Developing Oregon's Technical, Human, and Organizational Networking Infrastructure for Science and Mathematics Education: A Planning Project

9454794兰姆俄勒冈州在教育改革立法方面是公认的领导者。公立、私立和教区教育、私立非营利组织、商业和工业领域的创新领导者创造的氛围，加上有效的政治领导，刺激了俄勒冈州实施计算机化电信(CT)教授科学和数学的许多举措。有这么多优秀的机构和组织倡导有前途的实践和想法，规划、共享资源和合作的需要至关重要，因为即使这些创新正在实施，大多数俄勒冈州的学生也没有得到CT的服务，用于科学和数学教育，或用于其他目的。该项目将实现以下短期目标：建立一个公共和私人实体的有效联盟，以便在俄勒冈州K-14年级将CT作为教授科学和数学的工具。向联盟成员和其他人通报现有的基础设施和正在进行的有关将CT用作教授科学和数学(K-14)的工具的活动，以鼓励协调与合作。确定俄勒冈州使用CT的障碍。确定潜在资源并制定解决方案以克服这些障碍。制定一个切实可行的长期计划来实施这些解决方案，其中包括但不限于将于1995年提交给国家科学基金会的“试验床/基础设施”提案。该方法将包括以下内容：(1)建立联盟：邀请有兴趣将CT应用于科学和数学教育的选定的公立、私立和教区学校和学区、学院和大学、私营工商业、国家机构和私营非营利组织参与项目。该联盟的代表将作为执行该项目的政策和执行委员会。(2)研究关键问题：委托并资助一系列基准报告，以确定CT对科学和数学教育实施的最新水平、领域从业人员、潜在的帮助来源和障碍。(3)确定目标的优先顺序：举行一次规划会议，让联盟成员和教师、行政人员以及其他支持、中立和反对CT的人相互交流，并在焦点小组中编写基准报告，以确定感知的障碍，概述潜在的解决方案，并为CT的应用制定优先目标。(4)制定一项全面计划：举办一次战略规划讲习班，包括联盟成员、政治领导人以及地方和地区私人筹资机构，为实现将计算机技术应用于科学和数学教育的优先目标提出切实可行的、可提供资金的建议。其中一个提案是针对NSF的“试验床/基础设施”项目。该项目的有效性将通过四种方式进行评估：(1)基准报告作为信息源、发展技术和人员联系的工具以及将理论付诸实践的工具的有用性；(2)规划会议形式鼓励与会者提出具体的积极建议和找出真正障碍的能力，而不是参与基本上没有产品的一般性和哲学讨论；(3)联盟成员和与会者在实施技术转让方面开始合作的程度；以及(4)从这一过程中产生的提案的数量、质量和实施情况。拟议的项目将产生关于实施教育创新的障碍的知识，特别是将技术应用于科学和数学教育，以及如何将各组织聚集成准备解决这些问题的有效联盟的方法。

9454794 Lamb Oregon is an acknowledged leader in educational reform legislation. The climate created by innovative leaders in public, private, and parochial education, private non-profits, business and industry, coupled with effective political leadership has stimulated numerous initiatives in Oregon implementing computerized telecommunications (CT) for teaching science and mathematics. With so many fine institutions and organizations initiating promising practices and ideas, the need for planning, sharing resources, and working cooperatively is vital, for even as these innovations are being implemented, the majority of Oregon's students are not served by CT for science and mathematics education, or for other purposes either. This project will effect the following short-term goals: Establish an effective coalition of public and private entities for implementing CT as a tool for teaching science and mathematics in Oregon, K-14. Inform coalition members and others of existing infrastructure and ongoing activities related to using CT as a tool for teaching science and mathematics, K-14, to encourage coordination and cooperation. Identify barriers to using CT in Oregon. Identify potential resources and generate solutions to overcome those barriers. Create a practical long-range plan to implement those solutions that includes, but is not limited to, a "Testbed/Infrastructure" proposal to be submitted to NSF in 1995. The method will encompass the following elements: (1) Build a coalition: Invite project participation by selected public, private and parochial schools and districts, colleges and universities, private business and industry, state agencies, and private non-profit organizations interested in applying CT to science and mathematics education. Representatives of this coalition will serve as both a policy and executive board in implementing the proj ect. (2) Research key issues: Commission and fund a series of Benchmark Reports to establish the state of the art, area practitioners, potential sources of help for and barriers to implementation of CT to science and mathematics education (3) Prioritize goals: Implement a Planning Conference in which coalition members and teachers, administrators and others who are pro, neutral and con to CT interact with each other and the Benchmark Reports in Focus Groups to identify perceived barriers, outline potential solutions, and generate prioritized goals for the application of CT. (4) Develop a comprehensive plan: Implement a Strategic Planning Workshop including coalition members, political leaders, and local and regional private funding agencies to generate practical, fundable proposals for accomplishing the prioritized goals for application of CT to science and math education. One of these proposals will be for an NSF "Testbed/Infrastructure" project. The effectiveness of the project will be evaluated in four ways: (1) the usefulness of the Benchmark Reports as information sources, tools for developing both technical and human connectivity, and tools for implementing theory into practice; (2) the ability of the Planning Conference format to encourage participants to generate concrete positive suggestions and to identify real barriers, rather than to engage in essentially product-free discussions of generalities and philosophies; (3) the extent to which coalition members and conference attendees begin to work together in implementing CT; and (4) the number, quality, and implementation of proposals that arise from the process. The proposed project will generate knowledge about barriers to implementing educational innovations, in particular CT as applied to science and mathematics education, and about the ways of bringing together organizations into effective coalition prepared to address the problems.