in 56 coun-tries. It operates on all continents, and thereare even two Internet sites at research stationsin Antarctica. It is estimated that half of the3,600 colleges and universities in the U.S. arelinked to this network.

The Internet provides a wide variety of ser-vices. Among the most popular are

an e-mail system,hundreds of electronic discussion groups,electronic files of information on a wide variety

of subjects, anda database of more than 350 library catalogs.The electronic discussion groups, often called

"discussion lists," are on topics ranging fromacupuncture to zymurgy (home brewing).Among other Internet resources are many sub-ject-related information files and databases, in-cluding federal publishing office documents.With network access, much of this informationis available at no additional cost.

WiscNet, a nonprofit state association dis-cussed later in this appendix, provides Wiscon-sin institutions of higher education a gatewayto the Internet. Kindergarten through twelfth-grade (K-12) schools can access WiscNetthrough a member institution, but fees are of-ten involved. Those interested should call thenearest University of Wisconsin System cam-pus or a private college for information on howto use WiscNet to access the Internet.

The following list provides information onhow to access different files in the Internetsystem for use in prekindergarten throughtwelfth-grade classrooms. It was compiled byJudi Harris, professor of curriculum and in-struction at the University of Texas at Austin.The list also is available on the Internet.

Name: AskERICAddress: ericir.syr.eduSubdirectory path:pub/Q&Apub/miniSearchespub/Digests_HelpSheetspub/LM_NETDescription: Archive of ERIC resources, in-cluding frequently asked questions, Silver Plat-er searches on selected topics, selected ERICdigests and help sheets, and archives of theLM_NET LISTSERV discussion list.

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Name: EdNET ArchiveAddress: nic.umass.eduSubdirectory path: pub/ednetDescription: Files that list LISTSERVs andUsenet news groups that relate to education(educatrs.lst and edusenet.gde).

Name: Garbo ArchiveAddress: garbo.uwasa.fiSubdirectory path:mac (for Macintosh software)pc (for MS-DOS software)windows (for MS-DOS machines with windows)Description: Contains shareware software forMacintosh and MS-DOS machines.

Name: History ArchiveAddress: ra.msstate.eduSubdirectory path: pub/docs.historyDescription: Contains documents that pertainto the study of history and other online historydatabases.

Name: JPL Education ArchiveAddress: pubinfo.jpl.nasa.govSubdirectory path: pubDescription: Contains archives of NASA edu-cational materials, outer space, .gif (graphicimage format) images, the Universe newsletter,and space mission fact sheets.

Name: NASA ArchiveAddress: ames.are.nans.govSubdirectory path: pub/SPACEDescription: Archives of NASA's Ames Labo-ratory with information and files on the spaceprogram. Also contains a large file of .gif pic-tures from the Voyager mission as well as thespace shuttle. Software for viewing the pic-tures is also available for many types of desktopcomputers.

Name: KYBER12 ArchiveAddress: byrd.mu.wvnet.eduSubdirectory path: pub/estepp/kyber-12Description: Archive of K-12 resources; re-trieve the file project.kyber-12 for a full descrip-tion of the online project.

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Name: Logo ArchiveAddress: cherupakha.media.mit.eduSubdirectory path: pubDescription: Contains archive of public-do-main Logo software, discussions, newsletters,sample programs, and so on.

Name: NCSA ArchiveAddress: ftp.ncsa.uiuc.eduSubdirectory path:education/education_resourcesDescription: Contains documents p-rtainingto the educational use of telecomputing tools,including Mosaic, Mosaic tool programs, andsample Mosaic pages.

Name: Project GutenbergAddress: mrcnext.cso.uiuc.eduSubdirectory path: etextDescription: Project Gutenberg is an organi-zation with the goal of preparing electroniceditions of more than 10,000 books by the year2001. All documents are available as text-onlyfiles, but many can be obtained in PostScriptformat. Contains children's books, histnricaldocuments, religious texts, and poetry.

Name: Science Education ArchiveAddress:ftp.bio.indiana.edu129.79.224.25Description: Contains files intended to assistscience teachers.

Name: "Teacher Contact" ListsAddress: ftp.vt.eduSubdirectory path: pub/k12Description: Contains periodically updatedlists of K-12 teachers with Internet access.

Name:Texas Center for Educational TechnologyAddress: tcet.unt.edSubdirectory path: pub/telecomputing-infoDescription: Contains documents and .gif pic-tures pertaining to the use of Internet-basedtools in K-12 education.

Name: Washington U. Public Domain ArchivesAddress: wuarchive. w ustl.eduDescription: Contains a large col',ection of free-ware and shareware for many types of comput-ers. Choose subdirectories according to the typeof software desired.

Name:Consortium for School Networking (CoSN)E-mail address: info@cosn.orgLzscription: CoSN is a membership organiza-tion formed to further development of promoteaccess to, and encourage use of telecommu.iica-tions in K.12 education.

Name: Internic Information Services (IIS)E-mail address: info.internic.netDescription: IIS collects, maintains, and dis-tributes information about the Internet andprovides assistance to networking end users.An Internet Resource Guide and other resourc-es can be obtained by sending e-mail toinfo@internic.net and typing in the body of themessage: Request: info, Topic: help.

Name: Electronic Frontier Foundation (EFF)E-mail address: eff@eff.orgDescription: EFF is a membership organiza-tion focusing on policy issues related to nationalnetworking. In the K-12 context, EFF concernsitself with policies for determining the resourc-es to which students will have electronic access.

Name:International Society for Technology in Educa-tion (ISTE)E-mail address: iste@uoregon.eduDescription: ISTE is an organization servingcomputer-using educators and is dedicated tothe improvement of education through the useand integration of technology. A special inter-est group for telecommunications (SIG/Tel) canbe joined by sending e-mail toschrumlm@splava.cc.plattsburgh.edu.

Name:Technical Education Research Centers (TERC)E-mail address: ken_mayer@terc.eduDescription: TERC researches, develops, anddisseminates innovative programs for educa-tors, with a special interest in curriculumprojects involving telecomputing.

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Name: Center for Children and TechnologyE-mail address: mhoney@.edu.orgDescription: The center investigates the rolesof technology in children's lives, both in theclassroom and in general, and the design anddevelopment of prototypical software that sup-ports engaged, active learning.

Name: The Best of K-12Address: tiesnet.ti es.k 12. mn.usSubdirectory path:best of K-12 Internet resourcesDescription: This gopher contains a large se-lection of educational resources for grades K-12,including news, guides, books, exchange infor-mation, and access to gophers and a bbs.

Name: Lesson PlansAddress: copernicus.bbn.comSubdirectory path:National School Network Testbed/Lesson Plansfrom UCSDDescription: This gopher contains sampleschool lesson plans that can be searched andviewed and is being used to test ways to make adatabase of lesson plans available electroni-cally.

Name: NYSERNetAddress: nysernet.orgDescription: This gopher is provided by theNew York State educational network and offersInternet-related resources to K-12 teacherswishing to use telecomputing tools for profes-sional development and instruction.

Name: Reading RoomAddress: info.umd.edn.Subdirectory path:educational resources/the reading roomDescription: This gopher contains a large col-lection of journals, newsletters, and texts aswell as access to other subject-related gophersat the University of Maryland.

Name: SchoolNetAddress: ern est. ccs. carlto n .caDescription: An educational networking ini-tiative of Canada, this gopher provides educa-tional information, discussions areas, and learn-ing tools to schools in Canada.

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Name: U.S. National K-12 GopherAddress: copernicus.bbn.comDescription: This gopher is a national researchand development resource in which schools,school districts, and community organizationscan experiment with applications that bringsignificant new educational benefits to teachersand students.

Wisconsin State AgencyServices and Networks

Wisconsin educators also have z ccess to sev-eral electronic bulletin boards and me comput-er network operated by various stx.e agencies.

WiseNet is a bulletin board service of the De-partment of Publ.., Inoi,ruction (DPI). DPI pro-vides a toll-free telephone number for access toDPI news bulletins and releases, a DPI staffdirectory, and a calendar of statewide educa-tional events. WiseNet also offers educationnews from national and state sources, alcoholand other drug abuse (AODA) and WisconsinClearinghouse information, special interestgroup bulletin boards, CESA meeting agendasand minutes, shareware programs, e-mail, andDPI reports and statistics.

School districts can use WiseNet to transmitannual reports and other data to the DPI or toimport documents, reports, and DPI-developedcomputer files from the DPI. This bulletinboard is free. Those wishing more informationmay call (608) 266-2529 or (608) 266-2022. Thetelephone number for computer contact is(800) 322-9374.

Learning Link Wisconsin is a bulletin boardservice operated by the Wisconsin EducationalCommunications Board (WECB). There are nocharges, but each online session is limited to 15minutes. An "800" number covers long-distancetelephone costs. A personal log-on code andpassword is needed to access Learning Link.

Many services are available for K-12 teach-ers. For instance, teachers who use the "What'sin the News" ,tries on public television canobtain advance program information and ateacher guide. Teachers can also get the DailyClassroom Guide for "CNN Newsroom:" a 15-minute news program geared for students ingrades 7 through 12. This commercial-free pro-gram is telecast daily on the CNN network andcan be videotaped. Teacher guides for these two

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current events programs can be downloadedonto disk or printed out.

Learning Link also features "CurriculumConnection," a database containing descriptionsof instructional programming broadcast by theWECB on Wisconsin Public Television. Sub-scribers can search the database to locate pro-grams to augment classroom instruction. OtherLearning Link features include e-mail, a groupof subscriber "Forums" with information on pro-fessional development opportunities, updatesand -11anges in Wisconsin Public Television pro-gramming schethiles, and discussion centers forexchanges of ideas on specific education topicsor issues. More information can be obtained bycalling (608) 264-9688.

UW-Extension Bulletin Board is a bulletinboard service linking educators at county UW-Extension offices, UW System and WTCS cam-puses, and K-12 school districts. UW-Extensionstaff in the Instructional Communications Sys-tems (ICS) and WISPLAN computing servicesjointly operate this service.

This bulletin board offers program data onlive and taped satellite video conferences fromaround the nation, e-mail services, Wisconsinsatellite downlink site data, UW-Extension sys-

tem news, and a subscriber discussion sectioncalled NOTES that has open discussion andbulletin areas. It also has one of the mostcomprehensive reports on national and statesatellite video conference providers and net-works. The list indicates if conferences are liveor taped, if they are new, and what Wisconsinsites host the programs. Subscribers also re-ceive a mailing list and a video confeiencingnews discussion. (608) 263-4342

WiscNet is a nonprofit association. It wascreated primarily to provide higher educationinstitutions in Wisconsin with access to nation-al data network resources. It also makes possi-ble data communications between higher edu-cation institutions. One of its key services isproviding access to the Internet.

WiscNet was formed in 1989 with the expec-tation of developing a National Science Founda-tion proposal for a statewide higher educationnetwork ;n Wisconsin. Charter members in-clude all UW campuses and eight private colleg-es and universities. The WiscNet board is try-ing to extend membership beyond institutionsof higher education. For more information,schools should contact the nearest UW Systemcampus or call (608) 266-1965.

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111 Appendix C

Sources of Cable TV and Satellite Programming

Cable Television Providers

Cable television carries a great deal of pro-gramming that can be used for educational pur-poses with elementary and secondary students.Today, in fact, cable television companies arebecoming active in providing educational ser-vices to kindergarten through twelfth-grade(K-12) schools. Cable in the Classroom is theindustry's public service initiative to enrich ed-ucation through commercial-free cable program-ming. Its members are major cable companiesand national cable programmers. They sharethe following goals:

increasing awareness of the wide range ofhigh-quality cable television educational pro-grams available without commercial interrup-tion;

providing curriculum-related support mate-rials, extending copyright clearances so prb-grams can be replayed on videotape, and help-ing teachers use cable programs in theclassroom; and

contributing free installation and free basiccable service to public and state-approved pri-vate and parochial junior and senior highschools.

Cable in the Classroom members each monthair approximately 500 hours of commercial-freeprcg,ramming. Local cable companies work withschools through workshops and support materi-al to encourage effective use of these shows inthe classroom. More information is availablefrom the Educator Hotline at (800) 743-5355.Or school personnel can write Cable in theClassroom, 1900 North Beauregard, Suite 108,Alexandria, VA 22311.

Cable Channels

Following are some of the cable channelsthat offer programming suitable for education.This list, however, is riot a definitive compila-tion of every channel or show that might beappropriate for classroom use.

