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IP: Education Hearing
From: David Farber <farber () central cis upenn edu>
Date: Fri, 13 Oct 1995 20:44:28 -0400
FYI The American Institute of Physics Bulletin of Science Policy News Number 145: October 13, 1995 White House, Congressional Committees Look to Future of Education President Clinton announced a new program of Department of Education grants on October 10. The 19 Technology Learning Challenge grants, totaling $9.5 million, provide funds that must be matched by community partnerships of educators, parents, business and community leaders. Clinton called on Congress to fully fund the grant program in future years, but of his fiscal year 1996 request for it, the House has recommended only $25 million, and the Senate has pared that amount to $15 million. Nevertheless, concern within Congress over the state of K-12 education led to an October 12 joint hearing on education technologies, held by the House Science, and Economic and Educational Opportunities Committees. Robert Walker (R-PA), science committee chairman and former teacher, is a self-described "techno-nut," as is his friend, House Speaker Newt Gingrich (R-GA). Gingrich was scheduled to speak at the hearing, but was unable to appear. Witnesses from academia, industry and the education establishment testified that access to computer technology alone would not improve education; technology was only an enabling tool which teachers must be taught to use in innovative and effective ways. They articulated a vision in which students actively participated in their own education. Students could learn at their own pace, breaking up the grade system; they could learn subjects as necessary to solve integrated, real-world problems, blurring the distinctions between subjects; and they could access schoolwork from homes and libraries, crossing the traditional boundaries of the classroom. A number of the witnesses stated that teachers, rather than imparting a body of facts, needed to be co-learners, helping students find the information they needed. Seymour Papert, Professor of Learning Research at MIT, complained that the education establishment was too bureaucratic and "deplorably limited" in vision. Chris Dede, Professor of Information Technology and Education at George Mason University, added that parents, school boards and communities, too, were unwilling to accept a new paradigm of education. But David Shaw, chairman of the PCAST Panel on Educational Technologies, argued that the White House and the Education Department were "doing some remarkable work in this area." Most of the witnesses advocated a role for the federal government in renovating the educational system. Papert thought the federal government could provide the vision lacking in the education bureaucracy. Shaw worried that if the government did not address the issue of equity for rural and inner-city schools, it would exacerbate current social problems. He also noted that while a lot of money was being spent to get computers into schools, there was little research on "figuring out what actually works." If the federal government did not perform research and evaluation, he said, it "won't be done." Cheryl Lemke, Associate Superintendent of Learning Technologies for the Illinois State Board of Education, asserted that, while alliances are needed among teachers, administrators, parents, communities and industry, federal and state leadership was required, and she praised the Education Department's Challenge grants. While testimony varied over the costs of supplying technology to schools, both industry and community representatives demonstrated a willingness to contribute to the effort. For those readers interested in further discussion on the role of technology in education, Papert has established an Internet forum on the subject. It can be accessed by the following email addresses: school () media mit edu or URL:http://el.www.media.mit.edu/groups/el/projects/school ############### Audrey T. Leath Public Information Division American Institute of Physics fyi () aip org (301) 209-3094 ##END##########
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