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TECHNOLOGY EDUCATIONAL IN X V THE 2 1ST CENTURY Y 4. SCI 2: 104/23 HEARING ,«u„«ti,.on>l, Technoloj, i, tlie 2l5t... jpoR^ the COMMITTEE ON SCIENCE AND THE COMMITTEE ON ECONOMIC AND EDUCATIONAL OPPORTUNITIES HOUSE OF REPRESENTATIVES U.S. ONE HUNDRED FOURTH CONGRESS FIRST SESSION OCTOBER 12, 1995 [No. 23] (Committee on Science) Serial No. 104-37 (Committee on Economic and Educational Opportunities) Printed for the use of the Committee on Science and the Committee on Economic and Educational Opportunities GOVERNMENTPRINTING OFFICE U.S. WASHINGTON 1996 21-035CC : ForsalebytheU.S.GovernmentPrintingOffice SuperintendentofDocuments,CongressionalSalesOffice,Washington,DC 20402 ISBN 0-16-052181-5 TECHNOLOGY EDUCATIONAL IN Y V ^ THE CENTURY 2 1ST 4. SCI 2; 104/23 HEARING .c,ti.n,l r . , COMMITTEE ON SCIENCE AND THE COMMITTEE ON ECONOMIC AND EDUCATIONAL OPPORTUNITIES HOUSE OP REPRESENTATIVES U.S. ONE HUNDRED FOURTH CONGRESS FIRST SESSION OCTOBER 12, 1995 [No. 23] (Committee on Science) Serial No. 104-37 (Committee on Economic and Educational Opportunities) Printed for the use of the Committee on Science and the Committee on Economic and Educational Opportunities GOVERNMENTPRINTING OFFICE U.S. WASHINGTON 1996 21-035CC : ForsalebytheU.S.GovernmentPrintingOffice SuperintendentofDocuments,CongressionalSalesOffice,Washington,DC 20402 ISBN 0-16-052181-5 COMMITTEE ON SCIENCE ROBERT S. WALKER, Pennsylvania, Chairman F. JAMES SENSENBRENNER, Jr., GEORGE E. BROWN, Jr., California RMM* Wisconsin RALPH M. HALL, Texas SHERWOOD L. BOEHLERT, New York JAMES A. TRAFICANT, Jr., Ohio HARRIS W. FAWELL, Illinois JAMES A. HAYES, Louisiana CONSTANCE A. MORELLA, Maryland JOHN S. TANNER, Tennessee CURT WELDON, Pennsylvania PETE GEREN, Texas DANA ROHRABACHER, CaUfornia TIM ROEMER, Indiana STEVEN H. SCHIFF, New Mexico ROBERT E. (Bud) CRAMER, Jr., Alabama JOE BARTON, Texas JAMES A. BARCIA, Michigan KEN CALVERT, California PAUL McHALE, Pennsylvania BILL BAKER, California JANE HARMAN, California ROSCOE G. BARTLETT, Maryland EDDIE BERNICE JOHNSON, Texas VERNON J. EHLERS, Michigan** DAVID MINGE, Minnesota ZACH WAMP, Tennessee JOHN W. OLVER, Massachusetts DAVE WELDON, Florida ALCEE L. HASTINGS, Florida LINDSEY O. GRAHAM, South Carolina LYNN N. RIVERS, Michigan MATT SALMON, Arizona KAREN McCarthy, Missouri THOMAS M. DAVIS, Virginia MIKE WARD, Kentucky STEVE STOCKMAN, Texas ZOE LOFGREN, California GIL GUTKNECHT, Minnesota LLOYD DOGGETT, Texas ANDREA H. SEASTRAND, CaUfornia MICHAEL F. DOYLE, Pennsylvania TODD TIAHRT, Kansas SHEILA JACKSON LEE, Texas STEVE LARGENT, Oklahoma WILLIAM P. LUTHER, Minnesota VAN HILLEARY, Tennessee BARBARA CUBIN, Wyoming MARK ADAM FOLEY, Florida SUE MYRICK, North CaroUna David D. Clement, ChiefofStaffand Chief Counsel Barry Beringer, General Counsel TiSH Schwartz, ChiefClerk and Administrator Robert E. Paiaier, Democratic StaffDirector *Ranking Minority Member **Vice Chairman (II) COMMITTEE ON ECONOMIC AND EDUCATIONAL OPPORTUNITIES WILLIAM F GOODLING, Pennsylvania, Chairman THOMAS E. PETRI, Wisconsin WILLIAM (BILL) CLAY, Missouri MARGE ROUKEMA, New Jersey GEORGE MILLER, California STEVE GUNDERSON, Wisconsin DALE E. KILDEE, Michigan HARRIS W. FAWELL, Illinois PAT WILLIAMS, Montana CASS BALLENGER, North Carolina MATTHEW G. MARTINEZ, California BILL E. BARRETT, Nebraska MAJOR R. OWENS, New York RANDY "DUKE" CUNNINGHAM, California THOMAS C. SAWYER, Ohio PETER HOEKSTRA, Michigan DONALD M. PAYNE, New Jersey HOWARD P. "BUCK" McKEON, California PATSY T. MINK, Hawaii MICHAEL N. CASTLE, Delaware ROBERT E. ANDREWS, New Jersey JAN MEYERS, Kansas JACK REED, Rhode Island SAM JOHNSON, Texas TIM ROEMER, Indiana JAMES M. TALENT, Missouri ELIOT L. ENGEL, New York JAMES C. GREENWOOD, Pennsylvania XAVIER BECERRA, California TIM HUTCHINSON, Arkansas ROBERT C. "BOBBY" SCOTT, Virginia JOSEPH K. KNOLLENBERG, Michigan GENE GREEN, Texas FRANK D. RIGGS, California LYNN C. WOOLSEY, California LINDSEY 0. GRAHAM, South Carolina CARLOS A. ROMERO-BARCELO, DAVE WELDON, Florida Puerto Rico DAVID FUNDERBURK, North Carolina CHAKA FATTAH, Pennsylvania MARK SOUDER, Indiana DAVID McINTOSH, Indiana CHARLIE NORWOOD, Georgia Jay M. Eagen, StaffDirector Gail E. Weiss, Minority StaffDirector (III) CONTENTS WITNESSES Page October 12, 1995: Seymour Papert, LEGO Professor of Learning Research, Massachusetts MA Institute ofTechnology, Cambridge, 30 Alan C. Kay, Apple Fellow Learning Concepts, Apple Computer, Los CA Angeles, 37 Chris Dede, Information Technology and Education, Graduate School of Education, George Mason University, Fairfax, VA 54 David E. Shaw, D.E. Shaw & Company, New York, NY 66 Ed McCracken, Chairman and CEO, Silicon Graphics, Mountain View, CA 119 Pat Wright, Vice President, TCI Educational Technologies, Inc., Engle- wood, CA 127 Robert W. Mendenhall, Vice President and General Manager, K-12 Indus- try Division, IBM, Atlanta,—GA 172 Jeff Joseph, Vice President Domestic Policy, United States Chamber ofCommerce, Washington, DC 182 Deborah McGriff, Senior Vice