4. Mississippi Master Plan for Education Technology

4.1 Curriculum Improvement and Technology Intergration Strategies/Changing Nature of Curriculm
4.2 Education Technology System Design
4.3 Education Accountability and Reporting System Design
4.4 Learning Enviroments and Facilities Planning
4.5 Distance Learning
Sections 4.6 - 4.10
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Effective activities most frequently are guided by a structure that provides clear direction to all personnel involved. When vagueness or ambiguity creeps in, the possibility for failure increases immensely. The teams of people who have worked diligently to craft this Mississippi Master Plan for Education Technology have striven to detail a strong framework in which all school districts in Mississippi, regardless of demographic composition, can function well and prosper, enhanced by instructional technologies. The Master Plan is intended to serve as a tool of leadership -- one which will encourage all affected entities to unite their efforts and pool their talents so the instruction that is provided to all Mississippi citizens will function at an optimum level.

This section of the Master Plan provides information concerning:

In keeping with the intent of Senate Bill 3350 (specifically, Sections 18-41, commonly referred to as the Technology Enhancement Act), this section addresses the full instructional gamut. Strategies are given to meet existing needs and to deploy an energetic plan for cultivating a robust future with technology-enhanced learning. Plenty of room is left, though, for individual creativity and sensible option exploration by school districts. Close coordination among school districts, higher education entities, state agencies, and other support organizations will be essential for clear success to be achieved.

4.1 Curriculum Improvement and Technology Integration Strategies/Changing Nature of Curriculum


Leadership within the state envisions Mississippi classrooms where using technology is as natural to students and teachers as using textbooks and chalk. Technology should be integrated seamlessly throughout the curriculum. Technology is neither an end in itself nor an add-on. It is a tool for improving and, ultimately, transforming teaching and learning environments to provide exciting and enriching 21st Century learning experiences.

As schools move into the 21st Century, Mississippi educators must challenge all students to gain the appropriate knowledge, skills, and work ethics necessary to function in an information-rich society and to adjust to the ever-changing world of technology.

Communities throughout the United States are recognizing the need to rethink curriculum offerings and the delivery of instruction. What has been appropriate for the past 100 years no longer provides lucrative employment for today's students. Defined as the "Communication Age", the approaching century demands that students develop new roles in learning, living, and working. In order to prepare students to become responsible citizens, workers, learners, community members, and family members, schools need to go beyond the traditional rote method of teaching reading, writing, and arithmetic skills. In addition to teaching basic skills, schools are now challenged to help all learners, teachers, and students alike to:

4.1.1 Existing Conditions


We have to challenge the notion that our math curriculum can continue to consist of eight years of 15th Century arithmetic, followed by one year of 17th Century algebra, followed by one year of 3rd Century B.C. geometry.

- Lamar Alexander, Former U.S. Secretary of Education
Just as technology is reshaping other institutions, it has the potential to reshape education, ending the disjunction between school and society. Technology offers new ways of learning, of teaching, and of operating the school environment. It provides new ways for everyone involved to be openly accountable to parents, to communities, to administration, and to the student.

4.1.2 Mississippi's Changing Instructional Landscape


Kids retain five percent of what they hear and ten percent of what they read, but eighty percent of what they do and ninety percent of what they teach.

- Robert Ballard, Woods Hole Oceanographic Institution
What began as a potential means of raising student achievement has evolved into an intense effort to reconceptualize the learning process in light of 21st Century needs. This effort has been accomplished by an increasing understanding of the powerful roles that technology-based tools may play in facilitating this process. There are currently several efforts underway to integrate technology into the learning environment in Mississippi.

In Mississippi's new math curriculum structure, based on NCTM standards, technology integration is stressed. This is continued in the development of future state curriculum frameworks. Arts, English/reading, language arts, and business/technical curriculums will be developed by April, 1996. These new curriculums will emphasize skills that are valued in today's workforce, including critical thinking, teamwork, compromise, and communications.

Through Mississippi's new assessment system, students are required to use graphing calculators in the algebra section of the test. There has been extensive teacher training done in this area by the Mississippi Department of Education Office of Academic Education via the Community College Network.

The Mississippi Department of Education Office of Special Education (OSE) has implemented an aggressive educational and evaluative campaign in the area of assistive technology. In the fall of 1995, OSE will open an evaluation center for assistive technology. This will be a state-of-the-art center with assistive technology devices addressing such needs as positioning, wheelchairs, computer applications (over $10,000 in computer software), and speech augmentation. This center will be staffed with an occupational therapist, physical therapist, and speech pathologist. The responsibilities include evaluating children and making recommendations regarding the most suitable assistive technology. Center staff will also be responsible for teaching educators and families the appropriate use of these techniques and resources.

To assist in training teachers, OSE is participating in a dissemination grant from the University of New Mexico for the next three years. This project provides thirty-two semester course hours in assistive technology delivered by distance learning to ten sites in Mississippi. Also included in the coursework resources are CD-ROMs, videotapes, e-mail, and use of the Internet to talk with participants in the eight other states. The Office of Leadership & Professional Development is working with the staff of OSE to develop this teacher training.

