Table Of ContentTECHNOLOGY
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 tech-
nology. 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 mem-
bers 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 sub-
mit 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 is-
sues 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 con-
cepts 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 for-
ward 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