A&E Classroom airs a one-hour program dailyfeaturing dramas, documentaries, and the per-

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forming arts. Shows are aimed at elementaryand secondary students. Each fall and springeducators can request "A&E Classroom" materi-al kits, which include five months of schedulinginformation, program descriptions, and studyguides featuring student activities for selectedprograms. This channel also sponsors the A&ENational Teacher Grant Competition, in whichteachers create innovative projects based onA&E programs. (212) 661-4500

Black Entertainment Television (BET) pro-duces "Teen Summit," a weekly show designedto enhance classroom learning and broaden stu-dent horizons. BET supports a national teacherrecognition program and student achievementcompetition. It offers a magazine called YSBthat provides support materials on teen issues.(800) 229-2388

CNN "Newsroom" is a 15-minute news pro-gram produced daily and shown every morningfor schools to view or tape. Each program re-views the day's top news and human intereststories. A second in-depth segment focuses onspecific topics, such as a global issue, interna-tional event, or scientific achievement. A teach-er's guide on how to use the material, as well asadditional news and information, is availablevia computer from XPRESS XChange, describedunder "Cable Information Service" in this ap-pendix. Computers equipped with special mo-dems can receive data on the same signal thatdelivers cable television. (800) 344-6219

Consumer News and Business Channel in-cludes extensive market coverage, businessnews, and talk shows. Support materials, vid-eos, and a glossary are available upon request.(201) 585 -6469

C-SPAN provides "gavel-to-gavel" coverage ofUnited States House of Representatives andSenate floor activities, including news confer-ences. It also features international legislativeand public policy events. Live call-in programsare shown weekdays. C-SPAN in the Class-

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room, the network's educational service, pro-vides teaching guides, lesson plans, access tothe Purdue Archives of C-SPAN programs ontape, and monthly newsletters free of charge toteachers. All C-SPAN programs are cleared forclassroom viewing under copyright laws. Tapedprograms may be retained in perpetuity forfuture (800) 523-7586

The Discovery Channel runs a daily, hour-long program appropriate for education. Each"Assignment Discovery" show focuses on twosubjects in areas such as science, technology,the arts, and contemporary social issues. Thereare vocabulary words and study questions atthe start of each program, with answers andsuggested reading at the conclusion. The Dis-covery Network Educator Guide is available freeof charge. It includes reproducible schedulesand program descriptions for "Assignment Dis-covery," as well as a range of educational pro-grams and products from Discovery Network.(800) 321-1832

ESPN airs "Scholastic Sports America," a week-ly program devoted to achievements by highschool athletes both on and off the field. ESPN's"Sports World" curriculum includes a teacher'sguide and wall map, and its programs exploredifferent cultures by focusing on sports in othercountries. (203) 585-2000

The Family Channel presents two seriesaimed at K-12 students. "Zorrow" creativelymotivates students to become educated like Zor-row, the show's main character. "Big BrotherJake" sets the stage for learning excursions ontopics like self-esteem, the theater, and theGreat Depression. Print materials are availableat a nominal fee. (804) 523-7301

The Learning Channel presents "TLC Ele-mentary School" every Tuesday. This commer-cial-free, closed-captioned program consists ofseveral five- to 15-minute curriculum-based seg-ments for K-6 educators. "Teacher TV" is airenon Sunday and features innovative teachersand other personnel in schools and communitiesacross the nation. This program is coproducedby TLC and the National Education Associa-tion. The Discovery Network Educator Guidedescribes all programs and products availablefrom TLC and is free to educators.(800) 321-1832

Lifetime television channel airs entertainmentand informational programming for women and

families. Hour-long, closed-captioned documen-taries on issues that concern these audiencesrun the first Wednesday of each month. Theyare designed to help raise awareness and edu-cate people about a variety of family concerns.Printed support materials and suggested dis-cussion ideas are provided free to educators.(718) 482-4125

Mind Extension University (ME/U) is affili-ated with more than 25 leading distance educa-tion providers. It features interactive instruc-tion for elementary and high school students,undergraduate and graduate courses, and pro-fessional development and personal enrichmentprograms. Special K-12 programming includesthe "Global Library Project," "Germany Lives,"and "Career Encou.nters." A family program-ming guide is available. (800) 777-6463

Nickelodeon produces some educational andentertainment programs for children ages twoto 15. This channel airs the "Lunch Box" seriesevery Friday and "Nick News W/5" every Mon-day through Thursday. A brochure titled "Nick-elodeon Goes to School" has program descrip-tions, schedules, and support activities. It isavailable free of charge. (212) 258-8000

Showtime offers commercial-free family pro-gramming during the day. "Chris Cross" and"Ready or Not" are two series for "tweens," thosestudents from eight through 14 years of age.Printed materials include viewing tips. Sug-gested reading lists compiled by the Library ofCongress are available upon request.(212) 708-1590

The Weather Channel airs "The WeatherClassroom" every weekday. Each copyright-cleared, 10-minute program features a dailymeteorology topic, information on currentweather conditions, and a forecast. An illus-trated textbook/workbook titled The WeatherClassroom and severe weather preparednesshandouts and videos are available at no cost.(404) 801-2503

Program Guides

Each of the cable television program provid-ers described in this appendix has guides thathelp teachers use the material and explainwhere to find additional classroom readings andresources. Districts or schools should call theirlocal cable television companies concerning the

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availability of these channels, programs, andmaterials.

In addition to specific program guides, thereare several other print sources of informationon satellite and cable television educational pro-gramming. Here are two of them.

Cable in the Classroom magazine has infor-mation on selected cable, broadcast, and publictelevision programming arranged by subjectmatter. It includes study guides for programs ofinterest, how-to features that demystify teach-ing technology, discussions of ways to use pro-grams to strengthen curriculum, and dire( p-ries of free teaching materials. This magazinecan be ordered from local cable TV operators.Written inquiries may be sent to: Cable in theClassroom, P. 0. Box 802, Peterborough,NH 03458-9971.

The Educator's Guide to Cable Televisionprovides tlps on how to use programs in theclassroom, reviews programs by subject matter,and runs weekly program listings; Subscriptioninformation can be obtained by calling(201) 941-6900.

Cable Information Service

The cable television industry can transmitdata to computers on the same coaxial cable ituses to send television signals. However, acomputer with a special modem is required toreceive this data. XPRESS XChange employsthis technique to transmit data and is availablefrom participating cable television distributors.This service features information from over 20sources and includes wire service news, stockmarket reports, and Notimex, a news service inSpanish. It also has conferencing features thatput students in touch with other users and eachday runs educational video highlights and CNN"Newsroom" support materials.

XPRESS XChange uses communications sat-ellites, computers, cable television lines, and asnecial computer protocol to deliver high speeddata to classroom computers. This service workson many types of computers including Apples,Macintosh, Atari, Amiga, and IBM. There aresome setup costs associated with this service.(800) 772-6397

Satellite Programming ProvidersA school with a satellite dish can receive

instruction for high school students, graduatecourses for staff, and enrichment programs thatare not generally available on cable television.A satellite also can offer access to new telecon-ferences and staff development and inserviceprograms. These resources provide informationabout educational and general programmingavailable over satellites.

Education SATLINK is a monthly publica-tion with program descriptions and air datesand times for shows created by the EducationSatellite Network and other producers. List-ings include the program title, producer, length,copyright description, and air times in all fourtime zones. The magazine also has articles onusing satellite programs in the classroom, copy-right issues, operating Ku-band satellite dishes,and maintaining satellite equipment. Call(800) 243-3376 for subscription information.

Satellite Learning offers descriptions of sat-ellite networks and chronological program listings of teleconferences and short program se-ries. It separates credit courses and enrichmentand inservice programs by program providerand net' 'rk. Included are university, busi-ness, and governmental satellite program pro-

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viders. Subscription information can be ob-tained by calling (409) 925-3900.

Satellite Scholar is a monthly guide to satel-lite educational broadcasts that is categorizedby discipline and grade level. Subjects includecomputer science, educational methodology, his-tory, mathematics, physics, social studies, homeeconomics, and many foreign languages. Thesecourses are for students from kindergartenthrough graduate college, including continuingeducation for teachers. (800) 488-7882

Via Satellite is published by Phillips Maga-zines, 7811 Montrose Road, Potomac,MD 20854. Information about Satellite TVWeek can be obtained by calling((800) 345-8876). Both magazines are sources ofsatellite program information. They can bepurchased in stores or through subscriptions.

Descriptions of satellite providers follow.They are categorized by the type of instructionofferedhigh school courses, enrichment cours-es, and staff development.

High School CoursesArts and Science Teleconferencing Service(ASTS) is operated by Oklahoma State Univer-sity and specializes in advanced placement (AP)

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courses with a team teaching approach to edu-cation. The distance teacher is a universityprofessor and the classroom instructor is a localpartner. Among courses taught are German I,II, and III; AP Physics; and AP Calculus. Addi-tional programs for the Sr.:holastic Aptitude Test(SAT) and American College Test (ACT) areoffered each semester. (800) 440-4332

Central Education TelecommunicationsConsortium (CETC) is one of the recipients ofa Errant through the U. S. Department of Educa-tion's Star Schools Program. CETC offers math-ematics, science, and foreign language coursesin 12 states, the District of Columbia, and theVirgin Islands. It is associated with the BlackCollege Satellite Network in Washington, DC.(703) 979-8686

Mind Extension University, already men-tioned under "Cable Television Providers" inthis appendix, offers TI-IN courses for highschool credit. (800) 777-6463

Satellite Educational Resources Consor-tium (SERC) includes 24 statesWisconsin isa memberand provides courses in mathemat-ics, science, and foreign languages. A Ku-bandsatellite dish is needed to receive programs.Courses offered are Japanese I and II, Russian Iand II, Latin I and II, German I, SpanishProbability and Statistics, Discrete Math, Pre-calculus and Calculus, AP Micro- and Macro-economics, Physics, Honors World Geography(which is team taught with the local classroomteacher), and Integrated Science 6, 7, and 8 formiddle schools. More information is availablefrom SERC at (800) 476-5001 or from the Wis-consin Department of Public Instruction at(608) 266-1965.

STEP Star from Spokane, Washington, offerscourses titled Russian I and H, Japanese I andH, Advanced Senior English, AP Calculus,Spanish I and II, Career Paths, MS Science andTechnology, Contemporary Applied Math, andPrinciples of Technology. A college credit op-tion is available for these courses.(509) 536-0141

Telecommunications Education for Ad-vanced Mathematics and Science (TEAMS)is based in the Los Angeles County Office ofEducation. It delivers science, technology, andmulticultural mathematics courses to four largemetropolitan school districts nationally.(310) 922-6635

TI-IN, a private vendor .of high school creditcourses, provides approximately 22 advancedhigh schools courses. TI-IN courses are re-ceived on Ku-band satellite dishes and on cabletelevision over Mind Extension University.Languages taught are Spanish, French, Ger-man, Russian, and Latin. Other subjects of-fered are astronomy, psychology, sociology, andanatomy and physiology. (800) 999-8446

In addition, these two major providers exten-sively use data transmission and computers toaugment their satellite programming.

IDEANet is an alliance of four distance learn-ing providers that combines satellite and com-puter technologies to offer high school coursesand professional staff development programs toschool districts throughout the nation. Its mem-bers are the Missouri School Boards Associa-tion, Northern Arizona University, OklahomaState University, and STEP Star. Four chan-nels deliver live, interactive student courses,while another runs staff development programs.Additional services from IDEANet are a toll-free homework hotline, access to the Internet,SATLINK Online, CNN "Newsroom," and Post-Link, the daily online newspaper published bythe St. Louis Post-Dispatch. (800) 440-4332

Depth of Choice is an alliance of several mul-tistate distance learning providers that markettheir programs under one license. They offerapproximately 5,500 hours of instructional re-sources, including satellite-delivered coursesand programs. Depth of Choice incorporatesdata transmissions between teachers and par-ticipants into the instruction. Special events,adult education, staff development, credit cours-es, electronic field trips, and special subject-area modules and series are all offered. Moreinformation is available from Distance Learn-ing Associates at (800) 786-6614 or(800) 735-9197.

Enrichment Courses

AG*SAT is a consortium of 33 land grant uni-versities. They use satellite and other commu-nications technologies to distribute and shareacademic instruction, cooperative extension pro-gramming, and agricultural research informa-tion. (402) 472-7000

Classroom Earth is a national organization ofschools and educational facilities offering en-

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richment programs from many sources, includ-ing Oklahoma State University and NASA. Thisgroup also produces special-event teleconfer-ences covering specific topics such as the Sovietand American space programs. For example, aprogram on joint space ventures featured Amer-ican and Soviet crew members of the Apollo-Soyuz mission and was moderated by a panel ofSoviet and American students representinggrades 4 through 12. Classroom Earth's SchoolSatellite Guide can be obtained from bossierParish Community College, 2719 Airline DriveNorth, Bossier City, LA 71111.

Reach for the Stars is a Star Schools grantrecipient at the Massachusetts Corporation forEducational Telecommunications (MCET) inCambridge, Massachusetts. It provides hands-on science material integrated with other areasof education to participants in seven states.This project delivers the educational materialsvia satellite, cable and broadcast television, tele-conferencing, videodiscs, and computer-basedprograms. (617) 621-0290

SCISTAR offers programs that feature majorscientists who discuss their work in paleontolo-gy, archeology, superconductivity, space medi-cine, and other subjects. (203) 677-8571

SCOLA runs seven hours each day of nativelanguage newscasts from more than 15 foreigncountries. These programs enable high schoolforeign language students to hear a languagespoken by native speakers. They also providecultural awareness and enrichment, becausethe newscasts are rarely more than a day or twoold. (712) 566-2202

Staff Development

In addition to the sources listed here, CETC,MEU, and the TEAMS systems also offer staffdevelopment programs. See the section on high

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school credit courses for descriptive and contactinformation on those projects.

The Missouri Educational Satellite Net-work (ESN), associated with the MissouriSchool Boards Association, provides classroomenrichment, staff development, and inservicetraining to more than 400 member school3.(314) 445-9920

SERC produces approximately 100 hours peryear of subject-specific programs, includinggraduate-level courses for teachers. Staff devel-opment programs are structured in three two-hour telecasts that qualify for continuing edu-cation units in most states. SERC has telecastworkshops on underachievement and a series ofscience and technology workshops for teachersof grades 8 through 12. There have been pro-grams concerning development in early child-hood, the mathematics curriculum, cooperativelearning, parent and community communica-tion skills, computer technology, and technolo-gy education. Information can be obtained bycalling SERC at (800) 476-5001 or the DPI at(608) 266-1965.

STEP Star each school year offers about 140hours of staff development programs on how toteach elementary science, communicationsskills for the 21st century, integrated models ofinstruction, creating productive classrooms, andother topics. Most are single-event teleconfer-ences. (509) 536-0141

TI-IN produces approximately 400 hours of staffdevelopment and inservice programs on a vari-ety of topics during each school year. It has runprograms on supporting beginning teachers andteaching foreign languages in elementaryschools. It also aired a career enrichment pro-gram on careers in biology, chemistry, earthscience, physics, engineering, and mathemat-ics. (800) 999-8446

l0

Appendix D

Reaching and Teaching through Interactive Television

Material in this appendix was adapted fromideas presented at a workshop held at the Sev-enth Annual Conference on Distance Teachingand Learning in Madison, Wisconsin, in 1991.Presenters were Barbara Cummings, associatedean for alternative education at NorthcentralTechnical College, Wausau, Wisconsin; HelenLacy, program director for Utah Public Televi-sion, Salt Lake City; and M. Winston Egan,professor of special education at Brigham YoungUniversity, Salt Lake City, Utah.