The Mississippi Department of Education, Office of Leadership & Professional Development, is currently developing a training model to help teachers to integrate technology into the curriculum. Teachers become guides or mentors who help students navigate through the information made available by technology and interactive communication. Both the teacher and technology become tools that students draw upon to advance their own learning.

Writing-to-Read, a program of learning developed by IBM to teach kindergarten and first graders to read, is currently in place in 162 schools across Mississippi. Through this program, kindergarten and first-grade students are introduced to keyboarding skills, begin developing writing and reading skills, and strengthen listening and comprehension skills. Other educational activities (both in class and at home) are coordinated with the classroom.

Mississippi Fibernet 2000 is a public/private partnership providing distance education for students and enrichment, and inservice programs for teachers, via an interactive compressed video and data network. Participating students and teachers at remote locations can see and hear each other as well as communicate via the wide-area computer network at all times. This network was the first of its kind in the nation. It is designed to expand learning opportunities in small, isolated, and rural school districts. Without leaving their schools, students can attend classes in creative writing, foreign languages, communications, computer applications, and mathematics at fifteen sites in the state.

Tech Prep provides an educational path that leads to tomorrow. It integrates college preparatory coursework with vocational and technical applications. This planned sequence of courses begins in middle school and is articulated to the community college degree program, resulting in an associate of applied science degree. Through this unique program, Mississippi students can be a part of a workforce that will ensure the state's ability to thrive in the future. This program piloted fifteen sites in 1993-1994, established fifty-one sites in 1994-1995, and funded an additional twenty-five sites in 1995-1996. See Appendix J for additional information.

4.1.3 The New "Basic Skills" for the 21st Century


Literacy in the 21st Century no longer means merely the ability to read printed material and write with a pencil. For the 21st Century a variety of wide-ranging skills are needed that include the ability to navigate through the maze of available information, to problem solve, and to think critically utilizing a diverse array of technological tools.

Mississippi students must become proficient processors of information, developing the ability to:

Students must accept the responsibility and be armed with the skills to become lifelong learners for individual success as well as the economic stability and development of communities and districts within the state. This requires that teachers interweave content, process, and technology skills into a carefully planned quilt of instruction.

Technology integration is a catalyst for reforming education and creating the new learning environments required to meet the challenges facing Mississippi's educational systems in the 21st Century. The basis for using technology in Mississippi's schools should be to promote various types of learning including:

The use of a wide array of technological tools and applications in the classroom enables educators to create a learning environment that provides the means by which students:

4.1.4 Impact of Education Technologies on Curriculum and Instruction


Examples of the positive impacts that innovative teaching and learning methods can have on students exist already in parts of Mississippi. These models need to be celebrated and replicated throughout the state. Leadership within the state seeks to create a technologically-enriched educational system statewide where students of all ages will exhibit a love for learning that will carry them prosperously into adulthood. They will be risk takers in their pursuit of knowledge, willing to venture into new arenas and apply past experiences to new adventures. Mississippi students will become thinkers and creators of new knowledge to coincide with and complement their ever-changing world.

Early Elementary Students


More specifically, the readiness level of the second-grade student will be exhibited by his/her emerging sense of self and developing independence. Able to work independently and participate in small and large group activities, this age child will immerse him/herself in rich exploratory environments. Fundamental language arts, mathematics, and socialization skills are the focus of attention in the early elementary years. This child is a "beginner" in all areas, seeking to perfect a diverse array of skills while identifying unique preferences and areas of strength.

The infusion of education technology into the early elementary classroom has traditionally been used as a way to reinforce the use of traditional manipulatives and hands-on resources via a medium that is well within the learner's worldly experiences. Appropriate technology for primary schools enables the child to engage in basic skill development in mathematics, reading, writing, and other content areas through a wide assortment of technology tools or instructional software. Computer-assisted instruction programs provide a fun way for children to receive additional practice in basic skills development. Primary learners are able to extend their language arts ability through interactive engagement with CD-ROM stories, capture their imagination by writing a story using a word processing program, or represent their creativity by drawing or painting images graphically with a computer. Children who demonstrate ease of use and an ability to utilize various forms of technology should be provided further opportunities to extend their proficiencies with technology simulations, real world and virtual field trips. Additionally, providing young learners with access to education technology shows them that computers and other mediums are an integral part of lifelong learning and not an isolated element of their formal schooling.

Upper Elementary Students


Armed with the confidence of a full complement of basic language arts, mathematics, and socialization skills, the third through fifth-grade student is interested in a wealth of fleeting topics. Today it might be motorcycles and the planets, tomorrow whales and hot air balloons. Carpe diem, "Seize the Day", becomes the battle cry of the upper elementary classroom teacher. Provided with a variety of resources, this learner is prepared to engage in both semi-concrete and semi-abstract activities. The outcomes of his/her investigation are always enlightening. Fascinated by the most unusual facts, this student is an astute observer and processor of information.

