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

9454794兰姆俄勒冈州是公认的教育改革立法的领导者。创新的领导人在公共，私人和教区教育，私人非营利组织，商业和工业，加上有效的政治领导创造的气候，刺激了许多举措，在俄勒冈州实施计算机化的电信（CT）的科学和数学教学。有这么多优秀的机构和组织发起有前途的做法和想法，规划，共享资源和合作的需要是至关重要的，即使这些创新正在实施，大多数俄勒冈州的学生没有CT为科学和数学教育服务，或用于其他目的。该项目将实现以下短期目标：建立一个有效的公共和私营实体联盟，以实施CT作为俄勒冈州K-14科学和数学教学的工具。向联盟成员和其他人通报现有的基础设施和正在进行的活动，这些活动与使用CT作为K-14科学和数学教学工具有关，以鼓励协调与合作。确定在俄勒冈州使用CT的障碍。找出潜在的资源，并制定解决方案来克服这些障碍。制定一个实际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NSF的“试验台/基础设施”提案。该方法将包括以下要素：（1）建立一个联盟：邀请选定的公立，私立和教区学校和地区，学院和大学，私营企业和工业，国家机构，以及有兴趣将CT应用于科学和数学教育的私人非营利组织参与项目。该联盟的代表将在实施该项目时担任政策和执行委员会。(2)研究重点问题：委托并资助一系列基准报告，以确定最先进的水平、地区从业人员、实施科学和数学教育CT的潜在帮助来源和障碍（3）确定目标的优先次序：实施一个规划会议，其中联盟成员和教师，行政人员和其他谁是亲，中立和一致的CT相互作用，焦点小组的基准报告，以确定感知的障碍，概述潜在的解决方案，并产生优先目标的应用CT。(4)制定全面计划：实施一个战略规划研讨会，包括联盟成员，政治领导人，以及地方和区域私人资助机构，以产生实际的，可资助的建议，实现CT应用于科学和数学教育的优先目标。其中一个建议将是NSF的“测试床/基础设施”项目。将从四个方面评估该项目的有效性：（1）基准报告作为信息来源、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）规划会议的形式能够鼓励与会者提出具体的积极建议，并确定真实的障碍，而不是参与基本上没有产品的一般性和哲学的讨论;（3）联盟成员和会议与会者开始在实施CT方面合作的程度;（4）该过程中产生的建议的数量、质量和实施。拟议的项目将产生关于实施教育创新的障碍的知识，特别是将计算机技术应用于科学和数学教育的知识，以及关于将各组织聚集在一起形成有效联盟以解决问题的方法。

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.