The purpose of this appendix is to introduceand explain adaptations required to effectively"reach and teach" through television. The sug-gestions and tips presented here also can beapplied to delivering instruction over other in-structional telecommunications technologies.

Teaching strategies outlined are designed tohelp educators differentiate between effectiveand ineffective instructional approaches to dis-tance teaching. The suggestions provided alsomay help them learn how to identify at least fiveeffective behaviors to reach and teach throughtelevision or another instructional telecommu-nications technology.

Planning, Teaching, and Interacting(Reaching)

PlanningOutline the course into sections that corre-

spond to each class session.Determine the objectives to pursue in each

class session; do not try to cover everything inone class.

Think about different ways of achieving eachof the classroom objectives by

determining what concepts are truly difficultfor students to understand,selecting technologies that may be effectivelyused, anddetermining the interactivity that will makethe concepts being taught meaningful.Think about how to address the following

elements.Clarity/organizationPacing

Media (or other distance learning technolo-gies involved)Sense of humor / "humanization"Enthusiasm and engagement

TeachingPlan for each class session by thinking about

how students most effectively learn by doing thefollowing:

Decide how to grab student attention.Identify the purposes of the course session.Find ways to help students connect eachsession with their own personal experiencesor with previous course sessions.Quickly review where the current class isheaded relative to previous classroom ses-sions.Develop creative ways to actively involve stu-dents at frequent intervals.Give students an opportunity at the end of asession to think about the important thingsthey have learned.Determine if the distance instructor should

spend most of the time teaching or if studentsshould spend most of their time learning orinteracting with the teacher and each other.

Interacting (Reaching)Michael Moore, director of the American Cen-

ter for the Study of Distance Education at Penn-sylvania State University, has identified threetypes of interaction that can take place in dis-tance learning.

Learner with instructorLearner with learnerLearner with contentEach of these types of interaction can be

addressed in instruction in the following ways.By establishing the expectation that interac-

tion will be an integral part of the course, par-ticularly learner to learner.

By planning for different types of interac-tions when developing session outlines or inter-active presentation guides.

By selecting the type of interaction that isbest suited to helping students understand thecontent being presented, including

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cooperative learning teams,case studies,brainstorming activities,simulations,carefully developed questions,games.By devoting 50 percent of instructional time

to interaction.By deciding how to move from passive in-

struction to active instruction in which learnersare thoroughly engaged and vigorously process-ing the content or learning experiences.

Visuals, Copyright Considerations,and Apparel

Visuals

Television is a powerful visual medium. Ifused appropriately, it can be very effective inhelping students "see" what a teacher is tryingto communicate. Think about visuals currentlyused in the class and adaptations that may beneeded in preparing instructional television(ITV) instruction. Visuals are most effectivewhen used to

increase interest and motivation,present and summarize major points,illustrate visual components of the content

being presented.Visuals that do not work well over television

include the chalkboard, overhead projectors,and transparencies.Visuals that do work well are

videotape roll-ins,photographs and slides,models and demonstrations,print material in bold type (Helvetica is a

good, clear font),computer graphics or electronic text,graphics prepared for the document camera

in a three by four visual ratio, with no morethan seven lines for visual clarity.

Copyright Considerations

Teachers need to obtain written permissionto use copyrighted material.

When ordering or purchasing new instruc-tional material, request permission to use it inan electronic classroom.

Apparel

No special clothing or make-up are neces-sary. Dress as if it was a regular class. Howev-

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er, here are some suggestions on what to avoidwearing.

Reflective jewelryClothing withbusy patternshorizontal patternssmall checksSome cameras have a hard time adjusting to

reds, bright whites, and other bright colors.Work with the technician and experiment withwhat looks good on camera.

Classroom Facilitators

Facilitators play many critical roles in dis-tance learning, whether such learning is deliv-ered through television or other technologies.

They are liaisons between the instructor,students, administration, and technicians.

They tend to humanize the system.They are the classroom manager.They are the primary classroom technicians.They are proctors for tests.They provide student services such as record-

keeping, enrollment, and instructional support.Based on their role in the particular class-

room setup, consider what should be expected ofclassroom facilitators.

Should they know what the distance instruc-tor wants them to do?

Should they be comfortable with the distancetechnology equipment? Should they be trainedto use it?

Should they have prior contact with the in-structor?

Management of the Remote Classroom

Management of the remote classroom willdepend somewhat on the design of the system.If a return video link provides a view of distancestudents, it is easier to monitor them. However,it is important that someone at the distant learn-ing site be in charge of providing both technicaland instructional support for the distance in-struction.

Here are some questions to consider in man-aging a remote classroom.

How will the students receive their text-books?

How will the instructor monitor student at-tendance?

How will the instructor handle student eval-uations and exams?

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How can the instructor become available andaccessible for students who need assistance?

What happens if the system technically fails?If a facilitator is available, what role does

that person play and how can that person assistinstruction?

How will the instructional materials be dis-tributed to the students?

Courier serviceFacsimile (fax)U.S. MailOther means

Technology Selection, Workingwith the Camera, Learner SupportMater zls, Teamwork

Technology Selection

Distance learning technologies are used toconvey the message of the course and to engagestudents. Among technologies available arevideotapes, computer-generated graphics, stillphotographs, audiotapes, and satellite feeds.

These are questions to consider when tryingto determine whether the technology chosen fora course is instructionally relevant.

Is the technology the best way to presentmaterial for primary instruction?Is the technology the best way of presentinginformation?Does the technology improve the clarity andpacing of the presentation?Does the technology give importance to es-sential information?Does the technology supplement or supportinformation presented in class?Does the technology provide a secondarymeans for delivering essential or especiallycomplex information?Does the technology present beneficial butnonessential information?Does the technology contribute to the pacingof the presentation?Another question to answer is whether the

format or medium of any material being consid-ered is technically supported by the facilityhousing the distance instructor. For example,does the facility provide for videotape presenta-tions, for satellite feeds, computer graphics, pho-tographic slides, and audiotapes to be playedover the system?

If the answer is "yes," be aware of the need tosecure permission to use copyrighted materi-

als, provide advance notice to technical sup-port personnel, and explain the status andimportance of this material to students.If the answer is "no," convert or transfer thematerial to an appropriate format, replicateit in another medium, or select alternativematerial. Once a solution has been arrivedat, see points under "if yes" above.

Working with the CameraThose who make distance instructional pre-

sentations should be aware of these guidelinesfor moving on camera.

Keep movement as smooth as possible.Move relatively slowly.Confine movement to a predetermined area."Telegraph" movements to the camera opera-tor.Be aware of which camera is "live." Move-ment frequently is a catalyst for camerachange, so agree in advance if that will be asignal.Do not block essential information with anymovement. This would include informationpresented on blackboards, in demonstrations,in graphics, or by guests.Relating to the camera also is important.

Here are some tips.Be natural.Look at the "person" to whom you are speak-ing. Remember, the distance learner is onthe other side of the camera.Remember that most, if not all, of your stu-dents are not present physically.Use facial expressions, body language, andother nonverbal communications as youwould in direct conversation. But tailor themto television.While speaking, look at the camera as ifscanning a group of people.

Learner Support MaterialsWhat types of learner support materials, in-

chiding interactive study guides and interactivepresentation guides, are available to help dis-tance teachers?

Syllabi, manuals, handouts, or other printmaterials that outline the flow of instructionand/or course-related information

Materials that help students process infor-mation by completing statements, utilizinggraphic organizers, answering questions, andso forth, from information in an instructionalpresentation

107101

How do learner support materials facilitatethe instructional process? They

allow the instructor to guide student learn-ing more completely,

help students put information in an appro-priate context,

engage students' attention during class byincluding them in direct and appropriate learn-ing activities, and

give students an accurate and focused studyguide to use after class.

TeamworkThe instructor for a distance learning course

plays the roles of team leader, content expert,presenter, and instructional manager.

Other members of the learning team at theorigination site are

students,- technical support personnel,producers,directors,technical or program coordinators,camera operators, and

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teaching assistants.Additional members of the learning team are

located at the remote site. They arestudents,technical support staff,site coordinators,camera operators, andproctors or teaching assistants.

Personal Review Questions

Review class materials and on-camera pre-sentations in reference to the following factors.

Clarity and organization of the presentationUse of appropriate visualsUse of appropriate support materialsRelating to the distance learners through the

television cameras or other technology and call-ing them by name

Interaction and engagement of the distancelearners

Natural movement on cameraSense of humorComfort with the medium

Appendix E

Instructional Telecommunications TechnologiesAssessment Instrument

The survey instrument included in this appendix is designed to help school districts assess theircurrer.t use of telecommunications technologies. Properly used, it can enable them to

inventory what technologies are in place,assess how these technologies are used instructionally, andsurvey where each of these technologies are physically located in the districtfor instance in

classrooms, library media centers, Title I rooms, or offices.The instrument consists of two forms. The first form can be used to inventory technologies on the

classroom level. The second form concerns building- and district-level reporting, and it can becompleted using data collected from the classroom survey.

AssessmentEducators can use this two-part assessment instrument to assess availability and use of the

following technologies and forms of instructional programming:satellite,fiber optics,telephone lines,instructional Television Fixed Service (ITFS),public television,cable television, andpublic radio.Classroom data can be aggregated to yield a building technology and instructional use profile,

and school building profiles can in turn be aggregated to develop a district profile. Multiple school

district profiles can be aggregated to assess regional technology and instructional use.Data can also be aggregated by classroom levels, subject areas, or both. This type of data may

illustrate patterns of early adoption of technologies as well as patterns of need priorities within aschool building or district.

LimitationsThe instrument that follows can be modified to fit the specific needs of its users. However, it is

not designed to yield data on how much is spent to purchase hardware, software, and programming,or on any costs associated with using them instructionally.

This information is not likely to be found at the classroom level. To obtain such cost estimates,

a district would have to review its own financial records.

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(Sample) Classroom Instructional Technology Use Reporting FormDirections

Most questions in this survey can be answered with a check mark. Space is provided wherequestions call for answers that need to be written out or require further explanation. Please taketime to fill out this survey as completely as possible. This form may be reproduced.

Building

Classroom

Level

elementary secondary-subjectmiddle-subject other-subject

Person filling out this survey

Telephone number (

I. Satellite

1. Does your classroom have access to satellite programming?I have satellite television.I have no direct access to satellite television but use taped satellite programming.I do not use satellite programming. (If you have checked this statement, skip the rest of thissection and go to the next technology.)

2. Please check the satellite channels or programs you use in your classroom.

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Li

ASTSCNN "Newsroom"C-SPANC-SPAN HClassroom EarthDiscovery ChannelLearning ChannelLocal PBS channel(s)Louisiana Educational Satellite Network

(NASA programs)Mind Extension UniversityNickelodeonSCISTAR (science)SCOLA (foreign language newscasts)Satellite Educational Resources

Consortium (SERC)

TI-INWVIZ (Cleveland)XPRESS XChangeTeleconferences/special media eventsStaff development and inservice programsOther channels (Please list all of them.)

IL Fiber Optics

1. Is your classroom equipped with fiber optics?I have fiber optics.I have no direct access to fiber optics but use taped fiber optics programming.I do not use fiber optics programming.

2. Will your classroom be attached to fiber optics cablingin the next year? in the next three years?

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in the next five years?

3. Please identify the instructional uses of fiber optics in your classroom. (If you do not use fiber

optics, skip the rest of this section and go to the next technology.)

4. Please identify classes and programs your district produces locally that are distributed to your

classroom via fiber optics.

III. Telephone Lines

1. How many computers do you have in your classroom?

2. How many classroom computers are networked?

3. How many classroom computers have modehis?

4. Please indicate whether you use telephone lines and audio conferencing.

I have direct access to telephone lines.I have no direct access to telephone lines, but I use audio acid computer conferencing in my

curriculum.I do not use audio conferencing or computers with modems. (If you have checked thisstatement, skip the rest of this section and go to the next technology.)

5. Please check all the ways in which telephone lines are used

Two-way ETN courses and programsstudent staff development

Other audio-only conferencing activitiesstudent staff development

Audiographics courses and programsstudent staff development

Audio return system for ITFS courses/programsAudio return system for satellite courses/programs

Facsimile (fax)Computer modem communications

electronic mail (e-mail)Online database searches

BRS NewsNetDIALOG vurrEXTERIC WilsonlineLEXIS/NEXIS

in your classroom.

adult/community

D adult/community

adult/community

education

education

education

file transfer Internet

Others

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Electronic bulletin boardsApple LinkAT&T Learning NetworkCompuServe/The SOURCEEDLINEGTE Education NetworkLearning LinkNASA Space linkNational GeographicKids Network

Other uses

PALS across the WorldO Special Net

TechNet1:3 WiseNet

Others

IV. Instructional Television Fixed Services (ITFS)

1. Please identify the ITFS system that serves your district.

I have ITFS in my classroom.I have no direct access to ITFS but use taped ITFS programming.I do not use ITFS programming in my classroom. (If you have checked this statement, skip therest of this section and go to the next technology.)

2. Please name all locally produced instructional programs distributed to your classroom via ITFS,including student courses, enrichment programs, staff development and inservice programs.community education, and so forth.

3. Please identify the student courses or staff development and inservice programs producednationally or statewide that are delivered to your classroom via ITFS.

Oklahoma State University (ASTS)student courses

SERCstudent courses

Teleconferences and special events1.3 for studentsSTEP Star

student coursesTI -IN

student courses

staff development and inservice programs

staff development and inservice programs

staff development and inservice programs

staff development and inservice programs

staff development and inservice programsUniversity of Wisconsin System or UW-Extension telecourses and programs

student courses staff development and inservice programsWisconsin Technical College System (WTCS) telecourses and programs

student courses staff development and inservice programs

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Other student courses or staff development programs delivered via ITFS.

V. Public Television

1. Please list public television stations that serve your community.

I have direct access to public television in my classroom.I do not have direct access to public television in my classroom but use taped programming.I do not use public television programming in my classroom. (If you have checked this state-ment, skip the rest of this section and go to the next technology.)

