Copyright 1999 Federal Document Clearing House, Inc.
Federal Document Clearing House Congressional Testimony
April 22, 1999
SECTION: CAPITOL HILL HEARING TESTIMONY
LENGTH: 3414 words
HEADLINE:
TESTIMONY April 22, 1999 DR. CAMEN GONZALES PROJECT DIRECTOR REGIONAL
EDUCATIONAL TECHNOLOGY ASSISTANCE PROGRAM SENATE HEALTH,
EDUCATION, LABOR & PENSIONS ELEMTARY AND SECONDARY EDUCATION ACT
REAUTHORIZATION
BODY:
TESTIMONY TO SENATE COMMITTEE
ON HEALTH, EDUCATION, LABOR AND PENSIONS, APRIL 22,1999, BY CARMEN GONZALES
Thank you, Senator Jeffords and Members of the Committee for inviting me to
testify today, it is a great honor for me. This committee, especially Senators
Bingarnan, Kennedy, Murray, and Jeffords has a long record of supporting federal
educational technology initiatives. My name is Carmen Gonzales and I am a
faculty member at New Mexico State University in the College of Education and
currently serve as the Project Director for the Regional Educational Technology
Assistance (RETA) Program, recently funded through a US Department of Education
Technology Innovation Challenge Grant. I will discuss this program today and the
impact it has had on the state of New Mexico's educational community. Background
of New Mexico First I would like to give you some background information on New
Mexico. New Mexico is a minority majority state with a school population of
about 48% Hispanic, 3 9% Anglo, 10% Native American, 2% African American, and I%
Asian. The state drop- out rate is 7.8% (compared nationally to 4.2%) and 21
districts (of 89) have a drop-out rate over 8%. Although "minority" students are
at greatest risk, one in every four children in New Mexico lives in poverty, and
one in every three students in school receives daily free lunch. These children
are in greatest need of developing the skills needed to carry them through an
education that prepares them to fulfill their potential and, ultimately, secure
and maintain productive employment in the 21 st century. An engaging curriculum,
enhanced by technology, taught by well- prepared teachers familiar with the
modem workplace is crucial for New Mexico students since schools are the primary
places in many students' lives where they will have access to technology. Much
of our state's urban population is centered in three towns: Albuquerque, Las
Cruces, and Santa Fe; in these areas there are some opportunities for technology
training and support. However, in the small towns and tiny villages, on the
Indian reservations, and across the sparsely populated desert, resources are
scarce. Teachers in remote areas of this large predominantly rural state do not
have easy access to the training and support required to help their students
learn to use computers and access the world of resources via this technology.
The public schools increasingly have become important as the critical path --
for many the only path -- for experiencing the ever-changing technologies of the
outside world. Students in New Mexico school districts rely upon the
availability of technology in their schools (fewer than 17% have access to
technology in their homes) and the wisdom and skill of their teachers to use
this technology in meaningful learning. Although technology is slowly arriving
in schools (in 1994 the state reported a 12 to 1 student to computer ratio, and
in 1999 the ratio is now 7 to 1) the most critical link in this chain,
professional development, is still a weak one. The funding that this committee
provides for educational technology helps to ensure equitable access to
technology for teachers and students both in our state and nationally. Both
internal and external funding for computer technology in public schools
typically has provided monies for purchasing hardware and software, leaving few
dollars for training. Data from the Educational Testing Service indicates that,
while 98% of all U.S. schools have classroom computers, only 15% of teachers
have been trained in their use. In New Mexico, no more than 4% of available
state technology funds have been designated for teacher training, well below the
national average of 9%, and far below the recommended 30% Office of U.S. Senator
Jeff Bingaman, 1997; Office of Technology Assessment (OTA), 1995 . While New
Mexico's teachers have had limited access to professional development resources
due to both the great geographical distances and infrequent opportunities, the
infusion of the technology literacy challenge funding has resulted in increased
professional development opportunities. District proposals reflect at least 30%
of available funding for professional development. Most New Mexico teacher
preparation programs do not provide relevant, comprehensive technology
integration in their content instruction for preservice teachers. As a result,
many new teachers graduate with a limited knowledge of the ways technology can
be used in their professional practice. It is critical that colleges of
education lead the way in preparing tomorrow's teachers to integrate technology
into their teaching (OTA, 1995; National Council for Accreditation of Teacher
Education, 1997). RETA Background In 1994 the New Mexico Legislature passed the
Technology for Education Act that established the NM Council for Technology in
Education (NMCTE). The NMCTE advises the State Board of Education, the
Legislature, and the State Department of Education on issues related to the full
implementation and integration of educational technology in support of teaching
and learning, and establishes overall funding requests based on local needs. The
Act also established funding for a new unit, the Educational Technology Bureau,
in the State Department of Education. This funding was directed toward helping
school districts begin to implement local plans, and toward building the
technical and human infrastructure needed to achieve the goals of a state plan.
