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At the request of New Business Item: 89 (NBI: 89) adopted at the 2015 NEA Representative Assembly, this study examines the extent to which students have access to public school library/media centers with qualified staff and up-to-date resources. The study explores trends in library/media center openings and closings as well as staffing patterns for librarians/media specialists and support staff across the 50 states and the District of Columbia. In addition, student access to library/media centers, to staff, and to resources are examined by school characteristics including grade/school level, poverty level, ethnic minority status, and on the type of community in which a school is located (i.e., inner city, suburban, small town, or rural). The statistical trends found in this study are presented and discussed within the context of other current and past research studies conducted on the accessibility and quality of public school library/media centers and on their impact on students and on student achievement levels. All these findings are discussed further within the context of education policy implications. Results of the study indicate that although enrollment in public school students has steadily climbed over the past decade, public school library/media centers have not kept up with the pace of students and schools in terms of growth, staffing, and resources. The overall number of public schools with library/media centers is up only slightly from a decade ago and the number of professional and support staff working in school library/media centers has been in continuous decline since peaking in 2007 prior to the Great Economic Recession. Another sharp decline in library/media center staff was noted in 2011 after American Recovery and Reinvestment Act (ARRA) funds ended. Increases in student enrollment and more school openings in the wake of declining economic resources have resulted in shortages and disparities in students' access to staff, books, and other public school library/media center resources. As this study clearly shows, all students have experienced losses but those students most dependent on resources have experienced the greatest losses. This study shows that, even amongst the poorest schools losses in services have not occurred uniformly and that ethnic minority status has been a strong mediating factor. [For "Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources. Executive Summary," see ED581060.]

This study analyzes data collected between 2000 and 2013 from the annual National Center for Education Statistics (NCES) Common Core of Data (CCD) Local Education Agency (School District) Universe Survey; the NCES Schools and Staffing Survey (SASS); and the U.S. Census Bureau Small Area Income and Poverty Estimates Survey (SAIPE). The findings presented in this study show substantial differences in student access to public school library/media centers, to librarians/media specialists, and to up-to-date library/media resources. Few gaps in library/media center resources have been reduced between schools, and gaps in the professional staffing of library/media centers are still widely apparent. While the study findings show that the poorest students have the least access to certain resources and particularly to librarians/media specialists, it is clear that ethnic minority status has an even stronger association with student access to library/media center resources than does poverty level. [For "Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources. Full Report," see ED581061.]

A study at the University of Aizu (Japan) investigated characteristics of technical writing assignments composed in English as a second language on computer workstations and by hand. The in-class workstation essays and hand-written essays of 24 students revealed that while all were of similar overall quality, the workstation essays were not as well organized and were significantly shorter in length than the hand-written essays. A questionnaire concerning both writing processes was then administered to these and 55 additional students. It indicated that while students generally felt that workstations contributed to learning English, there were a number of problems associated with their use, including: inability to see what the final paper will look like; less efficient work; teacher time spent teaching about workstation use; time spent at the workstation on other homework or other computer activities; and eye strain. It is concluded from these data and previous research that workstations are well-suited for some assignments, but that handwriting may provide students with greater control in others. (Contains six references.) (MSE)

The multimedia workstation described here serves as an information resource center for teachers and others who are responsible for the education of children from ethnically and linguistically diverse backgrounds. The changing nature of student populations requires that all teachers become knowledgeable about the diverse cultural backgrounds of their students and develop the necessary instructional skills and knowledge that promote students' continuing academic progress at the same time they are acquiring English as a new language. Using a technology-based workstation to accomplish this goal is promising because it allows individual teachers to structure their inquiries and training to fit their existing levels of instructional expertness. In addition, information and training about linguistically and culturally diverse student populations can be made accessible throughout wide geographic areas. The purpose of this paper is to delineate potential professional development areas that can be included in the workstation database. To assist in this process, interviews were conducted with teacher development personnel at universities and intermediate and local education agencies where technology-supported teacher development efforts are underway. These uses were mapped with the requirements for effective instruction of diverse student populations as reported in the literature and applied in California's (Bilingual) Cross-cultural, Language, and Academic Development (CLAD/BCLAD) credentials. Interview findings and a preliminary schema for design of the workstation database are included in this report. (Contains 13 references.) (Author/ND)

