PREFACE
Since early 1992, at the direction of the president and vice president, federal
officials have been exploring ways to encourage greater and more effective use
of modern technology in the nation's schools. As part of this effort, RAND's
Critical Technologies Institute (CTI), in support of the Office of Science and
Technology Policy, conducted analyses of existing federal research and
development activities related to technology for education and training and
participated in the planning activities of the Committee on Education and
Training of the National Science and Technology Council.
In 1994, the Goals 2000: Educate America Act directed the Secretary of the
U.S. Department of Education to develop a national long-range technology plan
for actions promoting higher student achievement through the use of technology
in education. The CTI was asked by the Office of Science and Technology Policy
and the Office of Technology of the U.S. Department of Education to undertake a
number of activities to support the development of this plan.
The CTI held four workshops dealing with important policy areas to be
considered in the national plan. These have been documented in four papers:
- Technology and Teacher Professional Development, James Harvey and
Susanna Purnell (eds.),
DRU-1045-CTI, RAND, Santa Monica, CA, March 1995.
- Planning and Financing Educational Technology, James Harvey (ed.),
DRU-1042-CTI, RAND, Santa Monica, CA, March 1995.
- The Market for Educational Software, James Harvey (ed.),
DRU-1041-CTI, RAND, Santa Monica, CA, May 1995.
- The Costs and Effectiveness of Educational Technology: Proceedings of a
Workshop, Arthur Melmed (ed.),
DRU-1205-CTI, RAND, Santa Monica, CA,
November 1995.
In addition, the CTI analyzed the technology-related costs of a set of schools
making extensive use of technology. The results of these analyses appear in
- The Cost of School-Based Educational Technology Programs, Brent
Keltner and Randy Ross,
MR-634-CTI/DoED, RAND, Santa Monica, CA, 1996.
This report draws on the discussions in these workshops, the analysis of costs,
and reviews of existing literature to identify key elements of national
strategy and federal policy that will contribute to effective use of technology
by the nation's schools. It should be of interest to federal policymakers
concerned with education and technology policy as well as educators and others
concerned with the use of technology in elementary and secondary education.
CTI was created by an act of Congress in 1991. It is a federally funded
research and development center (FFRDC) within RAND. CTI's mission is to
- provide analytical support to the Executive Office of the President of the
United States
- help decisionmakers understand the likely consequences of their decisions and
choose among alternative policies
- improve understanding in both the public and private sectors of the ways in
which technological efforts can better serve national objectives.
Inquiries regarding the CTI may be directed to
Bruce W. Don
Director
Critical Technologies Institute
RAND
2100 M
Street, N.W.
Washington, D.C. 20037-1270
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