A technologically-enriched environment nurtures intermediate-aged learners to process information independently or cooperatively within small group settings. Students are able to work collaboratively toward a common goal by communicating with peers, teachers and parents through a variety of modes. In addition, students are able to develop collectively class projects using word processing, database, spreadsheets, desktop publishing, telecommunications, or multimedia presentations, thereby representing the outcomes of their learning. Thus, intermediate learners are able to expand the use of education technology initially introduced in the primary setting by utilizing technology in productive, creative formats.

Middle School Students


The middle school child will satisfy his/her need to socialize through increasingly sophisticated collaborative efforts addressing authentic and pertinent issues. While growing more aware of the world around him/her, the middle school child juggles physical changes, growing responsibilities and expectations, and emerging higher-order thinking skills. Successful experiences among peers, during the middle school years, mold both the self-confidence and self-esteem of this preadolescent.

Cooperative grouping and project-based learning activities provide the appropriate learning conditions for middle school students to explore their own defined educational pursuits. The incorporation of education technology further enables exploration in group (or individual) projects and is limited only by one's imagination (and the limitations of technology resources in the classroom). Working in a learning environment where computer technology is available further reinforces core concepts and principles through writing practice and creative expression, information access, desktop publishing activities, multimedia development and presentations, and the overall improvement and mastery of computer competencies. The availability of computer technologies for middle school students will further expand their capacities and skills through an interdisciplinary approach to effective learning.

Junior High/High School Students


Students graduating from Mississippi high schools will face the next stage of their lives with optimism, enthusiasm, excitement, and a sense of preparedness. They will be confident in their knowledge of the world around them and their ability to learn new skills which inevitably await them. Whether proceeding on to higher education or entering the world of work, students from Mississippi will exhibit a sense of community and responsible societal membership which will serve them well in all environments.

Secondary schools need to accommodate the rapid changes across the world by providing students with educational experiences that have real-life applications. Many of these real-life experiences already include various aspects of using technology. Thus, it is important that the secondary education learning environment supports and nurtures collaborative efforts, provides access to ideas and resources across disciplines as well as across the globe, and encourages interdisciplinary instruction across the curriculum.

Some examples of real-life technology-oriented capabilities that should be available to all Mississippi high school students include:

The above list represents only a small sample of technological possibilities for schools. Examples of instructional disciplines currently incorporating technology include:

In addition to the specific examples cited above, many computer applications are not discipline-specific. For example, innovative student creations in the form of a hypermedia or multimedia presentation can easily be applied for instructional purposes or developed for project-based learning. Subject areas such as literature, social studies, math, foreign language, physical education and health can all benefit from the computer applications readily available for student use.

4.1.5 Integration Principles


Integrating technology into [today's classrooms] makes about as much sense as integrating the internal combustion engine into the horse.

- Lewis Perelman, Discovery Institute
This quote is true if Mississippians think of the classroom today in the traditional educational sense - thirty desks in rows and the teacher lecturing at the front. Instead, leadership suggests that technology should promote an environment where learning can take place any time, from any place, and be available for everyone. In this environment technology is a natural and integrated part of learning. Students will acquire basic technological skills including word processing, desktop publishing, databases, spreadsheets, computer graphics, electronic communication, information management, interactive media, video, calculators, and other specialized technologies while mastering curricular knowledge and process skills (e.g., writing process, research process, scientific process, mathematical modeling, and higher-order thinking).

Curriculum and technology integration can best be described as the alignment of curricular objectives with technology competency milestones such that students and teachers "learn about" technology by "teaching and learning with technology". Technology competency milestones, such as students in grade five can produce a document with word processing, provide the direction for infusing technology tools and resources into appropriate curriculum areas. This introduction of technology tools into daily learning environments also allows teachers and students to simultaneously focus on the process skills mentioned above. Thus, instructional activities across the disciplines over time will reflect a marriage of content, technology, and process skills.

Curriculum integration is an evolution, not an event. It is cyclical in nature. The more students and teachers "learn about" the potential of specific applications and technology resources, the more they will be able to "teach and learn with" these powerful tools. Likewise, as the number of instructional initiatives "teaching and learning with" technology increases, the sophistication level of the users increases and the need to know more "about " complex features and advanced applications escalates.

Over time, the successful alignment of curriculum and technology brings about observable changes in teaching and learning environments. Categorized by Technology and Learning authors, Odvard Egil Dyrli and Daniel E. Kinnaman, the impact of technology integration on the curricula will occur in three progressive levels:

For this progression toward systemic curriculum and technology integration to occur, a well-orchestrated attack on three key conditions must be addressed and nurtured at the district, school, and individual/personal levels:

Develop a Technology Vision


Stakeholder participation, one of the critical success factors in the technology planning process, requires that the stakeholders have a clear and thorough understanding of the state's technology vision. This vision must reflect the state 's desire to use technology as a powerful vehicle to achieve the 21st Century reform efforts targeted as state and district priorities. State, district, and school-based leadership, teachers, and parents of school-age children must be able to articulate to the community at large the need for education reform and the investment of time and monetary resources, as well as patience with the process of change in schools across the state.