The Council developed the state plan to integrate technology into public schools
in support of local, state, and national goals. This plan Roadmap to School
Improvement, was adopted by the State Board of Education in June 1995 and
submitted under ESEA, section 3133. Funding was set aside for
one year to begin a regional support network that would be responsive to
professional development needs. These monies, in part, paved the way for the
development of the Regional Educational Technology Assistance (RETA) Initiative.
RETA began in 1995 under the direction of Los Alamos National Laboratory with
$40K from the state legislature. Results of an initial needs assessment
indicated that districts most needed help with their technology planning.
Therefore, approximately 40 teachers and technology coordinators throughout the
state were selected to help districts develop, implement, and assess their
technology plans. To build upon this initial network, $43K was secured in year 2
(1996-1997) through the state's NSF - funded State Systemic Initiative. These
funds were leveraged with additional Los Alamos National Laboratory funds and
the collaboration of New Mexico State University and the University of New
Mexico to provide teacher workshops throughout the state. The program's focus
shifted from working with technology planning toward developing a deeper and
more meaningful understanding of how to use technology for teaching and
learning. For this new focus, the RETA model used research that suggests
teachers learn best from skilled peers, using exemplary curriculum models that
can be adapted for local use, and supported by a network of professionals who
understand adult learning and educational systems. In year 3 (1997-1998), the
RETA Initiative obtained funding at $1 OOK through the state's Technology
Literacy Challenge Grant. Teacher workshops continued and a new component, the
Leadership Academy for Administrators, were added. The Academy was a partnership
between the State Department of Education, NMCTE, New Mexico schools, the Center
for Children and Technology (CCT), and the Milken Family Foundation. The Academy
centers on key topics recently identified by New Mexico districts as their most
important issues, i.e. funding and equity, student learning, professional
development, and curriculum integration. In year 4 (1998-1999) the RETA Program
was awarded an $8.7 million Technology Innovation Challenge Grant through the
Gadsden Independent School District in partnership with New Mexico State
University's College of Education. As a successful collaboration of
partnerships, with strong and consistent support from the New Mexico State
Department of Education, New Mexico Council on Technology in Education, and New
Mexico State University, RETA had established a noteworthy track record with
limited funding and resources. However, until now, RETA has not been able to
reach a critical mass of skilled educators and to establish networks needed to
ensure long term sustainability. By building on a solid foundation RETA is now
well-positioned to expand the number of educators receiving professional
development, to continue the opportunities to acquire more advanced
understanding, and to establish the capacity of NM districts to provide
independent, substantial and ongoing professional development. Specifically, the
NM Technology Innovation Challenge Grant /RETA Program will provide funding to
enhance and expand the existing network by including more teachers and
administrators and by equipping them with the tools and infrastructure they will
need to effect long term sustainable technology-based educational reform. The NM
Technology Innovation Challenge Grant (TICG)/RETA Program will focus efforts in
the following areas: Professional development of preservice and inservice
teachers Advocacy development of administrators and policy makers Development of
Regional Resource Centers at institutions of higher education Curriculum
development and dissemination on the web (http://reta.Mnsu.edu and
http://reta.nmsd. edu/vrc.html) Sustainability. The RETA model is designed for
adaptability and each training module is always tailored to the needs of the
participants. Teachers participating in the professional development workshops
benefit from a series of six sessions that allow them to begin at their own
skill level aid progress over the course of the academic year. RETA instructors
work in pairs to deliver the workshops thus providing additional individual
attention for groups that have mixed skills (which is always the case). The
model is economical and can be scaled easily. RETA instructors are practicing
educators who help identify new instructors from a current pool of candidates
who have recently completed the RETA instructional sessions. By developing