2. Please identify shows from "Parade of Programs" used in your classroom, whether live or taped.

VI. Cable Television

1. Please indicate whether you use cable television programming in your classroom.I have cable television in my classroom.I have no direct access to cable television but use taped cable television programming.I do not use programming from cable television in my classroom. (If you have checked thisstatement, skip the rest of this section; and go to the next technology.)

2. Please check all instructional cable television channels available to your classroom.A&E Classroom Local public, educational, or community-access channel(s).CNN "Newsroom" (Please specify what kind and how many of each.)C-SPANC-SPAN IIConsumer News andBusiness ChannelDiscovery ChannelLearning ChannelLocal PBS channel(s) Other ChannelsMind Extension UniversityNickelodeonWeather Channel)(PRESS XChange(a data channel)

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3. List cable channels that provide your class with programming, either live or taped.

4. Name the courses, student enrichment, and staff development programs produced locally andviewed in your classroom on cable television.

VI. Public Radio

1. Please identify instructional stations your community has access to on public and SubsidiaryCommunication Authorization (SCA) radio.

I have direct access to public broadcast and/or SCA radio in my classroom.I have no direct access to public broadcast and/or SCA radio in my classroom but use tapedpublic broadcast and/or SCA radio programming.I do not use public broadcast and/or SCA radio programming in my classroom. (If you havechecked this statement, skip the rest of this section.)

2. Identify radio shows from the "Parade of Programs" used in your classroom.

3. Please identify the classes, programs, or student services your district produces locally anddistributes via radio.

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Building/ District Instructional Technology Use Reporting Form

DirectionsCompile these profiles using information from the "Classroom Instructional Technology Use

Reporting Form" in this appendix. This form may be reproduced.

Building

I. Satellite1. What type of satellite dish does your buildirg/district have? Check all that apply. If there is

more than one satellite, please place the number of them in the blanks below instead of a checkmark.

Ku-band C-bandfixed fixedsteerable steeable

2. What perceni age of school buildings in your buNing/district have access to satellite program-ming? percent

3. What percentage of classrooms in your building/district have access to satellite programming?percent

II. Fiber Optics1. What percentage of buildings in your district have fiber optics cabling? percent

2. What percentage of buildings in your district will be attached to fiber optics cabling?percent in the next yearpercent in the next three yearspercent in the next five years

3. .That percentage of classrooms in your building have fiber optics cabling? percent

4. What percentage of classrooms in your building will be attached to fiber optics cabling?percent in the next yearpercent in the next three yearspercent in the next five years

III. Telephone Lines1. What percentage of classrooms in your building/district have long-distance telephone lines for

instructional purposes? percent2. How many computers are there in your building/district?3. How many of the building/district computers are networked?4. How many of the building/district computers have modems?5. How many classrooms in the building/district use telephone lines for audio conferencing?

6. How many classrooms in the building/district use telephone lines for computer conferencing?

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W. Instructional Television Fixed Services (ITFS)

1. What percentage of classrooms in your building/district are wired for narrowcast ITFS?percent

2. What percentage of classrooms in your building/district use locally produced programming fromyour ITFS studio or local ITFS system? percent

3. What percentage of classrooms in your building/district use nationally or statewide program-ming (SERC, TI-IN, ASTS, or special event teleconferences) retransmitted by ITFS?

percent

V. Public Television

1. What percentage of classrooms in your building/district have access to public television?percent

2. What percentage of classrooms in your building/district use programs from the "Parade ofPrograms," either live or taped? percent

VI. Cable Television

1. What percentage of classrooms in your building/district have cable television? percent2. What percentage of classrooms in your building / district use programming from cable television?

percent3. What percentage of classrooms in your building/district use data sources (XPRESS XChange)

from cable television? percent

VII. Radio1. What percentage of classrooms in your building/district have access to broadcast radio?

percent2. What percentage of classrooms in your building /district have access to SCA radio? per-

cent3. What percentage of classrooms in your ')uilding/district use programming from broadcast radio?

percent4. What percentage of classrooms in your building/district use programming from "school radio,"

that is, SCA radio? percent

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Appendix F

Instructional Telecommunications Planand Implementation Process Checklist

An instructional telecommunications plan is, in effect, a blueprint for a schooldistrict's future. Armed with such a plan, Wisconsin educators can use various technol-ogies to offer students new learning opportunities. However, incorporating instructionaltelecommunications into a district's curriculum is a very complicated process. Detailedexplanations of the many different phases, steps, and procedures involved in creatingand implementing such a plan are provided in Instructional Telecommunications: AResource and Planning Guide, published by the Wisconsin Department ofPublic Instruc-tion (DPI). In an attempt to keep districts on a safe path while plotting their involvementwith instructional telecomniunications, the guide even lists a number of th pitfallsdistricts can encounter.

This appendix takes the steps described in the guide for creating and implementing aninstructional telecommunications plan and breaks them down into a checklist thateducators may reproduce for their own use. The checklist format was chosen because ofthe great number and complexity of both the activities to be carried out and the issuesthat arise when school districts decide to select and integrate telecommunicationstechnologies into the classroom. Some components of this checklist grew out of anextensive review of distance learning literature (see "References" at the end of thisappendix). Input also was provided by teachers, administrators, and staff membersrepresenting kindergarten through 12th-grade (K-12) and postsecondary schoolsthroughout the state.

The planning model outlined in the DPI guide consists of four major phases. Thechecklist describes and subdivides them into incremental steps that can be checked off as

they are completed.I. Creation of a district planII. Implementation of the planIII. Evaluation of the plan and implementation processIV. Modification of the plan and implementation process

Because each phase consists of a complex set of activities, it is recommended thatdistricts incorporate all or most of the components outlined. Nonetheless, this model maybe adapted to best fit the circumstances in each district. It is important to note that, eventhough broken out separately, some of these steps can and will be done simultaneously.

I. Creation of a District PlanCreating the district plan is the most time-consuming phase of the planning process.

These are the steps to follow. They are described and subdivided into smaller incrementsin the rest of this section.A. Selecting a steering committeeB. Writing a philosophy and rationale for the district planC. Defining the scope of the instructional and technological assessmentsD. Conducting an instructional needs assessmentE. Conducting a technology needs assessmentF. Creating an instructional telecommunications plan

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A. Selecting a Steering Committee

The steering committee manages planning, defines the goals and objectives of a plan,conducts instructional and technological needs assessments, and issues the final reportto the community.

1. Size. The steering committee should be relatively small in number. At a minimum, itshould include these staff members.

The district administrator or a representativeCji The building principal, or a representative, from each building in the district

The district curriculum coordinatorThe district library media director or a school library media specialistThe district computer coordinator or other technology teacherOne or more classroom teachers, preferably one each from the elementary, middle,

and secondary levelsOne or more guidance ...ounselorsThe teachers' union president or a representativeOne or more members of the school boardOne or more student representativesOne or more parents

2. Respor-ibilities. The steering committee will be responsible for ensuring comple-tion of the following major steps in the planning process.

Writing a philosophy statement and a rationale for undertaking the planningprocessDefining the scope of the assessmentDetermining existing sources of information to assess the district's instructional and

technological needsDeciding what data must be collectedSetting timelines for completing the planning processDeveloping a district instructional needs profileDeveloping a district technological needs profileCreating an implementation plan based on the activities completed above

B. Writing a Philosophy and Rationale for the District Plan

1. The philosophy statement shouldexplain the motivations that led the district into involvement with telecommunica-

tions technology,describe the assumptions and beliefs upon which the plan is based,suggest the general results the plan is designed to produce,provide direction and focus for district efforts,communicate current thinking of district decision makers to staff, students, and the

community, andbe instrumental in developing a broad base of support from staff, students, and the

community.

2. The written philosophy could includea statement about the mission of the school district,assumptions about the future,"why use" technology statements,"we believe" statements, anda list of general concepts.

1.1.6

C. Defining the Scope of the Instructional andTechnological Needs Assessments

The scope of the instructional and technological needs assessments will be based onthe philosophy and rationale the steering committee writes. This scope could focus onvarious levels and/or areas.

The building levelC:1 The district level

The state levelA regional level, whether consisting of a few neighbor ing school districts or a

cooperative educational service agency (CESA) as a wholeA grade-specific level, such as fourth, eighth, or tenth gradeA curriculum content area, such as mathematics, science, social studies, or foreign

languagesA special need area, such as children with exceptional educational needs (EEN),

gifted and talented students, Title I program participants, children at risk, or English asa second language students (ESL)

Any combination of these

D. Conducting an Instructional Needs AssessmentThere are five steps necessary to conducting a comprehensive assessment of a school

district's instructional and telecommunications technology needs. They are describedand subdivided into smaller increments in the remainder of this section.1. Determining existing sources of information2. Deciding what data has to be collected3. Writing a vision for the future4. Setting timelines5. Developing an instructional needs profile

1. Determining existing sources of information and/or data to assess the district'sinstructional needs and telecommunications technology resources.

a) A "need" is identified as the discrepancy between the current instructional state of adistrict or school and what officials would like it to be in the future.

b) These are some of the existing data and information resources that can be inventoriedas part of an assessment.O Current and projected student and staff demographic profiles by district, building,grade level, and subject are

Current, past, and projected student course enrollment patterns by district, building,grade level, and subject area

Special needs plans or studies in progress for such populations as children at risk,EEN students, gifted and talented students, and so on, by district, building, grade level,and subject area

Staff development programs and needs by district, building, grade level, and subjectareaO Annual Standard (k) curriculum reports

Annual school district budget reportsAnnual Standard (o) performance disclosure reportsSchool Evaluation Consortium reportsStudent audits

O Other ongoing curriculum workStandards audit reports

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Annual standardized test resultsOther sources the steering committee decides could be used for both the instructional

needs and technology needs assessments

2. Deciding what data has to be collected and stating why.

a) The purpose of this step is to match data elements to be collected with the focus of therationale for participating in a planning process. The focus of the rationale shouldinclude identifying the current instructional offerings of the district and gatheringopinions of staff, students, and the community on future instructional opportunities theywant. Such an instructional profile should cover these matters.

Instructional course offerings by district, building, and grade level as appropriate tothe level at which the assessment is directed

Student support services, including guidance, counseling, Title I programs, readinglabs, gifted and talented programs, and so forth, by district, building, and grade level asappropriate

Program support resources such as instructional media center services, language andcomputer labs, ratios of computers to students and to faculty, and so forth, by district,building, and grade level as appropriate

Professional staff development by district, building, grade level, and subject area asappropriate

b) The next step involves identifying and finding a source for data elements that areneeded but are not currently collected or available in the district. Among such data andsources might be

reports gathered and housed at the Department of Public Instruction (DPI),school "report card" comparisons from the DPI,high school graduate follow-up information to track the effectiveness of the school's

teaching on postsecondary school performance, and/ordemographic, economic, or community development studies completed by local busi-

nesses, local units of government, or institutions of higher education.

c) Once the types of data to be collected have been selected, the steering committee mustanswer the following questions.

(1) Where is the data located?District offices Local businesses, units of government,School building(s) or institutions of higher educationThe state level Other locations

(2) What data is not currently available but must be collected 14 district, building,grade level, or subject area as appropriate?

(3) What methods will be used to collect the data?Databases Interviews Survey 0 All of these

(4) What staff and support services are necessary to conduct the needs assessment bydistrict, building, grade level, or subject area as appropriate?

3. Writing a vision for the future of the school district. Input for this step can begathered using two distinctly different methods.

a) Ask staff, students, and the community to respond to a written survey in order toaccomplish these goals.

Assess the degree of satisfaction or dissatisfaction with the current instructionalprogram.

Prepare a "wish list" for instructional courses or opportunities they would like to seeoffered in the future.

Make a "wish list" of technologies they would like to have in the schools in the future.

0

b) Have the steering committee create a model vision statement explaining the instruc-tional courses and opportunities and technologies they think should be introduced in thefuture. After that, elicit reactions to this model from staff, students, and the community.

4. Setting timelines for completing the assessment. There are two types of timelines tobe identified.

a) Completion dates for the final instructional needs assessment so the district can meetdeadlines mandated by other government agencies, by public groups, or by privateconcerns regarding budgets, construction timetables, and so forth.

Annual school/district budget or reporting requirementsAnnual CESA or consortia budget requirementsBiennial state budget proposals/requests

1:1 Periodic budget or reporting requirements such as local, state, federal, and othergrant application schedules, or district planning and building construction timetables

b) Completion dates for data collection co ensure enough time to aggregate, interpret,analyze, and report the data by the final completion dates identified under a).

5. Developing a district instructional needs profile. Such a profile is the combinedproduct of steps 1 through 4.. Once the current instructional program has been identi-fied, the data collected, and the vision for the future written, the next step is to developan instructional needs profile for the district. A needs profile should answer, at aminimum, the following questions.

What instructional programs or courses should be added to the classroom, building, ordistrict curricula to put them or keep them in compliance with standards they mustmeet?

What instructional programs and resources could increase learning opportunities inthe district, building, or classroom?

What instructional programs are needed to provide for low enrollment classes, ESLclasses, special education, enrichment programs, and advanced placement courses forgifted and talented students?

What are the most critical staff development needs for teachers, support servicesstaff, and administrators?

What local, regional, state, or national program or service providers would the districtlike to add to address the needs identified?

What instructional programs or student or staff support services are currently offeredon a shared basis with other school districts, either directly or through a CESA?

What postsecondary education institutions provide instructional programs for stu-dents, staff, and community or offer staff or student support services to the district?

E. Conducting a Technology Needs Assessment

The technology needs assessment may be conducted at the same time as the instruc-tional needs assessment. The "Instructional Telecommunications Technologies Assess-ment Instrument" in appendix E can be modified to collect information about districts,buildings, and classrooms.

Instructional telecommunications technology data collected at the classroom level canbe aggregated for a profile of the school's technology, while information on individualbuildings may be aggregated to assess the district's overall instructional technologies. Ifa district takes part in a regional or state planning process, the district profile can beaggregated with those of other units in the study for a picture of the entire region. Hereare the required elements of a technology needs assessment.