Development, articulation, and building support for state, district, and school technology visions must become and remain a high priority for leadership within the state.

Align Key Variables


A formidable task before leadership, curriculum and technology experts, and professional development providers is the alignment of the following key variables:

The orchestration of aligning these variables will require guidance at the state and district levels that includes participation from the Mississippi Department of Education, superintendents, principals, teachers, and specialists, while allowing for individualization at the district, school, and classroom levels.

Technology integration principles that guide the incorporation of technology into the curriculum result from a recognition of the evolutionary process experienced as teachers gain confidence in the use of word processors, image processors, databases, spreadsheets, graphic tools, idea processors, and communication tools (i.e. the Internet and on-line services). These principles represent structures required for initiating and sustaining progressive curriculum integration over time.

The following are guiding principles of curriculum integration for Mississippi educators:

4.1.6 Implementation Strategies


In the Information Age, the human beings that industry needs are those who can do their own thinking, get actively involved, work in teams, and be innovative, not merely industrious. The problem is, the factory model school, which doesn't encourage those qualities, is still with us and needs to be replaced with a new kind of schooling that does.

- Bill Blakemore, ABC News
Many districts aim to make technology an integral part of the curriculum, seeing such integration as a means to enhance academic achievement and promote learning among students. Technology is seen as a positive enabling factor in both the delivery and management of instruction, allowing schools to more appropriately address individual learning needs and styles. The following implementation plan should serve as a guideline for the state and districts alike as they take the leadership role in supporting the curriculum integration needs of Mississippi schools.

4.2 Education Technology System Design


Businesses have been building electronic highways while education has been creating an electronic dirt road. And sometimes on a dirt road it is easier to just get out and walk.

- Fred D'Ignazio (1993)
The educational technology system design involves wide-area networking, local-area networking, satellite interconnectivity, ITFS, broadcast, interactive video, computer workstations, CD-ROM, videotape, conventional telephone service, master television systems, and other classroom technology. It is important to realize that education technology encompasses any technology that enhances the educational process. In essence local learning technologies, multimedia computers, local-area networks, CD-ROM drives, video tape recorders, and videodiscs must be integrated with distance-learning technologies, satellite, ITFS, interactive video (CCN, Fibernet, etc.), television broadcast, and Internet access to create an effective high technology learning environment.

The education technology system design represents a key part of the Mississippi Master Plan for Education Technology. Recognizing this, the Council for Education Technology appointed a special Telecommunications Committee to study the following strategic areas: common needs, technical specifications and network capacities, public awareness and dissemination of information, and the development of state level capacity for future telecommunications planning and coordination. The Telecommunications Committee and its subcommittees (Common Needs, Technical Specifications, Public Information, and Concept) presented a detailed report of their study to the Council its September meeting (This report is presented in its entirety as an addendum to the Master Plan).

Because of the broad scope of the education technology system design some components come from several important studies conducted by the educational entities. A network study prepared by Network Evolutions, Incorporated, for the MIS Department at MDE; the Evan's Report, a technology plan for the community and junior college system and the library system in the state; and the IHL needs analysis documents on networking and distance learning served as resources for the development of this section.

The Telecommunications Committee developed the following vision, mission, and needs statements to guide the network design in concert with legislative directives and intent.

Vision


The educational partners of public schools, community and junior colleges, universities, educational television, libraries, and the state's Information and Technology Services are committed to enhancing the quality of life for Mississippians through lifelong learning by providing and integrating technology-based communications and information systems to support all aspects of education. The partners seek to establish a framework for the interconnectivity of Mississippi networks and other networks to provide access to telecommunications services. The partners pledge their resources to create educational and economic opportunities for Mississippians today and tomorrow.

Mission


The partners are committed to creating, maintaining, and sustaining a technology infrastructure that enables equitable and universal access to information and services. Further, the technology should enhance Mississippi's efforts in lifelong learning, research, economic development, and other quality-of-life components through our collaborative efforts and strategic use of public/private partnerships.

Needs


The educational partners acknowledge the ever-increasing pace of a changing, global society. Therefore, we identify the following needs which must (or should) be addressed by improving communication and technology services:

4.2.1 Education Technology System Architecture


Mississippi's education technology system architecture should be needs driven and address the design and implementation of various technologies in the classroom, and school, distance-learning technologies, and local and wide-area networking.

Classroom technologies, or user interfaces (e.g., multimedia computers, television receivers, projection systems, telephones, fax machines) and other technologies that link the learner to information should all be considered when designing the high technology classroom.

The education technology system architecture should:

In summary, the network must serve the end-user in terms of the following:

Distance learning is an important aspect of the education technology system design. Included in the definition of distance learning is the process of providing instruction to students that are unable to receive instruction at their location. New technologies and delivery systems can provide various levels of interactive distance learning anywhere in the nation or the world.