A study assessed the effectiveness of the Success for All Program for grade-one English-as-a-Second-Language (ESL) learners in bilingual or ESL programs in three California elementary schools. The reading instruction program provides both native (in this case, Spanish) language support as well as English language instruction and materials. The three schools in question were matched with comparison schools in their districts, that were similar in level of student disadvantage and other factors. The 2-year evaluation measured student (n=313) progress from kindergarten entry (receptive vocabulary) to the end of first grade (phonetic synthesis skills, recognition of common sight words, and text comprehension). Analysis of the results indicates that the 2 years of instruction in the Success for All program were effective for both students taught in Spanish-English bilingual programs and in ESL programs. While the instruction raised the average student performance, it also raised the performance of the lowest-performing students, with some of the largest treatment effects occurring in this group. A suggested area for further research is the monitoring of achievement over time. (MSE)

This study is a key concept in making design more fruitful in education. It is proposed that what students are doing when they construct knowledge is studying. For several years, Teachers College, Columbia University and the Dalton School (an independent school in New York City), have been collaborating on the Dalton Technology Project. The goal of the project is to use networked multimedia workstations to provide Study Support Environments (SSEs). The core of study is the hermeneutic activity of constructing interpretations. From this perspective, the basis for cognition is interpretation based on background contextual information. In this paper, a framework for SSE design and its application to a specific SSE created as a part of the Dalton Technology Plan is described; and an evaluation that demonstrates its effectiveness is discussed. (Contains 11 references.) (Author/AEF)

The faculty of the College of Education at the University of Nebraska at Omaha, under the leadership of the dean, has developed a model for technology integration into teacher education. This document discusses the three key elements that are key to effectively integrating technology in teacher training: equipment, faculty training, and expectations. Desktop microcomputers for faculty and support staff, three mobile multimedia teaching stations, a local area network, and student microcomputer laboratories have been implemented and a project to install "high-tech" classrooms throughout the campus is underway. The faculty development efforts were designed around three levels: awareness, experience, and integration. Training activities addressed improving instruction, expanding research, and increasing scholarship using resources available through educational technology. The training was addressed in summer intercessions and lunch hour presentations. Expectations and encouragement for educational technology were provided by the dean's office and individual departments. The college also established an Educational Technology Task Force, comprised of faculty, administrators, and support staff from all departments to provide operational direction. The use and integration of technology has greatly increased in the College of Education over the past few years. (Contains seven references.) (AEF)

This book is the second in a series aiming to promote international exchange of ideas, experiences, and studies relating to technical and vocational education. Information provided is designed to help educators and trainers plan for an intelligent use of new training technologies (NTTs) to improve the access to basic and advanced lifelong learning that will make it easier to get a job and continue to find employment. Chapter 1 discusses the reasons why NTTs may be used in education and training. Chapter 2 presents information on how NTTs can be used in group and individual learning. Chapter 3 suggests a methodology to select the most appropriate NTT for a particular curriculum or course. Chapter 4 offers practical hints for introducing NTTs in a training institution. Chapter 5 mentions trends for the next few years to help make the best possible investment in NTTs. Eight appendixes present technical aspects of NTTs' descriptions: (1) compatibility (personal computer buses/architecture; microprocessors; operating systems; graphic modes; digital images, sound, and video files; color standards; and videotape formats); (2) suggested PC configurations; (3) laser technology; (4) digital versus analog; (5) digitizing; (6) telecommunications and training; (7) more technologies for training; and (8) training the disabled. Contains a glossary. (YLB)

