Policy to Practice: Telecommunication Implementation at the School Level - A Regional Study

9552497托纳茨基这项提议的一个关键前提是，电信和相关信息技术有可能显著改善K-12学校的表现和加强其结构调整，并影响国家和区域的教育公平问题。然而，我们也感到，这些技术的潜力在学校一级因实施不力而变得迟钝或受挫，特别是在规划、战略、培训、技术支持、后勤、验收以及行政或社区支持等问题上。简而言之，教师和学校领导缺乏经过验证和实践的战略、战术和实践来影响技术和组织变革的进程。同时，在学校中的实施是在多层次的政策背景下制定的。也就是说，负责技术实施的教师和管理人员面临着一系列令人困惑的地区、州和联邦政策和计划，所有这些政策和计划都被认为是为了促进向技术丰富的课堂的过渡。这些包括各种行政指令、资金计划、目标和标准、示范计划的设计和启动，没有经验证据表明它们对建筑层面的实际技术实施的影响。为了纠正这个问题，我们提出了一个政策研究项目，该项目将系统地从教师、校长、学区和国家行政人员那里收集数据，说明他们在实施教育技术方面的实践经验和建议，以及政策在其中所起的促进和/或抑制作用。项目成果将以实践者和政策制定者都容易使用的形式打包。建议开展一项区域传播努力，包括分发报告和简报，并建立一个模范执行实践者区域电信网络。***

9552497 Tornatzky A key premise of this proposal is that telecommunication and allied information technologies have the potential to significantly improve the performance and enhance the restructuring of K-12 schools, as well as to impact national and regional issues of educational equity. However, we also feel that the potential of these technologies is blunted or frustrated at the school level by ineffective implementation, particularly related to issues of planning, strategy, training, technical support, logistics, acceptance, and administrative or community support. Simply stated, teachers and school leaders lack proven and practical strategies, tactic, and practices to affect the process of technological and organizational change. At the same time, implementation in schools is enacted in a multi- level policy context. That is, teachers and administrators charged with the responsibility of technology implementation are confronted with a confusing array of district, state, and federal policies and programs, all presumably designed to enhance the transition to a technology-enriched classroom. These include various administrative directives, funding programs, goals and standards, demonstration programs are designed and launched with no empirical evidence on their impacts on actual technology implementation at the building level. To rectify this problem, we propose a policy research project which will systematically gather data from teachers, principals, school districts, and state administrators on their practical experiences and advice in implementing educational technologies and the facilitating and /or inhibiting role that policy has played therein. Results of the project will be packaged in a form that will be readily usable by practitioners and policy makers alike. A regional dissemination effort, consisting of report distribution and briefings, and the launching of a regional telecommunications network of exemplary implementation practioners are proposed. ***