Essentially, the education technology system architecture should incorporate new technologies that enhance learning within the classroom environment, such as:

4.2.2 General Design Principles


The following general principles must govern the education technology system design:

Adequate and Economical Service


Each of the educational entities is to have access to the connectivity capacity required to provide an economical education technology network with seamless interoperability without duplication of resources.

Equipment Standards and Guidelines


Equipment standards and operational guidelines are to be developed and integrated throughout the network. Standards will be updated at least annually, or as needed, with input gathered from each agency as to needs, capacities, and proposed revisions.

Standard Protocols


The key to interoperability will be the standardization of data and video communications protocols and a high degree of coordination and cooperation among the agencies. TCP/IP is currently the international standard for data communications over the Internet which provides for international interoperability. Therefore all agencies should agree to conform to this protocol standard for data communications and future video standards established by ITS and the Council for Education Technology.

4.2.3 Application Principles


A broad array of software packages must be available to every student, instructor, administrator, and citizen that will meet their common application needs. Provisions must be made to purchase statewide software licenses and to keep application software up-to-date. The selected hardware must have the flexibility to meet the broad range of educational applications that exist today and in the future across the entire education spectrum.

4.2.3.1 Technology Utilization


Technology utilization is dependent upon informed choices which define patterns of software, hardware, and peripheral devices installed to augment instruction and support classroom, school, and district level data management and reporting functions. The following patterns are offered as guides to assist local districts in the acquisition of hardware and software systems.

Classroom Clusters


Technology within the typical K-12 classroom should include a cluster of computers at a ratio of one computer to every five children. Each computer is to be connected to a "server-based" local area network system within the school that is designed around state-of-the-art networking hardware and software utilizing the star network topology and 10BaseT technologies. In selected classrooms additional computer peripherals will be required to meet specific subject area requirements such as data collection probes for real time monitoring of science experiments, etc. All classrooms should be equipped with a multimedia-based computer to serve as a teacher workstation and it should be connected to a display system to support easy viewing of displayed information by all students. This workstation must be appropriately designed and equipped specifically to support the daily delivery of instruction. All network wiring should be Category 5 and installed to 100 Mbps standards.

Workstations do not have to be the traditional desktop variety. These "desktop computers" could be laptops. The availability, affordability, and practicality of having a tool that weighs less than 10 pounds and that can be easily checked out for overnight use is beneficial. Districts should consider seriously the purchase of laptops to be placed in the media center for student/staff checkout and use.

The classroom clusters configuration is recommended for schools.

Computer Laboratories


In those schools where clusters of computers within classrooms are not deemed appropriate to support the instructional environment, the computer "laboratory approach" may be utilized although this is not recommended as the sole implementation configuration. Under this arrangement a group of 20 to 25 computer workstations are to be located in a classroom that is designed to provide an appropriate work environment for a large group of students working on such things as science and writing projects. Under the laboratory arrangement a ratio of one student per computer should be maintained at all times. A typical computer lab containing 25 computers should contain no less than 1200 square feet of space, adequate sound conditioning, carpet, ergonomically-designed furniture to accommodate an array of different ages and sizes of children, appropriate and adequate lighting, and sufficient air conditioning to handle the additional heat load generated by the workstations. Computer labs are to serve as general purpose facilities designed to meet a broad range of educational needs within the school and community. In selected situations, where conditions require, additional equipment may be added to the laboratory to meet the specific needs of specialized user groups. Each computer lab is to meet the same design and performance requirements as previously outlined for classroom computer clusters. See Appendix H for three typical laboratory arrangements. Also see Appendix D for workstation and local-area network specifications.

Local-Area Networks - Building Networks


Each existing building and all new buildings within a school district should be wired to support computer connections in all classrooms to the local-area network. Structured wiring systems designed to accommodate current and future needs should be implemented in all buildings to carry both data and video signals. Wiring conduits and raceways should be installed throughout all school buildings to provide access for the installation of new wiring systems as network demands expand. Building network configurations should be designed as star topologies using 10BaseT Ethernet technologies. All wiring should extend from classrooms and offices to network hubs installed in designated wiring closets. Network maps should be developed and all cables should be logically labeled and documented in the appropriate network drawing. The network should be designed as a "server-based" network with all software installed on the file server and not on individual workstations. Hubs located in different wiring closets should be connected with fiber-optic cables which contain additional pairs of fibers designated for applications in the future. All network wiring should be Category 5 and installed to 100 Mbps standards. See Appendix D for local-area network specifications.

Extended Local-Area Networks - Campus Networks


On school campuses where more than one building is located in close proximity (on the same campus) the local-area network should be extended to provide access across the entire campus. This should be accomplished by networking all computers throughout all buildings and establishing centralized wiring closets in each building to accommodate network wiring hubs. Buildings should be interconnected with fiber-optic cable to keep within Ethernet transmission distance standards and to prevent network and workstation damage from lightning strikes. All network wiring should be Category 5 and installed to 100 Mbps standards. See Appendix D for local-area network specifications.