The combination of digital television and computing/networking technologies can provide solutions to many problems confronting higher education. Old Dominion University (Virginia) is committed to discovering how to exploit these technologies to produce a more effective teaching environment at a lower cost than traditional classroom teaching. The goal is for the system to accommodate itself to "technology hostile" instructors and students, but to allow students and teachers to use its additional capabilities as they become more familiar with it. The current prototype implementation uses both satellite transmission analogue video signal and Internet and Ethernet LANs to transmit data and low quality video. The prototype is on the main campus in three classrooms in one building; the full system will include several specially equipped instructional classrooms for student use and a few broadcasting facilities located across the state and on the main campus. Each student facility will consist of several multimedia workstations, networked to each other, the main campus and the Internet. The instructor's facility will contain similar multimedia workstations as well as two additional operator-controlled cameras, one used to project images of the instructor and the classroom from a distance and the other images of material the instructor has chosen to support the presentation. Advantages of the system include: online class lists, ability to see faces of discussants, integration of computers into teaching, VCR-type playback, flexible classrooms. Some disadvantages are small screens, loss of readability on markerboards, varying quality of video images. (Contains six references.) (AEF)

Multimedia is developing fast due to the convergence of different media (text, data. graphics, video, audio) into a common digital platform, and due to the convergence of telecommunications, television, and computing. Parallel to these technical convergencies is another set of developments in work and leisure that is opening up new markets for education and training, and which requires the creation of new institutional models. In the 21st century, work and learning will be inseparable. Learners will interact with their desk-top or portable workstations, determined by the nature of the learning task, and their preferred style of learning. Learners will need to access, combine, create, and transmit audio, video, text, and data as necessary. The workstation of the future will be a multipurpose machine, probably in modular form, including input and display devices, telecommunications, computing, and television. Key features will be the user interface, the tools available to the learner within the workspace, and a range of remote services that can be accessed via the workstation. The creation of new organizational structures will be critical for institutions to provide the administrative and educational support for lifelong learners. The heart of these support services is the internal multimedia network infrastructure that allows the institution to access, create, and deliver educational multimedia services in a variety of formats and modes. While schools, colleges, and universities will still have reason to provide campus-based learning, a great deal of learning will take place outside this context. Multimedia telecommunications allow learner-expert interaction, can be tailored to the individual, and encourage collaborative approaches to learning. As people learn through multimedia telecommunications, they will use the same tools and develop the same skills that will be an essential part of their work and leisure activities. (MAS)

This report examines the effects of technological change on Arizona's Maricopa County Community College District (MCCCD) and assesses changes and progress made since the publication of MCCCD's Master Plan for Instructional Computing in 1986. The first section views constant change in computer technology as a running stream and examines the need for using resources to keep up with changes. The next section reviews planning assumptions and recommendations from the 1986 plan and measures progress at MCCCD as of 1993, indicating that student access to computer terminals has moved from 17 per terminal in 1986 to 7.7 per terminal in 1993 and that nearly all faculty and staff have networked desktop workstations. The next two sections describe the type of computing resources MCCCD would like to have in the future and issues of productivity, costs, learning/training, and understanding of change that present difficulties for reaching these goals. Finally, recommendations are offered for meeting future needs, including: (1) develop and implement a new learning paradigm for employee development which recognizes continual learning as a natural part of work; (2) support and encourage faculty who are preparing to relearn their art of teaching by utilizing new tools and techniques; (3) increase funding for instructional technology development for innovative projects; (4) describe and assess the effects of technology on student learning; (5) provide a base level of capital funding for technology; and (6) begin a thorough study of organizational structural reform of MCCCD. A chart of recommendations from the 1986 report and results is appended. (KP)