teachers to become RETA instructors and building teams of teachers within
districts who share the knowledge and skills to integrate technology to support
educational goals, RETA is developing the capacity of New Mexico schools and
districts to maintain their understanding of learning technologies. RETA focuses
on the development and leadership needed in schools to take full advantage of
the technological infrastructures that are both present and planned. Results to
date have indicated that RETA is adding significant value and is well recognized
for the quality of its learning experiences. The program evaluation findings to
date indicate that RETA has met and in many cases exceeded expectations by
providing a core team of peer educators skilled in providing technology
integration workshops for classroom teachers statewide; a statewide network of
peers capable of providing continuing support; a statewide network of educators
to assist with technology planning and implementation; peer workshops on how to
integrate technology to support educational goals; exemplary curriculum models
adaptable for K- 1 2 classroom application; administrative leadership in
educational technologies and professional development; and communities of
learning where skilled educators share their knowledge to promote student
learning. The Center for Children and Technology (CCT) will function as the
outside evaluators for this project. CCT has extensive experience in research
and evaluation of technology integration efforts. They will incorporate multiple
methods of data collection in order to evaluate the NM T1CG/RETA Initiative. A
full annual report will be prepared by CCT staff to aid in the overall
development of the project as well as brief quarterly summary reports will be
disseminated to inform all program staff of ongoing data collection and
evaluation information. Data collection methods will include: (1) annual on site
interviews (during yearly summer institutes) to obtain pre, interim and post
data from participant sample engaged in each of the program areas; (2) follow-up
phone interviews with participants to address ongoing issues of implementation;
(3) electronically distributed and collected survey data examining the use of
technology and utilizing web-based survey software such as Decisive Survey; (4)
site-based observations in conjunction with a core group of graduate students
(and through collaboration with institutions of higher education) who will
collect data and observe activities at Regional Resource Centers; (5)
strategically timed focus groups to aid in assessing the development and
refinement of the structure of each phase of the project as it impacts on
student learning and teacher preparedness to incorporate technology into
classroom practice; (6) collection and analysis of participants' online
communications taking place within the project's website throughout the project;
and (7) the effects of these processes on student attitudes. Impact of RETA RETA
achievements have not gone unnoticed. RETA was selected by the Council for Chief
State School Officers (CCSSO) as one of three outstanding national projects for
teachers' professional development. A presentation was given at the annual CCSSO
Institute in Oakbrook, IL. RETA has also been selected for presentations at the
International Conference on Technology in Education, the National Educational
Computing Conference, and the Society for Information Technology and Teacher
Education. New Mexico has made incredible progress since 1995 in developing the
hardware infrastructure. The state has invested $17 million and we are
estimating that local communities have come up with $50 million to develop the
technical infrastructure in the local districts. The RETA professional
development initiative has helped to address the "capacity building" in the
state by providing a platform to seriously address curriculum and policy issues.
Over the past three years RETA has provided professional development
opportunities in all but 5 of New Mexico's 89 school districts. (See attached
map). Now the emphasis has begun to shift from building the hardware
infrastructure to a serious focus on student learning -- which matches the State
Technology Goal 1 (revised in 1999) -- Significantly improve learning, leading
to high achievement in challenging content standards through the use of
information and communications technologies. While some may argue that the two
should proceed in chorus (and I agree that they should in a perfect world),
putting money into professional development to integrate technology that is not
readily available to classroom teachers and their students is not a great
investment over time. With the TICG funding RETA has scaled efforts to match the
developing hardware infrastructure to the benefit of the state and the learner.