President, Public School Partnership, Edi- son Project, New York, NY 230 Cheryl L. Lemke, Associate Superintendent, Learning Technologies, Illi- nois State Board ofEducation, Springfield, 111 236 Alan S. Brown, Superintendent of Waukegan Public Schools District, Waukegan, 246 111 Appendix Statement for the record from Mr. Albert Shanker, President, American Federation ofTeachers, Washington, DC 266 Statement for the record from Ms. Shelly Weinstein, President & CEO, National Education Telecommunications Organization and EDSAT In- stitute 275 Statement for the record from Mr. Geoffrey Teeter, Senior Program Man- ager, Genentech, Inc., San Francisco, CA — 302 Office of Technology Assessment Report: "Teachers & Technology mak- ing the connection 312 (IV) JOINT HEARING ON EDUCATIONAL TECHNOLOGY THE CENTURY IN 21ST THURSDAY, OCTOBER 12, 1995 House ofRepresentatives, Committee on Science, and Committee on Economic and Educational Opportunities Washington, DC. The committees met at 9 a.m. in Room 2318 of the Raybum House Office Building, the Honorable Robert S. Walker, Chairman of the Committee on Science, and William F. Goodling, Chairman of the Committee on Economic and Educational Opportunities, pre- siding jointly. Chairman Walker. Good morning. I'd like to welcome everyone to a hearing on educational technology. I think it's going to be a very exciting hearing. I was ex- cited yesterday to have an opportunity to see the classroom of the future, and now to talk about some of the issues I think will make for a very worthwhile day. And I'm very pleased that Chairman Bill Goodling and the members of his Committee, the Empowerment in Education Committee, have really cooperated with \is in putting this together, and I'm pleased to welcome Chairman Goodling here today to be a part of this session. Also,—the ranking member, Bill Clay, when he arrives and of course I'm sorry? There he is. All right. Bill, welcome. And of course the ranking member of the Science Committee, George Brown. This is, as I say, I think an exciting glimpse into the future, and I'm delighted that we have the kind of cooperation. What we're going to try to do throughout the day is alternate in and out of the chair, so there is a shared jurisdiction over this hearing. We want to make certain that people understand that we're ex- amining not just technology issues. This is really about education and how education deals with the future. Speaker Gingrich had hoped at some point that he was going to be able to come and testify. He's not going to be able to do that with the press of other things. He is going to try to get over, at some point today, to the classroom of the future in 2325. And any of you who have not had an opportunity to get there, we would certainly encourage you to go down and take a look at that display. It's very fascinating. What I'd like to do is begin by asking the Committee Chairman and the ranking members who are here for their opening state- CD merits, and so for the first statement, I will turn to Chairman Goodling. Chairman GOODLING. The reason Mr. Clay was delayed over there coming in is in our Committee, we usually have a drum roll when he comes in, and he was waiting for that drum roll. [Laughter.] Chairman Goodling. I have an opening statement that I'll submit for the record because I know we have a lot of people to testify. I'd just indicate that I'm very interested in the subject and very interested in hearing the testimony. And then hopefully at the end, you will all also give us some ideas of how you put the dysfunc- tional family back together again so that my wife doesn't have to appear in a first grade class with 18 students, 12 of which are from dysfiinctional families, and try to figure out what it is she's going to do to make sure they all receive an excellent education. So I will submit my remarks for the record. Prepared Statement of Chairman William F. Goodling Good morning, I would like to thank all of our distinguished panelists for appear- ing before the joint committee hearing on education in the 21st century. I am look- ing forward to listening to your thoughts on what you think our education system will look hke 20 years into the future. We have already seen so many rapid advances in the past few years, and they have changed almost every aspect of our daily lives. How we implement these new technologies in the classroom, how we train our teachers to teach with these new tools, and how effective these new resources are to student achievement are all issues that have emerged at the forefront of the discussions on education technology. In my own congressional district both rural and urbam education institutions have benefited from new developing technologies. Connecting schools and libraries has re- sulted in better student access to research and reading materials that otherwise would not be available to them. Across the Nation, individual families and institutions of learning have begun to make investments in advanced technology. Yet little has been done