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1.. A comprehensive inventory of all telecommunications and computer hardware usedboth instructionally and administratively in each district office, school building, andclassroom.O 2. A comprehensive inventory of all instructional classes, programs, software, andresources made available over the technologies inventoried and used instructionally andadministratively in each district gilding. Aggregate this building data for a districtinventory.

3. An assessment of the availability of technologies the district does not yet have. Thisassessment could cover upgrades or possible networking of the installed computer base inthe district, construction of an Instructional Television Fixed Service or fiber opticssystem in the region, gaining access to the international Internet network and otheronline computer services, or connection to cable television.

F. Creating an Instructional Telecommunications Plan

The results of the inst actional and technological assessments serve as the basis forcreating an instructional telecommunications plan. The plan should outline a range ofalternatives and evecific strategies to match current instructional needs and technologyresonrces with future instructional needs and technology acquisitions.

1. This plan should identify several time frames for implementation.a) A short range of one to three yearsb) A medium range of four to seven yearsc) A long range of eight to 12 years

2. The following are steps that should be taken in this part of the planningprocess.a) Consider the issues concerning curriculum, technology, and administration raised byeach of the strategies identified in the plan. These are some of the questions that have tobe answered.

Have teachers been involved in development of the plan so they have a sense ofownership in a process that will affect them greatly?

Do technologies identified in the plan facilitate the type of instruction that meets thedistrict's needs?

Does the plan include inservicing of staff, students, and administrators on newtechnologies and the instruction they provide?

Does the plan provide a process for coordinating curriculum planning among subjectareas in a building, among buildings in a district, or among districts within a consortium?

Does the plan establish procedures for reviewing curriculum and evaluating instruc-tion from these technologies?

Does the plan identify support staff who can repair and replace equipment or helpmanage the flow of student assignments and records?

Does the plan ensure equal access to these technologies for all students and staff?Does the plan discuss the effects that policies regarding class size, student selection,

and course selection may have on instruction conducted over these technologies?Does the plan describe back-up procedures in case of technical failure?Does the plan provide for sufficient instructor-learner interaction through appropri-

ate use of voice, data, and video technologies?Does the plan satisfy state-level guidelines or rules concerning instructional telecom-

munications?O Is the plan in accordance with provisions of the current teacher contract?

Does the plan address student and class schen ling conflicts that may arise throughuse of various technologies?

1

Does the plan discuss its effects on the school bell schedule and district school yearcalendar?

Can total costs be determined for equipment, facilities, materials for new technolo-gies, hardware, maintenance, and other expenses?

Will switching to proposed technologies result in annual savings over the currentinstructional program?

Are staff skilled in implementing, operating, and maintaining proposed technologiesavailable in the district, both during planning and afterwards?

Are administrators with the necessary expertise on hand to manage plan activitiesand to continue operating new technologies and programs?

Are staff, students, and community members likely to support the plan?Do key decision makers display a positive attitude toward the plan?Is support for the technologies widespread or confined to a few individuals?Are staff and administrative expectations concerning benefits of the plan reasonable?Is the organizational structure flexible enough to deal with the disruption triggered

by the installation and testing of new technologies?Is there a formal mechanism for handling any procedural or policy modifications

necessary to accommodate changes triggered by the plan?is there a designated staff member who has responsibility for implementing, main-

taining, and operating the technologies? (Kemper, 1988, p. 39)

b) Decide if currently available local telecommunications technologies and/or programproviders can enable a d.3trict or building to meet its needs. Among questions to beanswered are these.

Are courses intended for remedial, average, or advanced students, or a combination ofall three types?

Do courses meet state certification requirements?Are there student enrichment courses?Are there college preparation or advanced placement courses?Are there courses to prepare students for standardized tests such as the Scholastic

Aptitude Test (SAT) and the American College Test (ACT)?Are there teacher/administrative staff development courses or adult education class-

es? (Barker, 1992, p. 8)

c) Decide if other technologies and/or program providers not yet available locally willhelp a district or building to meet its needs. These are some questions to be answered.

Does the distance program provider allow enough time each semester for makeupwork?

How many days each week does the system or program conduct classes?Cm1 classes be videotaped and viewed later by students who miss a class or portions

of a class?Are a few lessons prepared for broadcast ahead of time in case the distance teacher is

unable to conduct the class live?Do distance teachers have set times outside of the lesson periods during which

students can coni.act them to ask questions or for other purposes?I Tow early or late in the school day are courses conducted?How closely aligned are calendars or schedules for the district and for the distance

courses and programs? (Barker, 1992, p. 9)

d) Create a process to articulate new content from instructional telecommunicationstechnology with the district's existing curriculum, including board, administrator, andstaff development programs. Answering these questions will focus the efforts of thoseguiding articulation.

Is the content appropriate for the intended grade level?

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Does a course or program contain appropriate and easy-to-follow instructions?Does a course or program have clearly defined learner goals and objectives?

1:1 Do these goals and objectives match those established in the district?Does a course or program use primary and secondary materials and methods that are

exciting, motivating, and varied?Does a course or program meet the needs of the students and adjust for individual

differences in abilities, desires, and interests?O Does a course or program contain accurate and up-to-date content according to thelatest scholarly opinion?

Is a course or program easy to understand, consistent, and well-organized?Is the pace of the course or program logical and flexible, especially when taking into

consideration the characteristics of the instructional technology being used?Does a course or program provide for fair, accurate, and appropriate evaluation of

student performance and progress?U Does a course or program contain pretests and other diagnostic procedures?O Does a course or program articulate in a clear and ..,propriate manner with thedistrict's other courses, subject matter, and grade levels?U Does a course or program employ record-keeping practi-es that are accurate andmeaningful?

Does a course or program employ technology appropriate for the content presentedand for learners' abilities?

Is the technology used conducive to conveying the content and to facilitating thelearning process? (Batey and Cowell, 1986, pp. 13-14)

e) Calculate costs to purchase instructional telecommunications technologies and partic-ipate in new courses, programs, and activities. There are five categories of costs.

Capital costs to acquire the actual hardware or facilitiesDevelopment costs to put the system into operation and prepare the first presenta-

tionsOperation and maintenance costs to keep the system operatingExpansion costs to increase the size of the programMiscellaneous coststhe expenses associated with the time and energy needed to

plan, develop, and implement an instructional telecommunications plan (Batey andCowell, 1986, p. 25)

f) Identify options to finance the purchase of technologies and plan implementation.CI (1) Should a district join local, regional, or national consortia to share costs ofinstruction, programming, and technologies?

(a) Some consortia are based on specific technologies such as ITFS, fiber optics, orsatellite.

(b) Some consortia are based on instructional programs from specific sources suchas regional educational telecommunications areas (RETAs), the Satellite EducationalResources Consortium (SERC), CESAs, or postsecondary schools.

O (2) Should the district seek funding from any of these state or federal programs orprivate foundations to finance instructional telecommunications technology purchasesand participation in instructional programs and activities? (Cromer and Steinberger,1989, pp. 12-13)

(a) Elementary and S.,condary Education Act, Chapter 1special education needsfor disadvantaged children

(b) Goals 2000: Educate America Actblock grants for innovative projects, staffdevelopment, and program coordination

(c) Star Schools Program grants and special equipment grants from businessesand organizations, such as the Rural Electrification Agency, SERC, NTIA, IBM,Apple Computer Company, or local telephone and cable television companies

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(d) Local and national foundations that fund innovative school projects, such asthe Kellogg Foundation

(e) Special state legislation(3) Should the district enter into local school and business partnerships to finance

technology purchases and participation in instructional programs? Some of thesepartnerships provide all or part of the funding for one or more technologies.

g) Calculate a cost-benefit analysis for each alternative strategy identified in the plan.Traditional methods of measuring the cost effectiveness of types of education may notapply to instructional telecommunications programs. Costs in these programs aregenerally a function of the amount and type of content to be presented, the size andlocation of the audience, the choice of technology, and the sophistication of the product.There will usually be expenses over and above those involved in delivering traditionalinstruction.

II. Implementation of the PlanOnce the plan has been written, reviewed, and authorized by the district's school

board, it can be put into operation. Activities to be undertaken are similar to thoseneeded to implement any other district plan, except this one may have more far-reachingconsequences than some other projects. Records should be kept so implementation of theplan can be evaluated. Here are the steps required for an effective implementationprocess. They are described and subdivided in the remainder of this section.A. Writing a district policy dealing with instructional telecommunicationsB. Creating procedures to inform all parties involved about the district plan and theimplementation processC. Conducting a district orientation and staff development program for all partiesinvolvedD, Selecting district and building implementation teamsE. Defining roles and assigning responsibilities for all aspects of the plan

A. Writing a District Policy

A district policy dealing with instructional telecommunications should address thesevarious issues and concerns.

State statutes and administrative rulesLocal policy and practiceWisconsin's 20 educational standardsProvisions of current union contractsCertification issuesHigh school graduation requirementsWho will manage implementation of this plan at the district- and building-levelsWho will manage purchases, contracts, and financial agreements in the planWho is responsible for enrolling students for telecommunications-based classes and

scheduling telecommunications-based classes into the school dayWho recruits, trains, and pays distance teachers and classroom facilitatorsWho formally evaluates the performance of distance teachers and classroom facilita-

torsWho supervises distance teachers and classroom facilitatorsWho supervises students in telecommunications-based classesWho resolves conflicts over the use of technologyWho provides technical support in the district and school buildingClass size limits and the criteria for setting themOther issues the steering committee feels should be considered

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B. Creating Informational Procedures

Create ways to inform all parties involvedthe school board, district staff, communi-ty, and other interested groupsabout the district plan. Be sure to address both internaland external audiences.

1. Internal audiences who must be informed about the district plan area) Administration: principals, school b) Faculty d) Students

board members, superintendent c) Support staff

2. External audiences who should know about the plan area) Communityb) Elected officials representing the

area on the local and state levelsc) Parents of students

d) Other educational institutionse) Support groups such as parent

teacher organizations

C. Conducting Orientation and Staff Development Programs

1. Orientation. Create a district orientation program that discusses these matters.a) The plan itself

Its philosophy and rationaleThe scope and outcomes of the instructional and technological assessments con-

ductedThe steps to be taken to implement the plan in the district

b) Concepts of distance learning and instructional telecommunications

c) The full range of technologies available and their instructional uses, for example,full courses, enrichment programs, professional development, alici community education

d) Curriculum development to integrate content from instructional telecommunica-tions offerings

e) Student selection and student orientation to distance learning and instructionaltelecommunications, including how to

Learn course content from new sources such as computer databases and teacherslocated in distant classrooms

Ask questions and seek assistance when the teacher is not physically presentUse a variety of technologies to augment the lessons coming from a variety of

technologies

f) Faculty compensation and contract provisions

g) Any other issues specific to each district or site

2. Staff Development. Create an ongoing district si,aff development program thatconsiders these questions and concerns.

a) How to prepare teachers tr' use telecommunications technologies as new tools forteaching an entire course. Appendix D presents a set of questions and recommendationsfor teaching using interactive television that can also be applied to other technologies. Itmay also help districts evaluate the presentation formats of program providers theyconsider. Staff also should evaluate the following changes they may have to deal with ina distance learning environment.

Teaching with lesson plans partly or completely developed by othersPreparing very detailed lessons well in advance of deliveryTeaching without students in physical attendanceTeaching with new types of feedback from learners or even no feedback at all

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Using different methods to help students participate in distance learning classesOrganizing and structuring materials in new waysSystematically pretesting materials and explanationsfor appropriateness, clarity,

and comprehensibilityPacing and delivering lessons in new waysPresenting lessons according to strict and inflexible time schedulesCreating innovative ways to elicit student participation and response to questions

when students are in multiple plsical locationsProviding access to learner support materials such as remote databases, library

catalogs, and print or electronic resources for students in multiple physical locationsBalancing multiple materials and inputs to studentsPlanning new ways to meet the social and emotional needs of studentsProjecting style and personality in new waysOperating new technologies

b) The role of the classroom facilitator and the relationship between onsite teacher orfacilitator and distance teacher

O Full-course teacherCo-teacher with the distance teacherLearning partner with the studentsMonitor of students with little or no part in the learning process

O c) How to orient facilitators to manage the learning process in a remote classroom

O Using plans, materials, and teaching methods largely devised by othersKeeping to a schedule often made by othersPreparing students to receive input in new and different ways

O Helping students focus their attention on unfamiliar stimuliHelping students make responses in unaccustomed ways

O Using different methods to aid students in asking for help and assistanceD Employing new ways to promote student concentration and persistence

Evaluating and rewarding students for new behaviorsTeaching students to use new hardware and software with ease and confidence

O Scheduling repairs and maintenance of equipment when indicated, and, onoccasion, performing simple repairsO Keeping new types of records and doing this in different ways

d) Guidelines for selecting instructors to teach directly over a technology

e) How to develop student and technical support systems, including ways to facilitatestudent interaction and participation in a telecommunications-based class

O Written communication sent by mail, including personal letters, journals, andlogbooks

Exchange of audio cassettesTelephone contacts, either regularly scheduled or "on demand"Student interaction, either face-to-face or via technologyTraining for aides or monitors so they can provide help and support to distance

studentsO Group scrapbooks or photo albums

Peer tutoring systemsTutorial groups, either in or out of school

O Materials for parents so they can assist their children1:3 Electronic mail

Imaginative supplementary materials featuring activities to integrate social andemotional concerns with subject matter content

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Connection of distance learning to courses in the same subject area taught in astudent's school, so the teacher of that course is available for help and advice

Special recognition of schools, classes, or individual students during presentationsor broadcasts (Batey and Cowell, 1986)

f) Providing student support services for this courserecords, grades, homework,assignments, tests, research, guidance, and counseling

( 1) Most students need support of various kinds to handle distance educationexperiences. A distance teacher removed physically from the earner cannot providethe usual guidance and support found in a traditional classroom.

(2) Alternatives to traditional instructional guidance have to be developed.(3) When support is provided over distance, both frequent contact and a short

turnaround time for all communication are crucial for success.