This also matches the State Technology Goal 2 -- Support ongoing professional
development for integrating technology into the learning process. More and more
teachers have received training; the leadership academy to address emerging
policy, design, and evaluation issues; curriculum training modules available on
the WWW, and the Regional Resource Centers are all mechanisms for on-going
support beyond face-to-face training. RETA is a carefully coordinated program
that understands technology is a powerful tool to significantly impact learning
environments, however, for teachers and students to fully benefit from these
improved environments, certain elements and conditions need to be existent.
Namely, a human infrastructure that consists of skilled teachers, informed
leaders, on-going professional development opportunities and responsive local
networks all supported by effective curriculum models and an adequate and
reliable technical infrastructure. RETA focuses on building the human
infrastructure; a statewide network of educators who are capable of sustaining
high quality technology -enhanced instruction and sharing that knowledge with
peers. RETA is guided by a shared vision where teachers understand how to use
technology tools to enhance sound curriculum and engage students in authentic
learning experiences that contribute to increased understanding, more advanced
skills and more successful collaborative interactions. Teachers participating in
RETA have sustained opportunities for reflection and practice, working together
with peers in supportive environments where they can try out new applications.
The workshop modules are designed for translation allowing the teachers to adapt
the templates to meet their specific student needs. The RETA model helps develop
networks where teachers (who often are isolated in their classrooms and schools)
benefit from the renewal of interacting with colleagues sharing common
interests. RETA has been guided by clearly articulated needs from a variety of
stakeholders and these needs are clearly outlined in the state technology plan.
However, with the wise investment of local, state, and federal dollars, students
and their teachers are turning traditional learning environments into engaged
learning environments. Some examples I would like to cite: Margaret Hoskins
third grade students are participating in a US WEST Learning Circle where they
exchange KEYPAL email with classes all over the United States. They are working
on a community project to create a state by state comparison chart with their
pals. Ms. Hoskins was recently awarded a Christa McAuliffe Fellowship grant, on
a project she calls: "CyberTechs Community School and Technology Training Pilot
Program." The projects focus on training high school students to work as
technology assistants, or CyberTechs, in a local elementary school. Andy Newbre,
from St. Michaels High School in Santa Fe, is using multimedia software to help
high school students' author their own content software, which will serve as a
peer tutorial for their quarterfinals review. After attending a RETA workshop on
developing WebQuests (an inquiry based approach to using the Internet), Shawna
Smith, from Moriarty, wrote a Math/Science/PE/Technology Lesson Plan and entered
it in the NSTA/Toshiba Laptop Learning Challenge and it won. She had the
opportunity to attend the NSTA Convention in Boston. Gina Chavez, from Charniza
Elementary in Albuquerque, is using spreadsheets and databases in her
kindergarten classroom. Her students have taken Virtual Internet Tours of the
National Gallery of Portraits, and the Georgia O'Keefe Museum, in Santa Fe. Ms.
Chavez has coined the acronym, PSP, to describe her use of technology in the
classroom. It stands for her suggestion to use Technology for Planning,
Students, and Publishing. While there are many stories to share about RETA, I
would like to mention the impact RETA has had on the state's Technology Literacy
Challenge Grants awarded to districts for technology funding. At least 75% of
the districts with successful grant proposals are those that have been initiated
and written by participants from RETA. When they return from the RETA workshops
they become aware of their district's need for more technology and have taken
the initiative to write the proposals. I would like to close my testimony with a
quote from one of the RETA participants, " I just need more, much more and so do
others who could not attend the RETA workshops .... There is so much to learn
and share. We just need more instruction - more opportunities to share - and
more time to teach what we are learning." On a personal note, I would especially
like to thank you Senator Bingainan for your leadership in federal educational
technology programs. Your 1994 legislation, the Technology for Education Act,
was the first major source of dedicated federal funding for education
technology. Since its introduction, educational technology programs have grown
substantially nation wide. They are a major cornerstone to education reform
efforts, teacher quality initiatives, and drop-out prevention programs. I
encourage the Congress to continue and augment its support of educational
technology for the betterment of America's schools.
LOAD-DATE: May 6, 1999 