Technology is not often a factor in classroom activities because teachers are untrained in its use. In 1990, International Business Machines (IBM) contributed over 30 million dollars' worth of workstations, networking hardware and software, IBM courseware, cash, and training to prompt 144 selected teacher preparation programs to integrate technology into their curricula. This paper describes a study evaluating the impact of these contributions, based on data and comments received from the sites in the fall of 1992 (response rate 92%). The study discovered that 63% of teacher preparation faculty were trained in the use of IBM equipment, 44% of them because of the grant program, and that the numbers of pre-service and in-service teachers so trained increased in three successive academic years. (Contains 6 figures and 15 references.) (Author/BEW)

Telework Centers are work locations used by firms to acommodate staff who live near the telework center location. A study examined the impact of using telework centers on communication, work groups/departments, performance, supervision, travel/environment, and type of work done in various locations. A case study approach was used to investigate 10 telework centers and 2 resort offices in the United States, Canada, and Japan. Questionnaire, interview, and archival data were collected. Telework centers had primary (transportation issues, economic development, marketing) and secondary drivers (quality of life, cost reduction, better way of working, disaster recovery). Goals and objectives for telework centers related to the drivers were reducing traffic congestion and employee stress due to commuting and promoting use of new telecommunications and economic development in rural areas. Standard technology at most telework centers included telephones, computers and modem, printers, fax machines, and copy machines. Employees were very positive about their experiences; telework centers enhanced their productivity. Japanese workers experienced a greater sense of social isolation and difficulty in self-management. Self-reports consistently showed greater productivity. Remote work required new management attitudes and skills, such as skills related to setting clear performance and quality targets. Telework center use patterns appeared to reduce fuel consumption and traffic congestion. (Appendixes, amounting to over one-half of the report, include case studies of telework centers and resort offices, interview questions, and 32 references.) (YLB)

This final performance report for the Chandler Public Library literacy project for fiscal year 1992 begins with a section that provides quantitative data. The next section compares actual accomplishments to the project goal--to improve the quality of life for illiterate, semiliterate, and non-English-speaking citizens by providing a comprehensive and coordinated literacy program in the community--and related objectives: (1) to establish, maintain, and maximize use of three learning centers for literacy instruction; (2) to establish the public library as a literacy clearinghouse, both for citizens seeking literacy instruction and for volunteer tutors; (3) to provide language literacy services to the Hispanic population; and (4) to develop a collection of literacy and adult basic education materials and to make that collection available both to individuals and other libraries. The acquisition and implementation of two SOLO workstations is discussed as a strategy for accomplishing the first objective. Proposed and actual expenditures are compared. Activities undertaken are described, including library materials acquired and a site visit to observe the library literacy program at Redwood City (California).The role of the library, contributions of other organizations, facilities used, and project impact are described. (MES)

The Eastern Iowa Community College District (EICCD) libraries received a federal College Library Technology and Cooperation grant to provide and link public access catalogs at each college of the district--Clinton Community College, Muscatine Community College, and Scott Community College. That network is named Quad-LINC (Quad Cities Libraries in Cooperation). Quad-LINC is located in the Quad Cities area of western Illinois and eastern Iowa. An online computer terminal and a compact disk workstation were acquired for each library. This document is the final performance report of the project. The objectives and activities of the study are identified, and the results of each are given. A list of revisions to the project are listed as well as the impact on users. Three elements compromise the evaluation plan: user satisfaction; level of inter-library loan requests and/or reciprocal borrowing; and improvement in users' ability to identify resources in their "home" libraries. Finally, the future plans of the project and the budget details are presented. The questionnaire to determine user satisfaction is included. (JLB)

Four instructional principles for alleviating cognitive overload in online learning are suggested: 1) Guide learners to prepare and maintain an effective workstation for accessing online materials, 2) Employ advance organizers for effective online navigation, 3) Arrange instructional materials for easy online manipulation, and 4) Organize instruction to facilitate learners toward developing personal cognitive strategies for meaningful interpretation. This article concludes that these instructional principles should be empirically examined about their effects on online learning achievement.