NEW ECONOMY AND TECHNOLOGY IN OUR SCHOOLS

The New Economy highlighted in a recent article by Hal Mattern and a column by Naaman Nickell in the Arizona Republic in July is an old idea with a new name. Ten years ago, when the Arizona Strategic Partnership for Economic Development (resulting in GSPED) and the Phoenix Futures Forum were in full swing, the main focus was on emerging technology, developing community, and the transformation from the industrial age to the information age. The application of technology was not only recognized for workplace processes and export products but for greatly enhancing the process of education and life span learning. A large section of the economy had become managing, processing and distributing information. To note the work of Alvin Toffler, the work of the mind is replacing the work of the hands for global economic competitiveness.

Progressive Policy Institute data for the New Economy shows wage premium for skilled jobs is growing, electronic commerce is taking off, and more schools and homes are in the Internet, but math and reading abilities remain stagnant. The reason is that we have not yet effectively applied information technologies to our K-12 schools. Arizona is in the top 10 of the New Economy but in the bottom 10 when it comes to performance of our K-12 school system. Technology adoption in the class room is a necessary condition for all other K-12 reforms and plans for improvement that Arizona urgently trying to make.

The ASPED and PFF planning processes spawn the Arizona Software Association, Learning/Research/Enterprise think tank, and Arizona Telecommunications and Information Council. Three years ago these groups came together, along with the Arizona Technology in Education Alliance, to form under GSPED the Arizona Learning Technology Partnership.

ALTP believes that for Arizona be a leader in this New Economy every Arizona K-12 student must learn in a technology-effective classroom. Their first task was two year study and state wide strategic planning process that solicited input from 20+ stakeholder groups in business, government and education. They discovered ample proof that a technology-effective classroom with:

1. one modern, networked computer with Internet for every four students;
2. software that supports the curriculum;
3. onsite technical support;
4. and teachers with full profession development in integrating technology into her curriculum

would significantly improve student graduation and academic performance.

For the past two legislative sessions ALTP advocacy has inserted technology into the Students First funding legislation for K-12 facility renovation. Using the ALTP model the School Facilities Board Guidelines specify one computer for eight students and the $50 million new funds for soft capital can be spent on software and other equipment. With the hardware/software half of the equation in place the ALTP is now focusing on the more important issue: Teacher Professional Development.

ATLP task teams are developing a curriculum, assessing the supply and demand, and the determining cost for continuous professional development for Arizona’s 50,000 teachers. This data will shape their 2000 legislative initiative.

Arizona ranks 12th in college attainment of our workforce but 40^th or lower in K-12 education measures. We can only import talent for so long before our economy will run out of steam. Only through strong support for comprehensive, statewide adoption of K-12 technology-effective classrooms can Arizona, for the long run, be a player in the New Economy. And, we must do it for our kids.