Wide-Area Networks - District Networks


In school districts where buildings are located on different campuses attention must be given to interconnecting the local-area networks found on each campus into a wide-area network to provide systemwide communications capability. The interconnections between different campuses can be accomplished in a variety of ways. Each school district should investigate all telecommunications capabilities that exist within their region and select the most cost-effective technology to meet their needs. Current possibilities include leased telecommunications lines (56KB and T-1 lines) supplied by the local telephone company, existing TV cable systems capable of bi-directional communications, district-owned fiber-optic cables extended between schools, or telecommunications lines owned by power utility companies, banks, industries, etc. Costs for the use of these telecommunications facilities vary considerably from area to area. It is recommended that a careful and thorough study be made by the district prior to selecting any telecommunications alternative. Partnerships with other groups and organizations have proven to be most beneficial in other areas of the country and within Mississippi over the past few months. See Appendix D for wide-area network specifications.

Network Traffic Consolidation Plan


Careful consideration should be given to the development of cooperative relationships with other organizations and agencies that foster the development of a "shared" telecommunications "backbone." Under an arrangement of this type network traffic can be consolidated to provide a significant reduction in operational and transmissions costs. A backbone design should be considered that provides the capability for local schools to connect to a hub site located in close proximity, such that monthly line costs are kept within reason for the typical school budget. This can be accomplished by having area hubs established widely across the state which will in turn be connected to regional hubs that provide economy of scale in transmission capabilities. All regional hubs may be connected to a state access point or central networking center to gain access to the Internet and other regional resources at adequate transmission speeds to serve the extended needs across Mississippi.

4.2.4 Workstations


Workstation specifications and networking standards will be developed by the Technical Specifications Committee to be submitted to the Council for adoption and distribution. Network standards and workstation specifications will be reviewed by the committee and updated on an annual basis with input from a cross section of network users and participating agencies. See Appendix D for sample workstation specifications and networking standards.

4.2.4.1 Classroom of The Future


Minimum standards for classrooms of the future include components beyond hardware and software including:

4.2.4.2 Administrative Computing


Workstations for administrators will be interconnected with local-area networks (LANs) and used to transfer student records as well as provide e-mail, file sharing, and database transactions between schools, district, regional, and state offices.

4.2.4.3 Instructional Computing


Instructional computing will primarily be confined to the classrooms and buildings on the school premises through local-area networks created through the use of file servers. Servers and routers will be configured for the most efficient network operation and will aid in preventing data directed to local workstations from spilling onto the wide-area network. Teachers will access the network to exchange information with other educators, to complete administrative tasks, and to gather research information.

4.2.5 Networking Services and Levels (data)


Networking services and levels are based upon the speed of delivery of information to the user. Interconnectivity system levels include the following:

These levels of network service must be matched with user requirements and available funding to ensure maximum efficiency and effectiveness. In some cases dialup access may be the only affordable solution even though it will severely limit the user's access to graphics on Internet.

The most viable delivery speeds, when considering cost and speed, are 56 Kbps and 1.544 Mbps. Current rates for DS3 service levels are cost prohibitive. T1 is currently the best balance between cost and service.

4.2.6 Technology Management System


Technology management should be accomplished on the local and organizational level. Key items that should be addressed are as follows:

4.2.7 Information Security and Privacy


Information systems, LANs and WANs, must provide a reasonable amount of security for protection against unwanted intrusions. The primary level of security is the user's password. File servers will aid in system security by acting as a gatekeeper allowing access and distributing information. The primary barrier to intrusion is password and account-level protection. Districts must address security issues and have policies regarding information security and privacy in place when implementing networked systems. Once districts connect to the Internet, these issues take on even greater significance.

4.2.8 Telecommunications


Telecommunications is an integral part of the education technology system design in that it is the link that provides information exchange between users, instructors, and instructional providers. Fiber optics, copper wire, satellite, broadcast, and ITFS delivery systems will be the telecommunications pipelines that will interconnect computer workstations and facilitate distance learning. The Telecommunications Specifications and Operational Capacities Subcommittee Report that appears as the addendum to this document offers recommendations and guidance on telecommunications.

4.2.8.1 Data Communications


Each educational entity will proceed with plans for its own statewide network, tailored to meet its specific educational and administrative needs, but with a high degree of universal planning, coordination, and cooperation under the direction of the Council and ITS. Under this plan, each entity will maintain a high percentage of autonomy and prerogative in tailoring a network to meet its specific educational requirements, while simultaneously adhering to certain mutually agreed upon standards, policies and practices ensuring interoperability and avoiding waste and duplication of resources. Obviously, the success of this strategy rests upon the effectiveness of the planning and coordination. Much thought and deliberation should be given to the structure, composition and responsibility of the guiding entities. Representatives from K-12, the State Board for Community and Junior Colleges, the Institutions of Higher Learning, the Mississippi Library Commission, Mississippi Educational Television and ITS would seem appropriate partners.