D. Selecting District and Building Implementation TeamsSelect district and building teams to facilitate implementation of the plan at their

respective levels. The teams also will help staff, administrators, and students integrateinstructional telecommunications into every appropriate aspect of school organizationand curriculum.

1. A district-level team should include these members.A representative of administration Student support services directorA curriculum director Teachers' union officialLibrary media directorDistance learning directorComputer coordinatorITV contact person

Building maintenance directorSchool board member(s)Parent(s)Student(s)

2. A building-level team should include these members.A. representative of administration Department headsLibrary media specialist Student support services personnelDistance learning coordinator Building maintenance personnelComputer coordinator Parent(s)Classroom teachers Student(s)

E. Defining Roles and Assigning Responsibilities

Define roles and assign responsibilities for carrying out the various duties connectedwith instructional telecommunications at the district and building levels.1. District Level

a) Who will act as the ongoing districtwide coordinator for all instructional telecom-munications programs? These are some of the staff members who might fill this role.

District administrator Director of curriculum and inotructionAssistant district administrator District library media specialistDistrict technology coordinator Implementation plan steering committeeDistrict distance learning Other district-level administrator or

coordinator group

b) Who deals with the ongoing coordination of selecting, purchasing, installing, andproviding technical support and maintenance services for instructional technologies?

District library media director District computer coordinatorDistrict technology coordinator Other district-level administrator orDistrict distance learning coordinator group

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c) Who coordinates the ongoing staff development programs that orient and trainstaff to integrate instructional telecommunications into their classroom and/or to teachover these technologies?

Director of curriculum and instruction District distance learning coordinatorDirector of staff development Other district-level administrator or

C.1 District library media director group

2. Building Levela) Who will act as the ongoing building coordinator for all instructional telecommu-

nications efforts the school undertakes?Principal Distance learning coordinatorAssistant principal Other technology specialist or interestedLibrary media specialist individualComputer coordinator

b) Who provides purchasing, installation, and technical support for the instructionaltechnologies in the building?

(21 Assistant principal Distance learning coordinatorLibrary media specialist Other technology specialist or interestedComputer coordinator' individual

c) Who coordinates and/or provides ongoing staff development programs in thebuilding?

Principal Distance learning coordinatorAssistant principal Guidance counselorLibrary media specialist 0 Staff development committeeComputer coordinator Other interested indiVidual

d) Who deals with the academic records, grades, and attendance records for distancelearning classes?

e) Who coordinates the selection, scheduling, and registration for student courses,staff development, or special events?

III. Evaluation of the Plan and Implementation ProcessThis phase gives the implementation teams periodic measurement of progress on the

establishment and operation of the plan elements. Evaluation should occur from the verybeginning and all plan and implementation process elements should be designed to beeasily evaluated.

A. Kinds of EvaluationThree kinds of evaluation should be done to measure the effectiveness of district

efforts.1. There should be an overall analysis of the implementation process itself, using both

formative and summative evaluation techniques. This checklist can help district person-nel conduct formative and summative evaluations, because it contains all the steps andactivities necessary to create and implement the district plan.

2. Staff utilization and curriculum adaptation should be evaluated. Included in thisevaluation should be an assessment of behavioral changes in how staff members deliveror manage instruction over technology and how they alter course content or daily lessonsto accommodate new technologies. Using appendix D could help districts evaluate staffutilization and course content conversion to a delivery system based on instructionaltelecom muni-ations.

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3. Also to be evaluated are the knowledge, attitudes, and skills students gain from theintroduction of new technology into the instructional program. What is learned will beevaluated through ongoing testing activities in the classroom and the district, includingpossible participation in statewide mandatory testing programs.

B. Evaluation Strategy

Here are some guidelines to keep in mind when designing a strategy for evaluating theplan and its implementation process.

1. A rationale should be established to explain the purpose of the evaluation and howthe results will be used.

2. Recipients of the evaluations should be identified.3. Key participants in the implementation of the plan should be involved in developing

the evaluation procedure.4. A variety of approaches should be used to gather the information.

Surveys of students and staff using the technologiesQuestionnaires for students, staff, and community membersOn-site observations by educators and technical experts in the participating

schoolsInterviews with students and staff using the technologiesTest results and high school equivalency diploma examination scoresCase studiesAnalysis by teachers and administrators of videotaped segments of selected

classroom interactions (New York Legislative Commission on Science and Technolo-gy, 1988, p. 31)

Other relevant means for gathering data and information5. Staff, students, and community members should be included in the evaluation.6. It is important to monitor the process of instructional content development as well

as to record test results.7. Evaluation is an ongoing process. Evaluation results should be used to assist in

revision of the plan and to aid in making decisions as well as to provide appropriateinformation on the accomplishment of plan activities (Minnesota Curriculum ServicesCenter, 1983, p. 55)

IV. Modification of the Plan and Implementation ProcessA. In the fourth phase, the plan and implementation process are modified to better

reflect the realities encountered during implementation. Basic components to be consid-ered are

1. the plan;2. the short-, medium-, and long-term time lines; and

Ci 3. the implementation process evaluation data.

B. Modification should be done when evaluation data indicates there is a need toredirect or alter a particular part of the plan or implementation process, or the plan as awhole, to address new information or technologies that have emerged during theimplementation phase. These modifications should be linked to the existing elements ofthe plan and relate directly to meeting the instructional needs identified in the plan.This ought to be done within the implementation timelines already set.

Plan modificatio i should be done annually to keep the implementation process on atrack that is cost effective for the district and instructionally effective for students andstaff. The annual review of the implementation plan should include these steps.

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1. The steering committee should coordinate this process and make any recommenda-tions for revising the plan based on the review.

2. The evaluation checklist provided in sections I through III above should be used tomatch actual implementation outcomes with anticipated outcomes identified in the plan.

3. The steering committee should establish priorities for changing the plan based onthis review. Priorities could address changes in the following items.

a) The facilities that house the technologies and the classrooms and library mediacenters that serve as learning environments for these technologies

b) Hardware and technologies purchasedc) Staff development and staff support programs initiatedd) Instructional software purchasese) Equity and access policiesf) Curriculum integration needsg) Budget considerationsh) Other concerns indicated in the evaluation

4. The steering committee should develop a revised implementation plan and sched-ule.

5. The steering committee must carry out changes outlined in the revised plan andimplementation process.

6. To evaluate the impact of this revised implementation plan, the steering committeeshould

a) revise the evaluation checklist in sections I through III above to reflect therevisions, and

b) evaluate the revised plan which includes the changes.7. Begin the whole cycle again.

ReferencesBarker, Bruce 0. The Distance Education Handbook: An Administrator's Guide for

Rural and Remote Schools. Charleston, WV: ERIC Clearinghouse on Rural Educationand Small Schools, Jan. 1992.

Batey, Anne, and Richard N. Cowell. Distance Education: An Overview. Portland, OR:Northwest Regional Educational Laboratory, 1986, pp. 13-14, 25.

Cromer, Janis L., and Elizabeth D. Steinberger. On Line: Financial Strategies forEducational Technology. Washington, DC: National School Board Association andEducation Systems Corporation, 1989.

Kemper, Marilyn. "Emerging Technologies: A Roadmap for Librarians." SchoolLibraryJournal Nov. 1988, p. 39.

Minnesota Curriculum Services Center. Planning for Educational Technology. Minne-apolis: Minnesota Department of Education Vocational-Technical Division, 1983.

New York State Legislative Commission on Science and Technology. Distance Learning:The Sky's the Limit. Albany, NY: The Commission, 1988, p. 31.

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Appendix G

Glossary of Terms

This glossary is adapted from one created forthe Wisconsin Distance Education TechnologyStudy (June 1993) by Evans Associates. Sometechnical terms and abbreviations from the orig-inal have been deleted because they are notrelevant to this guide. This glossary was origi-nally downloaded by computer from the Libraryon Learning Link. Anyone interested in the fullglossary can obtain it from Learning Link.

This glossary contains definitions for termsoften used in discussions of distance learning,also called distance education. Where appropri-ate, the definitions are given in the context ofthe Wisconsin Educational CommunicationsBoard (WECB) system.

A, B, C, D, G channel groups ITFS channelsare clustered in groups of four frequenciesdesignated by a letter of the alphabet and anumberA-1, /1/4.-2, A-3, A-4.

ad hoc teleconference A teleconference thatlinks participants for a specific purpose.

ADM Add-drop multiplexer: a piece of equip-ment that makes possible a dynamic software-controlled configuration of circuits in a digitalswitched network.

AM Amplitude modulation: encoding of a car-rier wave by varying its amplitude.

amplifier An electrical device to strengthenaudio signals, video signals, or radio frequen-cy (RF) energy.

analog/digital Two opposite kinds of communication signals. 1. Analog. An analog signaltransmits information by modulating a con-tinuous signal, such as a radio wave. 2. Digi-tal. A digital signal is based on a binary codein which information is sent as a series of "on"and "off" signals. It is more precise and lesssubject to interference than an analog signal.

antenna A structure that receives or transmitsradio or television signals.

ASCII American Standard Code for Informa-tion Interchange: the common code for alpha-numeric characters that enables differentcomputer systems to communicate.

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asynchronicity/asynchronous The capabili-ty of a communications technology to storeand record programming for later playback oruse. Another term sometimes used to refer toa technology that has this capability is "time-independent."

attenuation Occurs when electromagnetic sig-nals suffer a loss of power during transmis-sion.

audio Sound energy that codes informationunderstandably for a human listener.

audio conference A telephone conference callutilizing special equipment to maintain thestrength of the signal among all parties.

audiographics The simultaneous two-waytransmission of voice and computer graphicsover ordinary telephone lines; allows for ahigh degree of interaction, because severalsites may be linked at one time.

audio subcarrier The carrier wave that trans-mits audio information between 5 and8.5 MHz on a satellite broadcast.

audiotex or audiotext A system employingtouch-tone telephones to access electronicallystored and delivered libraries of short audiomessages.

bandwidth The amount of the electromagnet-ic spectrum that a given signal occupies. Usu-ally expressed in kilohertz (thousands of hertz,or KHz) or megahertz (millions of hertz, orMHz).

baud rate The speed of data transmission overtelephone lines, approximately equal to bitsper second. Baud rates for ASCII computermessaging services range from 300 to 14,400and above.

BER Bit error rate: the fraction of a sequenceof message bits that are in error. A bit errorrate of 106 means there is an average of oneerror per million bits.

B-ISDN Broadband Integrated Services Digi-tal Network: a digital signalling network thatoperates with interface data rate speeds of155 to 622 million bits per second (MBs).

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bit Binary digit: a bit is the smallest unit ofinformation a computer can process. It isrepresented by a 1 or 0, or by on or off.

block downconverting The process of con-verting an entire band to an intermediatefrequency (4 GHz to 1 GHz) for transmissionto multiple receivers, where the next conver-sion will take place.

bridge A device that connects three or moretelecommunications channels, such as tele-phone lines.

broadband Broadband channels have enoughbandwidth to carry full-motion video, still pic-tures, graphics, audio, and text.

broadcast Television and radio signals de-signed to reach mass audiences. The audio orvideo signal is transmitted from a centralpoint and is received on standard radio ortelevision equipment.

byte A group of bits, usually eight, processed asa unit by a computer.

CAD Computer assisted design: computerdrawing software designed to create visualrepresentations in color, according to scale,and in multiple dimensions.

CAI Computer assisted instruction.CAM Computer assisted manufacturing.camera An instrument that converts a visual

image into electrical impulses for video trans-mission.

carrier 1. A provider of communication trans-missions to the general public, sometimes re-ferred to as a "common carrier" or "regulatedcarrier" because it is regulated by the FederalCommunications Commission (FCC). 2. Acurrent in a communications channel that canbe modulated to carry analog or digital sig-nals. 3. A telephone company or similar non-private telecommunications service supplier.4. The radio frequency wave that is modulat-ed by the baseband information signal.

CATV Community Antenna Television: a mas-ter antenna and distribution system to re-ceive, amplify, and distribute a television sig-nal via coaxial cable. Also known as cabletelevision.

C-band satellite television Channels from 4to 6 gigahertz used mainly to transmit andreceive signals involving communication sat-ellites. Satellites operating in the C-band

transmit the majority of programming forbroadcast and cable television, telephonetransmissions, and data.

CCTV Closed-circuit television: a system thattransmits TV signals only to receivers thatare physically connected.

CD-ROM Compact disc with read-only memo-ry: a technology for storing information thatcan be read by a computer or similar hi-techdevice. It uses the same technology as audiocompact discs and movie videodiscs.

cellular radio A mobile telephone technologythat divides a metropolitan area into a num-ber of smaller areas or cells, each served by asmall, low-power transmitting and receivingstation. A car traveling from one cell to anoth-er is automatically switched to that cell's par-ticular frequency, allowing for continuous enroute communications. Each transmittingstation is connected to a mobile phone switch-ing office and the local telephone switchingcenter.

Centrex A telephone company switching ser-vice that uses central office switching equip-ment to connect customers via individual ex-tension access lines.

channel A band of frequencies allocated forcommunications.

channel bands for television Low band.

VHF channels two through six. Mid band.

Cable channels 14 through 22. High band.

Cable channels seven through 13. Super

band. Cable channels 23 through 36. Hyper

band. Cable channels 37 through 59. UHF.Broadcast television channels 14 through 83.

coax, coaxial cable Copper-wire cable thatcarries audio signals, video signals, and radi'frequency (RF) energy.

Codec Coder/decoder: digital encoding/decod-ing equipment necessary to interface analogend-user equipment such as a television setwith digital transmission facilities. In thecase of compressed video, codecs also rest( resome of the motion lost in the compressionprocess.

common carrier A telecommunications com-pany that provides communication transmis-sion services, at a fee, to the public. A localtelephone company is an example of a com-mon carrier.