to adequately instruct teachers on how to use technology as a teaching tool and to provide them with ongoing technical support. More thought must be given on how to incorporate these new technologies with traditional subject matter and curricula because understanding the most basic concepts of subjects such as math and science are essential in both the workplace and in daily life. I am pleased that we have a panel representing private industry here today. The need for partnerships between business and education is a fundamental one, and the involvement of business leaders in developing solutions that increase student performance is vital. The private sector is on the cutting edge of developing new technologies and they need to ensure that students learn the skills to compete in the business world. Competitiveness in the future will rely on the education we give our children today. It is through efforts such as yours, reflecting foresight of our educational needs, that we will be able to avoid rude awakenings in our economic future. I congratulate all of you on your leadership role in education policy and look forward to your testimony. Chairman Waj.ker. Very good, I thank Mr. Goodling. Mr. Brown, opening statement? Mr. Brown. Mr. Chairman, recognizing the scope of what we're doing and not desiring to take up too much money, too much time, me let [Laughter.] Mr. Brown, [continuing] money was on my mind, I'll tell you. [Laughter.] Mr. Brown. Let me welcome the distinguished witnesses that we have before us this morning. Let me indicate, without amplifying on it, that as the Chairman knows, this Committee on Science has had a long involvement with the questions of educational technologies and a strong record of support for them. And let me also ask unanimous consent to insert in the record, a letter from the President's Science Advisor, indicating their strong support for the programs for enhancing education which modern technology makes available to us. [The prepared statement and attachments of Mr. Brown follow:] STATEMENT FOR BDEARE«^G ON EDUCATIONAL TECHNOLOGY IN THE 21ST CENTURY BY THE HONORABLE GEORGE E. BROWN, JHR. (D-CA) RANKING DEMOCRATIC MEMBER COMMITTEE ON SCIENCE October 12, 1995 The uses of information technology in education have been studied, demonstrated and implemented, to varying degrees, over many years, beginning with films and television and now encompassing computers, CD-ROMs and the Internet. The capability for accessing and manipulating information by means of networked computers opens up new educational strategies for teaching problem solving skills and abstract concepts and also facilitates tailoring of instruction more to the individual needs of students. Network access enriches the educational resources available in the classroom and provides teachers with the means to collaborate with colleagues, share instructional materials and information, and access training for their own professional development. The potential value of educational technology is manifest. The main issue is not whether these powerful tools can improve teaching and learning, but rather it is how to spur the deployment ofthe technologies as broadly as possible and integrate them in the curriculum in the most effective ways. The Federal Government has long had an important role in sponsoring research and demonstration activities to advance educational technology and in supporting teacher training. The Administration has taken a lead in proposing new programs and augmentations to existing programs that wUl increase student access to modem computers, effective educational software, and national networks and that will help provide the training and support teachers need to employ new educational technologies effectively. Unfortunately the general onslaught on the federal budget orchestrated by the Majority in the House has not spared education. The programs at the Department of Education that are most closely focused on educational technology ~ Challenge Grants for Technology in Education, Star Schools, Ready-to-Leam Television, and Technologies Applications in the Individuals with Disabilities Act - are targeted for cuts of 72 percent relative to FY 1995 appropriations and by 81% relative to the Administration's request. In addition to these programs focused on educational technology, a significant fraction of the resources provided by the formula grant programs authorized by Titles I, II and VI of the Elementary and Secondary Education Act support schools' access to educational technologies and training for teachers. The House-passed education appropriations bill will cut these activities by over 20 percent relative to the Administration's request. A summary ofthe cuts to these programs is attached to this statement. The scale of the effort needed to make progress toward the widespread and effective use of educational technology is beyond dispute. While 75 percent of schools have computers, with an overall average of one computer for nine students, halfare too out-of- 1