Given the fact that technology is a moving target and is changing at a rapid pace, it would be unwise to specify a detailed set of technical specifications in this document for an educational information network, since such specifications would become dated as soon as written. In light of this, a generic set of specifications that can evolve as technologies emerge has been presented. Where appropriate, specific technical recommendations based upon current technology and communications protocols are offered to direct the project toward a concerted effort.

The recommended data communications protocol is TCP/IP, the Internet model. The Internet model is recognized as the de facto standard for wide-area networking nationally and internationally.

4.2.8.2 Video Communications


The recommended video communications protocol is MPEG-2 for high quality video destined for television or ITFS broadcast, or delivery for video program post production.

The recommended video teleconferencing standard for use on interactive video networks operating below the T1 level is the VTEL algorithm, since this standard is now in universal use by the state's educational interactive video networks. All equipment should also be capable of operating with the H.320 video compression standard. The recommended video operating standard is 768 Kbps at 30 frames per second.

4.2.8.3 Interconnectivity Service


Interconnectivity should be developed through a carefully planned process of creating the most efficient and cost effective infrastructure. Options should be explored to help offset interconnectivity costs. Where it is necessary to obtain interconnectivity from telecommunications providers, an RFP should be developed through the cooperative efforts of the Mississippi Department of Education, State Board of Community and Junior Colleges, Library Commission, Institutions of Higher Learning, Mississippi Authority for Educational Television, and Information Technology Services to eliminate duplication of services and to reduce costs through collective procurement.

4.2.9 Critical Needs

Support


With a large undertaking that ties many sites together with varying degrees of expertise ranging from none to expert, it is critical to draw a plan to provide for the uniform support of both hardware and software for all users and systems administrators. If any technology-based delivery system is to be successful and self-sustaining, a significant support function must be provided. The following needs to be established in order to provide equitable and reasonable support for all concerned:

Maintenance


Hardware and software maintenance is critical to continued use and success of this project. A fixed percentage of local school budgets must be allocated to maintain equipment within classrooms. State and regional monies must be allocated to continue maintenance and operation of WAN and LAN infrastructures. Maintenance issues that need to be addressed include:

Training


A technological infrastructure without properly trained individuals is of little value. It is imperative that a significant portion of all available resources be invested in the citizens of Mississippi in the form of training. Therefore, a commitment must be made to provide relevant up-to-date training on an ongoing basis at all levels.

Sustainability


Sustainability remains an area of critical need. The infusion of technology into the classroom will require ongoing resources. Currently, there are no consistent procedures or sources to support education technology in the state and few districts are able to direct sufficient local funds to make a difference.

4.2.10 Implementation Strategies
Goal


The creation of an effective education technology network is highly dependent on the interconnecting of fiber, wired, and wireless network technology to create a wide area network that reaches every user with the greatest efficiency and economy. It is our recommendation that this concept be a priority. It is also most important to match the delivery system to the need.

Wide-Area Networking for Data and Interactive Video


The Institutions of Higher Learning, Mississippi Department of Education, State Board for Community and Junior Colleges, Mississippi Educational Television, the Mississippi Library Commission, and Information Technology Services are committed to work together to ensure interoperability and network interconnectivity to ensure effective, efficient, and economical networking without duplication of services. Formal plans should be made to ensure that the Council on Education Technology continues to provide ongoing coordination, management, policy recommendations, and accountability. Through commitment to such a plan, the Council should continue to secure input and advice from private sector representatives, educational practitioners, and others as required to ensure broad-based input. The Council shall continue to establish advisory committees as needed. Administrative and support services for the Council on Education Technology should be provided by one of the agencies as determined by the Council for Education Technology.

Procurement of Interconnectivity


The Institutions of Higher Learning, the State Board for Community and Junior Colleges, Mississippi Educational Television, the Mississippi Library Commission, the Mississippi Department of Education, and ITS should work together to investigate interconnectivity options, and where needed, create a process to retain network interconnectivity and switching from a qualified telecommunications provider(s) to ensure effective, efficient, and economical networking without duplication of services. Careful attention should be paid to the fact that in the near future there may be more competition in the telecommunications marketplace if proposed federal legislation is enacted that could precipitate lower interconnectivity costs. The possibility of lower costs warrants caution when entering into long-term contracts that may lock in charges even though lower cost services become available.

Technology Monitoring


The Technical Specifications Subcommittee should be maintained under the Council for Education Technology. This committee will monitor emerging technologies, evaluate new technologies that could benefit education technology networking, and make recommendations to the Council concerning the technical aspects of the networks and the need for additional communications standards and capacity.

Establishment of Local User Groups


Local user and coordinator groups should be established by each entity to ensure that the local area networks are operating effectively from a technical standpoint.

Establishment of Wide-Area User Groups


A wide-area user group should be established by each entity to monitor the technical and operational aspects of the wide-area network provided by the telecommunications provider.

Interactive Video Network Scheduling


A system of coordination (especially for video networking ) should be developed by those entities operating interactive video networks that will aid in scheduling of classes and networking and serve as a mechanism for information exchange between each entity's interactive video coordinator.

