103D CONGRESS 2d Session SENATE REPORT 103-234 TECHNOLOGY FOR EDUCATION ACT OF 1994 MARCH 9 (legislative day, FEBRUARY 22), 1994.-Ordered to be printed Mr. KENNEDY, from the Committee on Labor and Human REPORT together with ADDITIONAL AND MINORITY VIEWS [To accompany S. 1040] The Committee on Labor and Human Resources, to which was referred the bill (S. 1040) to support the improvement of education and develop a technologically literate citizenry capable of competing internationally by establishing a comprehensive system supporting the National Goals and educational standards by developing appropriate technology-enhanced curriculum, instruction, and administrative support resources and services, having considered the same, reports favorably thereon with an amendment in the nature of a substitute and recommends that the bill as amended do pass. I. SUMMARY OF THE BILL S. 1040 is designed to provide leadership at the Federal level to promote the effective uses of technology in order to improve teaching and learning and to promote equal access to educational opportunities for all students. It is also designed to provide assistance to the neediest schools so that they can begin to address their technology requirements and accomplish their educational goals. The bill establishes a framework and future direction for the infusion of high-quality technology into our educational system in support of the systemic education reform established in the Goals 2000 legislation, and in other initiatives undertaken by the states. The bill establishes an Office of Educational Technology in the Department of Education and directs the Secretary to undertake certain leadership activities, including the preparation of a long-range national plan for the development and dissemination of educational technology. The remainder of the bill is comprised of a series of grants to the education community, to the private sector and to consortia composed of both groups. The first type of grant is designed to assist states in developing comprehensive technology plans for the acquisition and use of the technology necessary to improve learning and instruction from kindergarten through high school. The second type of grant is designed to help consortia, established pursuant to this legislation, to (1) develop professional training in the use of educational technology, (2) assist states by providing technical assistance in the use of technology, (3) disseminate information concerning technology sources and programs, and (4) develop innovative and engaging technology products for the classroom. The third type of grant is designed to encourage research into educational applications of advanced technologies and telecommunications networks. The bill includes the reauthorization of the Star Schools program and places its administration within the Office of Educational Technology. The bill provides a coherent, systemic approach to improving student achievement through technology and encourages planning at the local level. The planning is meant to be comprehensive, covering every aspect of technology affecting educational improvement, including a description of the type of technology to be acquired and how it will be integrated into the curriculum, of professional development opportunities and how such training will improve instruction, and of technical assistance available and how that assistance will enable all schools to participate on a more nearly equal basis. The legislation also provides funds for consortia consisting of both educators and non-profit providers to develop professional training, technical assistance, and dissemination of information with respect to technology sources and programs. The primary focus of the consortia's services mirrors the focus of the bill as a whole: the improvement of student performance and professional instruction through the use of state-of-the-art technology. Other consortia supported by the legislation will develop educational technology products under a set of guidelines, the primary concern of which is the quality of educational outcomes. În addition, the legislation encourages the development of applications of advanced technologies for educational purposes and the develop ! ment of telecommunications networks for the transmission of edu cational information that will eventually link all schools. The legislation reauthorizes and continues the Star Schools program, one of the earliest and most successful educational programs involving technology. The Star Schools program is education legislation that S. 1040 intends to emulate and extend. S. 1040 as reported by the Committee includes modifications to the Technology for Education legislation as originally introduced. The changes to the education titles streamline the organization and language of the bill and simplify certain portions. The Committee believes that these changes enhance the original bill and continue the bill's emphasis on the role of technology as a major tool for education. II. BACKGROUND AND NEED FOR LEGISLATION After reviewing testimony, reports and other available information, the Committee concludes that an informed, carefully planned use of technology is critical to improving student achievement and to providing all students with better access to educational opportunities. The high academic standards which the Goals 2000: Educate America legislation (S. 1150 and H.R. 1804) seeks to establish cannot be met by many students without the assistance of educational technology. Furthermore, American workers and citizens of the future must be familiar with and able to use technology in a variety of settings. Despite the pervasive impact of technology on other segments of society, many students never interact with modern technologies in their classrooms. As a result, many students lack access to educational opportunities through which they can gain skills necessary to function effectively in the modern work place. The local bank uses technology far more advanced than the technology in schools in its community. America's schools, with out-dated, often secondhand equipment and classrooms without telephone lines, much less adequate wiring, are truly the technological stepchildren of society. States and localities across the Nation have attempted to respond to the need to teach children with the latest innovative technology and provide them with the tools they will use in college, in work, and in their daily lives. The Star Schools program was one of the first to link schools electronically. There are a growing number of electronic networks available for school children so that they can communicate with other students here and abroad. States like California, Florida, and Texas have developed statewide programs to link schools and to produce coherent technology plans. Distancelearning projects make it possible for students in some small rural schools to take courses the local schools do not offer. Yet, because technology and electronic infrastructure are expensive, technology threatens to become another source of inequality among schools and districts across the country. Thus, while there are many technology-based projects and activities underway throughout America, most students and teachers still do not have access to sustained and comprehensive applications of telecommunications and educational technologies. The lack of knowledge or professional development on the part of both teachers and |