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communications satellite A satellite thatreceives signals from an Earth station andretransmits them to other Earth stations.

compressed video In compressed video onlythe changes in moving frames are capturedand transmitted, not full motion. The recon-stituted image exhibits some motion and, de-pending on the available bandwidth and ca-pacity of the transmitters and receivers, themotion may appear somewhat irregular. Thiseffect occurs in compressed video technologybecause the moving areas of the image areonly approximated.

computer conferencing An interactive con-ferencing system that enables participants toshare comments, texts, graphics, or otherforms of information. Users can access theconferencing system with computers at anytime, read material submitted by other partic-ipants, and add their own comments.

computer messaging systems Includedamong these are electronic mail, bulletinboards, and computer conferencing. Such sys-tems include a central "host" computer, whichstores messages, and other members who ac-cess the system and exchange informationwith telecommunications technologies.

conference call A call over ordinary tele-phone lines that links a number of locationstogether with the aid of a telephone companyor telephone bridging device.

connectivity The ability of devices to exchangedata through shared connections.

consortium A voluntary organization whosemembers are affiliated for a specific purpose.

CPE Customer premises equipment: phones,private branch exchanges (PBXs), and othertelephone equipment located on a customer'spremises.

CPU Central processing unit of a computer.CRT Cathode ray tube.C-SPAN Cable-Satellite TV Public Affairs Net-

work.

CWETN Central Wisconsin Educational Tele-communications Network: a consortium ofschools located near Spencer that share aninteractive television network.

DAC or DCS Digital cross-connect switch: aremote device controlled by a central site

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switch that can route data, voice, or videosignals to a specific destination.

database Information storage system that canbe searched to obtain specific data. The termdatabase in the past was associated only withcomputers. Today it also refers to informationstorage and retrieval systems involving othertechnologies, such as audiotext and teletext.

data rate Analog transmission is specified inbandwidth (usually in hertz) and signal tonoise (usually in dB). A digital user measurescapacity by how many bits per second can betransmitted.

dB Decibel: the standard unit of differenceused to measure of levels of power, voltage, orcurrent in electric or electronic signals.

DBS Direct broadcast satellite: multiple satel-lite entertainment and information servicesreceived via satellite on a subscription basis.

DDS Direct digital system: a ne',,work whosecomponent parts and signals, representinginformation of various types, are all transmit-ted via standardized digital signalling meth-ods. In a DDS network, no analog-to-digitalconverters are necessary.

decoder A device designed to unscramble pur-posely scrambled television signals.

dedicated channels Channels reserved forspecific uses. Government, education, andpublic-access cable TV channels are exam-ples.

dedicated lines A leased or purchased lineconnecting two or more data communicationsites exclusively for one vendor or user.

demarc Demarcation: the point(s) at whichcustomer-provided equipment is connected tocurrier-provided equipment.

demodulation The process of retrieving anoriginal signal from a modulated carrier wave.

descrambler An electronic device that. de-codes encrypted satellite signals.

digital/analog An analog electrical signal em-ploys an infinite number of degrees of changeto convey information. For example, an AMradio station continuously varies the ampli-tude of its carrier signal, depending on theamplitude of the sound it is carrying. A digi-tal signal, however, is always in one of twostates ("on" or "off'), but varying at a rate fast

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enough that information encoded into num-bers can be transferred. One of the biggestadvantages of digital transmission is that, aslong as a receiver can distinguish between thetwo states in the signal, noise will not affect it.

digital signals Digital technology convertsaudio, video, and data into a series of "off' and"on" signals that form a digital signal. Digitalchannels are generally more precise, less sub-ject to interference, can carry more informa-tion, and can be transmitted at higher speedsthan analog channels.

distance education/distance learning In-struction that takes place in a setting in whichthe teacher is in contact with the studentthrough correspondence or telecommunica-tion technologies. These technologies can linkstudents and teachers within or between dis-tricts, states, or nations.

downconversion Translation of a frequencyor a block of frequencies to a lower portion ofthe electromagnetic spectrum. An example istranslating SHF (microwave) frequencies toUHF or VHF.

downconverter A device used to lower thefrequency of any signal.

downlink A receive system for processing sat-ellite information that includes the satellite,the receiving Earth station, and the signaltransmitted between them. Occasionally, thisword also is used to refer to the TelevisionReceive Only (TVRO) dish itself.

downloading The process of transferring in-formation from one device to another throughtelecommunications technologies. Informa-tion received from the originating source canbe stored for future use.

duplex On a regular telephone system, theaudio transmission can be considered "halfduplex," because if both parties speak at thesame time their voices will intercept on eachend of the call. Most digital systems areduplex, making possible simultaneous and in-dependent data (or encoded audio) to pass ineach direction. Some systems may be "sim-plex," which means they pass information inonly one direction.

dynamic allocation The ability, based onactual need, to add to, or remove resourcesfrom, a system. The alternative to dynamic

allocation is when a fixed amount of resourcesare always dedicated to a system, regardlessof whether they are being used.

Earth station Equipment located on Earththat can transmit or receive satellite commu-nications. In general, this term refers toreceive-only stations.

EBBs or BBs Electronic bulletin boards: sys-tems that enable users who have computersequipped with modems and special softwareto read and post short public messages orannouncements. Information is stored on acentral computer that can be accessed by allmembers. Messages may be screened andposted within categories established by thesystem's operator.

educational television Television used forclassroom instruction, enrichment, and com-munity and cultural education.

electronic bulletin board See EBBs.electronic classroom An instructional area

characterized by the presence of two-way dis-tance learning facilities, such as receive-onlyvideo and two-way audio. Sometimes alsoused to refer to a class that uses in-houseeducational video equipment, such as VCRs.

e-mail Electronic mail: networking systemsthat enable users to send and receive messag-es via computers and telephone modems

encryption/decryption Special coding orscrambling of a communication signal for se-curity purposes.

ERVING Embarrass River Valley Instruction-al Network Group. a consortium of sevenWaupaca and Shawano County school dis-tricts that uses fiber optics for distance educa-tion.

Ethernet Baseband protocol and technologydeveloped by Xerox and widely supported bymany manufacturers; a packet technologythat operates at 10 /vlbs over coaxial cable andallows terminals, concentrators, workstations,and hosts to communicate with each other.

ETN Educational Teleconference Network: afour-wire dedicated telephone instructionalsystem operated by the Instructional Commu-nications Systems (ICS) of the University ofWisconsin-Extension. CTNs, ETN, and two-wire telephones can be interconnected at ICSin Madison.

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facilitator The individual responsible for thelocal component at a distance education site.This person may or may not be an expert inthe subject matter.

facsimile machine (FAX) Electronic technol-ogy that transmits text and graphics, usuallyover telephone systems. Also commonly re-ferred to as telecopies or datafax.

feedback 1. Video. Picture distortion when avideo signal reenters the switcher and be-comes overamplified. 2. Audio. Unpleasantspeaker howl when sound is inadvertently fedinto the microphone and overamplified.

fiber optics A technology for transmission ofvoice, video, or data. Light is modulated andsent over high-purity, hair-thin fibers of glass.The bandwidth capacity of fiber optics cable ismuch greater than that of conventional cableor copper wire.

firmware Data and/or program software forthe codec stored in a nonvolatile form in asemiconductor memory circuit. For codecs,the firmware is often housed in a plug-inmodule.

first mile connections Refers to the wayprogramming is delivered fr its source to atransmitter.

FM Frequency modulation: encoding a carrierwave by varying its frequency.

footprint Coverage area of a satellite beam;different satellites have different footprints,and some cover as much as one half the Earth.

FOTS Fiber optics transmission system.four-wire telephone Dedicated telephone sys-

tem that uses four wires (two to send and twoto receive) and requires special telephoneequipment. ETN and CTNs use this technolo-gy for interactive classes and meetings thatlink users over a wide area.

frequency The number of cycles per second ofan electromagnetic transmission, usually de-scribed in hertz. Generally, high-frequencytransmissions can carry more information atgreater speeds than low-frequency transmis-sions.

full duplex A transmission system capable ofsimultaneously transmitting and receivingsignals in both directions. Other systems are,simplex (unidirectional) or half-duplex (onedirection at a time).

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gateway A device that connects two or moredissimilar networks and makes communica-tion possibie among them.

Gbs Gigabits per second: defines a rate multi-ple for data/information transmission over acommunications line. One Gbs equals onebillion bits per second, or approximately 125million characters per second (assuming eightbits per character).

geostationary orbit An orbit located 22,300miles above whe Earth's equator. In thisorbit, a communications satellite rotatesaround the Earth at the same speed the Earthrotates, so the satellite appears to remainstationary when viewed from Earth.

geosynchronous Used to describe a satelliteorbit that has a rotation period equal to that ofthe Earth's rotation. The term need not implythat the orbit is geostationary.

GHz Gigahertz: unit of frequency equal to onebillion hertz or cycles per second.

GRADES Green and Rock Area Distance Edu-cation System: an ITFS user group in theJanesville area.

grainy picture A poor picture condition, usu-ally the result of weak signal strength; char-acterized by a uniform distribution of noiseappearing as spots or streaks throughout thepicture.

half-duplex A circuit that permits communi-cations in both directions, but not simulta-neously.

half-transponder A method of transmittingtwo TV signals through a single satellite tran-sponder by reducing the deviation and powerallocated to each signal.

hardware Electronic equipment such as com-puters, satellite dishes, and video cameras

HDTV High Definition Television: an emerg-ing TV technology with better picture qualityand a wider screen than standard TV. MostHDTV technologies are digital.

headend The central transmission point fromwhich a CATV or MATV system distributesprogramming.

hertz A unit of frequency equal to one cycle persecond (cps). One kilohertz equals 1,000 cps;one megahertz equals one million cps; onegigahertz equals one billion cps.

hop One leg of a microwave relay system.

6

hub A point or piece of equipment connecting abranch of a multipoint network. A networkmay have a number of geographically distrib-uted hubs or bridging points.

hybrid system A system that combines two ormore communication technologies.

1FL Inter-facility link: anything from a cross-site transmission line to a complete data net-work.

i. itructional telecommunications Tele-communications technologies used to deliverdistance learning.

INTELSAT International TelecommunicationSatellite organization.

ISDN Integrated Services Digital Network:the worldwide standard for digital telephony.The network signalling and transmission con-cept that utilizes standardized digital signal-ling methods and equipment to enable voice,data, and video information to be transferredsimultaneously between users.

IT Information technologies.ITFS Instructional Television Fixed Service: a

technology to transmit television signals withfrequencies higher than commercial televi-sion. This technology requires special licens-ing from the FCC and is reserved for educa-tional institutions.

ITV Instructional television.jack A connecting device arranged for inser-

tion of a plug.

kbs Kilobits per second: a rate of data/informa-tion transmission across a communicationsline. 1 Kbs equals 1,000 bits per second, orapproximately 125 characters per second (as-suming eight bits per character).

Khz Kilohertz: refers to a unit of frequencyequal to 1,000 hertz.

Ku-band satellite transmission Refers tofrequencies in the 11 to 14 GHz band. Thenew generation of communication satellitessends and receives signals on this band.

LAN Local area network: a user-owned, user-operated, high-volume data transmission fa-cility connecting a number of communicatingdevicescomputers, terminals, word proces-sors, printers, mass storage units, and soforthwithin a single building or group ofbuildings.

laser Light amplification by stimulated emis-sion of radiation: a highly focused beam oflight, or its transmitting device, that is usedin fiber optics and optical videodiscs.

last mile connections The means to deliverprogramming to its final receiver. For in-stance, a local ITFS system is the final con-nection when it delivers satellite-fed program-ming to television sets.

LCD Liquid crystal display: a very low-powerdevice capable of displaying characters, words,and symbols, often built into a codec or roomcontroller panel.

Learning Link A computer lilletin board forservices related to education

LED Light emitting diode.

line of sight Transmission path uninhibitedby physical objects in the intervening terrain,but ultimately limited by the curvature of theEarth.

loopback To make tests easier, some digitalequipment has loopback capability. Enablingloopback at different points on a networkmakes it easier to determine the defectiveportion.

lossless Negligible signal loss.

lossy Something that causes degradation of asignal, a lowering of the signal from the sourceto the end.

LPTV Low power television: stations with asignal that covers only ten to 15 miles andthat cater to a specific audience.

MATV Master Antenna Television: an anten-na system for a specific area, such as a school,hotel, or apartment building, that delivers asignal to many TV sets.

Mbs Megabits per second: a rate of data/information transmission across a communi-cations line; 1 Mbs equals 1,000,000 bits persecond, or approximately 125,000 charactersper second (assuming eight bits per charac-ter).

MDS Multipoint Distribution Service: the com-mercial counterpart to ITFS, often referred toas "wireless cable" because it can deliver paytelevision programming directly to homes.MDS subscribers must install microwave an-tennas to receive program transmissions.

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meet-me-bridge A type of telephone bridgethat provides dial-in conferencing. It can beaccessed by calling a telephone number.

MHz Megahertz: refers to a frequency equal toone million hertz.

microprocessor The heart of the computer, asilicon chip that processes data and controlsthe computer's components.

microwave A high-frequency range to trans-port audio, video, and data signals point-to-point. A single transmit and receive link cancover up to 40 miles, but this technology re-quires a clear line of sight geographically todeliver the signal.

microwave band The band of frequencies,1,000 megahertz or greater, that uses veryshort waves. These bands are used primarilyfor point-to-point communications.

MMDS Multichannel Multipoint DistributionSystem (another term for MDS).

modem Modulator/demodulator: an electronicdevice that enables a computer to send andreceive data, visually by telephone.

modulation The process of transmitting audioor video signals by er,coding them onto a radiowave.

monitor Generally an electronic screen usedspecifically to display video information.

MSO Multiple system operator: a cable com-pany that owns several systems.

