Microcomputers or Personal Computers, also called "desktop" computers, are by now somewhat familiar to us all. Small-sized and affordable by comparative standards ($5,000 or less will buy a sophisticated system), these machines incorporate many of the logical capabilities of larger computers and can be programmed to perform many of the same sorts of tasks. This is made possible by microprocessor technology. Microprocessors, based on large-and very-large-scale integrated circuits, have sometimes been called "computers-on-a-chip."

Microprocessors are

used not only in microcomputers but in many other "hardware" systems which can then perform computer-like functions.

The concept of Software is not new, but advanced computer technologies and increasingly sophisticated computer applications have caused software technology to develop and change accordingly. Software refers generally to the computer programs which direct the machine to perform specific tasks. New programming "languages" and techniques, and the development and use of new and important general or special-purpose computer programs, constitute the areas of interest in software technology. The term "software engineering" has come into use in recent years to describe systematic approaches to computer program development.

Worker Participation in Management refers to organizational structures and functions which involve vocational workers in efforts to improve production or quality. These "soft" technologies include quality control (QC) circles, an important new development, as well as quality of worklife groups and some methods of organization development.

Inventory Control Systems are technologies which facilitate the efficient and cost-effective movement of supplies and products to and from warehouses associated with sales or manufacturing firms. Computer technology and related advancements have made possible not only automated retrieval and reordering (e.g., through product numbering and scanning),

but also more sophisticated methods of paring down inventories to the amounts needed and the better utilization of computational methods for controlling other inventory costs.

Office Automation involves the broadening use of computer technology in the office environment. Office automation, however, is not simply the use of computer technology to support office work. Rather, it includes the proliferation of computer-based work stations throughout the office and at all levels from clerk to executive. In addition to the now prevalent word processing functions, electronic mail and filing, data storage and retrieval, "personal" computing including graphics capabilities and interactive on-line communication and data sharing systems are some of the elements of the office of the future.

Word Processing involves the application of computer technology to the typewriting or keyboarding process. It is sometimes described as the key to office automation and is used in the development, production and revision of such materials as long documents, reports, form letters, memos, mailing labels and lists, and other correspondence. Other functions can include calendaring, timekeeping and billing operations. formation entered into a word processing system can easily be edited, revised, reformatted, changed by deletion or insertion of data and generally polished into a better final product without rekeyboarding the entire document.

In

Alternative methods and practices of Work Scheduling are changing the ways and the places of work. A number of new approaches are being tried in business and industry to adapt to the needs of both the employer and employee. Job-sharing, "flextime," work at home, in satellite centers or in other locations are some of the alternative working arrangements being used.

ORD

APPENDIX B

TYPICAL HIGH-TECHNOLOGY PROGRAMS

• COMPUTERS

• MICROELECTRONICS

• NONDESTRUCTIVE TESTING

• CAD/CAM

• INSTRUMENTATION AND CONTROL

• AUTOMATED MANUFACTURING

• ROBOTICS

• LASERS

• ENERGY CONSERVATION AND USE

22-894 0-83--17

STATEMENT OF SCOTT THOMSON, EXECUTIVE DIRECTOR, THE NATIONAL ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS, RESTON, VA.

Mr. THOMSON. Mr. Chairman, my name is Scott Thomson. I am executive director of the National Association of Secondary School Principals. With 34,000 members we are the largest school administrator organization in the country. Our membership includes approximately 1,000 private and parochial school members. My written testimony is before you and I will make a few summary comments only.

First, I must say that my membership is extraordinarily pleased to see emerging concensus in the country that the primary purpose of secondary schools is for academic instruction for basic skills. And I am also pleased to see the thrust for excellence. Beyond that, I think what is more fundamental is that the Nation is beginning to see more clearly the basic relationship between the quality of its elementary and secondary schools, on the one hand, and the opportunity for economic growth in the future. Certainly, we must have a first-class school system if we are going to have a first-class economy in the years ahead.

While there is a great deal of glamour attached to providing tax incentives for research and development at the college level, I would like to point out that many young people make their decision to go into math and science at age 13 or 14 and 15, and it is the quality of the high school, the quality of the science and math teacher, the quality of the equipment, the encouragement that that person gets, that in many ways determines his or her future. Let me give you one dramatic example.

Twenty years ago I was an assistant principal in a new high school in California. We were able, through the NDEA Act, to purchase and install four computer monitors in our high school for a math lab. Two young men spent a great deal of time in that lab over the next 2 years. As a matter of fact, they seemed to be in there all the time. Those two young men's names were Steven Jobes and Steven Wozinak, who, as you know, are the founders of Apple Computer Corp.

So I am convinced-or at least I would like to believe-that we made a difference in their lives, and that we need those kinds of opportunities for a larger number of people. Incidentally, neither one of those individuals graduated from college or were involved in research at the graduate level. Now, not very young person has that level of special talent. But, even with them the quality of opportunity they get at the secondary school level marks a difference. I would like to also state that I believe this particular act, 1194, is important substantively as well as symbolically. It is important substantively because far too many people see high schools as being large institutions, whereas, in fact, the medium size high school in this country is about 750 students. And while one additional computer per school may not have a dramatic impact in a school of 2,000 students, it would make a very dramatic impact in a school with 300 or 400 hundred students. So there's a substantive contribution here that we think is important.

Symbolically, I think it is very significant because, as three or four of the other witnesses have said, it is terribly important that we get on with developing close cooperative systems between the private sector and the public sector in this country. We are beginning to do this between education and business in a number of States such as North Carolina where Governor Hunt is providing leadership, and in Florida where Governor Graham is providing leadership. We must continue to do this across the 50 States. And I believe that this act, if passed, would be very symbolically important, an indication, an example of the kind of cooperation we expect.

S. 1194 happens to coordinate with other initiatives that the NASSP is taking. We have asked Senator Glenn to sponsor S. 290, and, of course, that bill provides tax incentives for the private sector to provide jobs in high-tech industries, during the summer for science and math teachers so that they might work in their field during the summer to supplement their income, rather than to work at MacDonalds or drive a cab or something like that. Also we believe that the specifications in S. 1194 are adequate, both in regard to equipment, memory, and software, and so forth.

Let me close by saying that as a layman I really don't see the revenue costs to the Treasury in this particular bill, at least in the short term. The reason I see no revenue penalty is that the demand for microcomputers in the secondary schools is much greater than the money available to purchase them. And so basically we are talking about increasing the market volume, not decreasing the amount of dollars or the tax income to government from those dollars. We are simply saying that more computers will be out there. Those that the schools have the budget to buy, will continue to be purchased. This, then, is an add-on to normal purchasing.

I would like to express my appreciation and those of our 34,000 members, Mr. Chairman, for your support of this bill.

Senator DANFORTH. Thank you very much.

[The prepared written statement of Mr. Thomson follows:]