MTS Multichannel television sound: a narrow-cast technology that, in addition to providingstereo music, provides another channel fordata delivery, additional language services, orsupplementary instructional television servic-es. Viewers need special equipment to receiveMTS.

muldem A piece of equipment that providesmultiplexing and digital interface capabilityfor an optical network, such as fiber optics.

multiplex A process for transmitting multiplesignals over a single channel.

multipoint A communications system thatallows three or more sites to participate in thetransmission of a signal.

narrowcasting As opposed to "broadcasting,"it refers to television and radio designed toreach small, targeted audiences. The audio orvideo signal is transmitted from a centralpoint and can be received with specialized

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radio and television equipment. ITFS, cabletelevision, fiber optics, and satellite are exam-ples of narrowcast technologies.

network A group of interconnected televisionor radio stations capable of simultaneouslytransmitting a given program.

networking The interconnection of multiplesites for the reception and possible transmis-sion of information. Networks can be com-posed of various transmission media, includ-ing copper wire, terrestrial microwave, orcoaxial cable.

NEWTEC Northeast Wisconsin Telecommuni-cations Education Consortium: a group ofschool districts using ITFS for distance educa-tion and staff development in the Green Bayarea.

node A termination point for two or morecommunications links. A node can serve asthe control location to forward data over anetwork or multiple networks. It also canperform other networking and/or local pro-cessing functions.

noise Anything present between codecs otherthan the binary signal being transmitted.1. Audio. Unwanted sound signals. 2. Video.Electronic interference.

NTIA The U.S. Department of Commerce'sNational Telecommunications InformationAgency.

NTU National Technological University.NUTN: National University Teleconferencing

Network.

NWECS Northern Wisconsin Educational Com-munications System: a consortium consistingof the University of Wisconsin-Superior, Wis-consin Indianhead Technical College, the Su-perior School District, and CESA 12. It isdeveloping an interactive fiber optics network.

OCR Optical character recognition or opticalcharacter reader.

origination capabilities Ability to send in-formation whether it is in the form of video,audio, or data.

origination site The location from which aprogram is transmitted.

OSI Open System Interconnection: emergingstandard for a layered architecture that en-ables data to be transferred among systemsthrough networks.

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OTA The U.S. Department of Education's Of-fice of Technology Assessment.

PAL Phase alternation line: the broadcaststandard in the United Kingdom, Germany,and some European countries.

parabolic dish A satellite antenna, usuallybowl-shaped, that concentrates signals to asingle focal point.

picture element The smallest discrete part ofa video image, the size of which is controlledby an analog-to-digital conversion samplingprocess and other compression processes. Themore picture elements per line, the higher theimage resolution.

PIP Picture-in-picture display: a video displaymode in which a one-quarter-size video imageis superimposed over one quadrant of a full-screen video image.

polarization The property by which an elec-tromagnetic wave exhibits a direction of vi-bration (or rotation sense), giving the oppor-tunity for frequency re-use by orthogonalpolarizations. Four types of polarization areused with satellites: horizontal, vertical,right-hand circular, and left -hand circular.

POP Point of presence: location at which acustomer can connect to a carrier's network.

port Point of access to a computer or a comput-er network.

program With respect to a state agency, a setof duties or services uniquely assigned by law.

Project CIRCUIT Trempealeau County Inter-active Cable Network serving the county'sschool districts.

projection system A large screen system toshow video or television images.

protocol Communication paramAers neces-sary to make a connection between comput-ers; two examples are baud rate and duplex.

protocol conversion The process of translat-ing a protocol native to an end-user device, forexample a terminal, into a different protocol.This enables that end-user device to commu-nicate with another with which it previouslyhad been incompatible.

PTFP Public Telecommunications Facility Pro-gram of the NTIA: funds from PTFP (aridfrom an earlier version administered by theformer U. S. Department of Health, Educa-tion, and Welfare) have financed much of the

nation's public broadcasting system, includ-ing a substan';:al portion of state networkfacilities in Wisconsin.

RAM Random access meinory: the most com-mon computer memory, the contents of whichcan be altered at any time.

real time Said of the ability to send and receivemessages simultaneously and without delay,also called "live."

receive dishes See downlink.

receive-only codec A video codec configuredonly to receive communications signals andprocess them for local output. For use atreceive locations in point-to-multipoint or forbroadcast applications in which two-way co-dec communication is not required.

redundant Temporarily redundant. Said ofvideo data information that does not changeover time. Spatially redundant. Said of videodata information in which a given pixel issurrounded with similar pixels.

RETAs Regional educational telecommunica-tions areas.

RF Radio frequency: an electronic signal abovethe audio and below the infrared frequencies

RFB Request for bid: written invitation to bidon a project that gives vendors of goods andservices precise project specifications. Eachvendor responds with a formal sealed bid thatincludes specific prices, and the customer se-lects one bid from those received.

RFI Request for information: request to ven-dors of goods and services for information.Used when there is little in-house expertise orwhen the need is conceptual. Vendors re-spond with general information and prices.Typically, a customer does not purchase fromresp( rises to an RFI but may use responses todevelop a RFP or RFB.

RFP Request for proposal: invitation to ven-dors of goods and services, used when the bestoption may be in doubt, to gain information onthe cost-effectiveness of various options. Itdescribes what the customer wants to do andincludes any constraints or conditions. Ven-dors describe how they would do what thecustomer wants, what they would provide,and the cost. The customer reviews the re-sponses and selects one.

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RFQ Request for quote: a shorter, less formalRFB used when a customer needs to replacespecific equipment or to purchase one-timeservices or service contracts.

ROM Read-only memory: a type of semi-con-ductor memory device that stores unalterabledata or program information.

SAP Separate audio program: a second audiochannel available with every TV channel un-der the NTSC standard. Often used for bilin-gual teaching, with the SAP channel carryingprogram audio in a different language fromthe main audio channel.

satellite Electronic space vehicle located in afixed geostationary orbit that retransmits sig-nals from one location on the Earth's surfaceto one or more other Earth locations.

satellite time Time booked to use a communi-cations satellite.

SCA Subsidiary Communications Authoriza-tion: an additional program channel that canbe transmitted along with the regular stereoprogramming of an FM station.

School Radio Service Transmitted by SCA(Subsidiary Communication Authorization)Radio. It is transmitted with FM radio signalsand received by special receivers.

scrambler A device that alters a picture so itcannot be viewed on a TV screen without adecoder.

SDN Software-defined network: a virtuallyprivate network in which network links areassigned as needed and typically are invoicedon the basis of bandwidth and time occupan-cy.

send-only codec A video codec configurationthat allows only origination and transmissionof communications signals. For use at thesending location in point-to-multipoint or forbroadcast applications in which two-way co-dec communication with the receivinglocation(s) is not required.

service area The region in which a broadcast-ing or narrowcasting station signal can bereceived.

simplex A wire, channel, or carrier frequencythat can accommodate only one message inone direction at one time. An exn.raple is abroadcast TV channel.

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SMATV Satellite Master-Antenna Television:a pay-TV service delivered to rooftop Earthstations located on multidwelling units. Thesignal is then distributed to individual TVsets by coaxial cable.

software Programs, procedures, and relateddocumentation associated with a computersystem; sometimes used to refer to TV pro-gramming.

SONET Synchronous Optical Network: anemerging interface standard for digital sig-nalling transmission and equipment in fiberoptics networks.

STL Studio-to-transmitter link: any technicalmethod of delivering a signal from a studio toa transmitter, such as coaxial cable and point-to-point microwave.

STS State Telephone System.studio A room containing a camera, micro-

phones, or other television or radio equipmentnecessary to originate a signal.

switching Process of routing communicationstraffic from a sender to the correct receiver.

synchronicity/synchronous "Live" or "realtime" transmission and reception.

synchronization Many data networks simplyprovide a bit stream without any informationon how to divide the bits into "words." Somenetworks use overhead bits to determine the"start" and "stop" of each word. If the codec isto ensure the best possible use of the datachannel, it cannot afford the overhead re-quired to provide alignment information notprovided by the network. For this reason, thecodec's receiver takes in raw, unframed dataand analyzes it to determine the proper wordalignment. This auto synchronization schemeenables the receiver to frame words with noother information. In the case of communica-tion with a less sophisticated codec, the trans-mitter may be configured so that output wordsline up with network timing information, ifavailable. This assures that the other codecwill receive words aligned with the networktiming.

sysop System operator, usually on a computerbulletin board.

tariff 1. A published rate charged for servicesprovided by a common or specialized carrier.2. The means by which regulatory agencies

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approve such services; the tariff is a part of acontract between customer and carrier.

TBC Time base corrector: a device used inconjunction with a playback from a VCR toprovide sufficient timing stability to permitsuccessful encoding of the video signal by thecodec. Some codecs include a built-in TBC.

TDM/TDMA Time division multiplex/multipleaccess: a method of combining multiple datacircuits into one circuit (or vice versa) byassigning each circuit a fixed unit of time fordata transmission.

telecommunications The exchange of voice,video, or data through digital or analog elec-tromagnetic signals.

teleconference Sharing of information whenmultiple sites separated by distance are linkedtogether for communication. Among the typesof information exchanged can be voice, video,and data.

telephony Transmission of speech or othersounds.

teletext Systems that transmit a text andgraphics "magazine" to television setsequipped with special decoders that enableusers to select individual pages. Most decod-ers include hand-held remote control keypads.

time-shifting Recording programs on a video-cassette recorder for playback at a more con-venient time.

,translators Radio or television broadcast sta-

tions operating at relatively low power thatreceive a broadcast signal on one channel,amplify it, and retransmit it on another chan-nel.

transponder The antenna-like part of a com-munications satellite that receives signalsfrom the Earth, translates and amplifies them,and retransmits them back to Earth.

TVRO Television Receive Only: Earth stationequipment that receives video signals fromsatellite or MDS-type transmissions. Suchstations have only receiving capability andneed not be licensed by the FCC unless theowner wants protection from interference.The sender grants authority for reception anduse of material it transmits.

twisted pair A type of cable composed of twosmall insulated conductors twisted togetherwithout a common cover. Telephone signals

are the most common type of information de-livered using twisted pair technology.

UHF Ultra high frequency: received on broad-cast television channels 14 through 83.

UNIX A computer operating system.uplink The transmission power that carries a

signal or material from its Earth stationsource up to a satellite.

upstream/downstream Cable industry jar-gon indicating whether a signal is travelingfrom the "headend" of a two-way cable systemto the subscriber (downstream) or in the oppo-site direction.

VBI Vertical blanking interval: transmitted asa part of the television video signal in theblack "bar" that can be seen at the top of thetelevision picture. The FCC has granted com-mercial and public television stations the rightto use the VBI for computer data transmis-sion, software delivery (also called "te]esoft-ware"), teletext, and paging services.

VCR Videocassette (cartridge) recorder: De-vice that uses special magnetic tape to recordaudio and video portions of a television pro-gram for replay.

VHF Very high frequency: refers to electro-magnetic waves between approximately54 MHz and 300 MHz.

VHS Video home system: the more popular ofthe two types of videocas1:ette recorders.

video The dem( ulated and displayed elec-tronic signal reconstructed as a viewable pic-ture by a receiver such as a TV set. Thepicture is extracted from an analog or digital-ly encoded carrier wave that facilitates trans-mission.

video conferencing Using video and audiosignals to link participants at different loca-tions for a specific purpose. Video conferenc-ing is a form of teleconferencing. When onlyvoice links are used, the meeting is an audioconference.

videodisc Uses a laser to read informationthat has been encoded in a series of microscop-ic pits engraved in the disk. Discs permitprecise and rapid access to individual framesor sequences of images, and have huge stor-age capabilities; one side of a disc can contain54,000 distinct images or frames. Discs can beused for interactive video.

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videotex or videotext An interactive datacommunications application designed to allowunsophisticated users to converse with a re-mote database, enter data for transactions,and retrieve text and graphics for display onsubscriber television sets or low-cost termi-nals.

voice grade channel A channel for speechtransmission, usually with an audio frequen-cy range of 300 to 3,300 hertz. It is also usedfor transmission of analog and digital data.Up to 10,000 bits per second can be transmit-ted on a voice grade channel.

VSAT Very small aperture terminal: a smallEarth station, usually four feet to six feet indiameter.

WANUC Wausau Area Narrowcast Users Con-sortium: ITFS group comprising K-12 andpostsecondary users.

WestWING West Wisconsin Instructional Net-work Group: a group of schools and institu-tions in the St. Croix County region that isdeveloping an interactive video-audio networkfor instructional purposes.

WICORTS Wisconsin Interagency Committeeon Radio Tower Sites.

WIN Wisconsin Indianhead Narrowcast Net-work: a group of schools and the WisconsinIndianhead Technical College-Rice Lake thatshare an ITFS system.

wireless cable Makes use of frequencies in theMDS (Multipoit Distribution Service),MMDS (Multichannel Multipoint DistributionService), and OFS (Operational Fixed Ser-vice) ranges. The frequencies are reserved bythe FCC for commercial use, sometimes alongwith ITFS frequencies, to form a transmissionservice, typically for entertainment program-ming.

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WISCAT Wisconsin Catalog: CD-ROM catalogof materials owned by libraries around Wis-consin that was developed and is maintainedby the Department of Public Instruction.

WISCNet Statewide data network servinghigher education that is a gateway to theInternet. It includes all University of Wiscon-sin System campuses and other state collegesand universities.

WiseNet An electronic bulletin board and mailsystem maintained by DPI that can be access-ed by dialing a toll-free telephone number.

WISLINE Teleconferencing bridge (connec-tion) offered by UW-Extension's InstructionalCommunications Systems; permits up to 68sites to be connected for a teleconference.

WISPLAN UW-Extension computer serviceproviding agricultural "decision aid" pro-grams, electronic mail, and other services toextension staff and their clients.

WiSPP Wisconsin Strategic Planning Project:a Department of Administration project de-signed to help state agencies develop strategicbusiness and strategic information technolo-gy plans. It is also meant to develop a compre-hensive statewide information technologyplan.

WisSat A system of satellite dishes located atcounty courthouses provided by the tom' -Extension's Cooperative Extension, they are tobe used for educational purposes.

WisView An audiographics system for educa-tion programs that combines interactive audio with computer graphics. It is run by theUW-Extension's Instructional Communica-tions Systems.

WITS Wisconsf, Independent Telecommunica-tion Systems.

WSTA Wisconsin State Telephone Association

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