Design and Operation of Systems


The State Board for Community and Junior Colleges and the Institutions of Higher Learning currently operate both local and wide-area networks and have the expertise to design and operate these networks. However, given the number of network sites within K-12 and the purchasing autonomy of the K-12 schools, the potential for special challenges exists in the deployment of a statewide K-12 network of this magnitude. Special consideration should be given to coordination in the design, installation, and equipment procurement process, as well as to the continuing support of this component of the statewide educational network.

Maintenance and Support


The entities should establish maintenance and support plans that consolidate services to reduce costs and request funding and generate revenue, where feasible, to fund these to important tasks.


Feedback


A system of feedback should be established to ensure the wide area network is functioning at high efficiency without duplication of service. This will also serve as a mechanism for gathering input from users to identify areas in need of improvement.

Installation Procedures


Installation procedures should be formulated by each entity to create consistent and quality facilities.

Equipment Procurement


Purchase versus lease and other purchasing criteria should be carefully evaluated by the educational entities and ITS to ensure the best economy and equipment procurement.

Detailed Specifications


A more detailed set of plans should be formulated addressing classroom equipment and infrastructure, wide area connectivity, and other technical considerations.

Timeline for Implementation


A timeline for implementation of classroom technology and wide-area networking should be developed. The classroom and school models outlined in this section should be addressed, along with the technology implementation phases outlined in the Distance Learning Section.

4.3 Education Accountability and Reporting System Design


The continued support of an initiative often requires that the school or district first offer evidence of its success. Accountability refers to the ability and responsibility of measuring results as a means by which to account for expenditures and the use of other resources. Reporting is defined as the collection of this measurable information arranged in a specific format for a particular individual or group. The collection, analysis, and reporting of data involves some of the most labor-intensive routines performed by administrators and teachers. Access to technologies that provide for full maintenance, reporting, and accountability can make the administration of these and other related tasks much more manageable.

4.3.1 Design Principles


The components of a statewide data collection system will be developed according to the following design principles:

4.3.2 Existing Programs


The Mississippi Department of Education uses MONEX (Mississippi Online Network Exchange), a dialup modem system of collecting and disseminating data to and from local school districts. All school districts within Mississippi have access to MONEX at the district central office administrative level. Additionally, some districts have expanded opportunities for access to all schools within the district through local-area and wide-area networks.

Current projects that are supported on MONEX and the Office of Management Information Systems include:

4.3.3 Implementation Strategies


The following stategies will be employed to guide the development of information systems

Table 4-1: Education Accountability and Reporting System Design Schedule


EDUCATION ACCOUNTABILITY

AND REPORTING SYSTEM DESIGN SCHEDULE

Electronic Calendar Sep 30, 1995

Teacher Certification Sep 30, 1995

Enhanced Personnel Reporting Nov 1, 1995

Textbook Inventory Jul 1, 1995

Special Education Database Jul 1, 1996

Vocational Education Database Jul 1, 1997

Student-Level Database Jul 1, 1997

4.4 Learning Environments and Facilities Planning

4.4.1 Introduction/Needs/Retrofitting
Overview


The implementation of new technologies precipitates the need to create appropriate environments for both users and equipment. Users need ergonomically-designed spaces that offer environmental comfort, appropriate lighting, low ambient noise level, security and easy access to both the overall technology environment and workstation equipment. An emphasis must be placed on reducing work-related injuries (carpal tunnel syndrome, eyestrain etc.). Equipment must also have an appropriate environment to ensure maximum efficiency of use, and to protect equipment from premature failure.

Planning for the Future


During facility renovation, new construction, or equipment installation, future technology requirements should always be considered. Installation of additional electrical power sources and wiring can make room for future equipment and thus eliminate the need to renovate when the new equipment is installed. In most cases, the infrastructure cabling represents a small cost to the project. The major cost is labor for installation.

New Construction


During the design phase of new schools and new building additions on campuses, architects should involve professionals who specialize in the areas of electrical design to ensure adequate power and power protection for computing and other equipment, voice, video and data network cabling, lighting, and especially in the case of interactive video classrooms, ambient noise level. Space must also be planned to house specialized equipment.

These same considerations should be addressed when designing new campus facilities to be used exclusively for education technology.

Remodeling and Renovation


When existing spaces must be renovated or remodeled to accept new technology, the needs assessment must be performed. Electrical power systems should be evaluated to ensure adequate power is available and that grounding is compliant for workstations. Also, air conditioning systems should be inspected to determine the ability to provide the additional cooling to handle the increased heat load presented by a number of workstations.

4.4.2 Design Principles


The design principles employed when creating appropriate learning environments and facilities should be based upon established national standards. Entities (e.g., ITS, IHL, and ETV) that have experience in retrofitting buildings to accept equipment requiring specialized environments must work in coordination with other educational entities to share their expertise on a consulting basis, and also help in the development of a facilities installation document. Special consideration should be given to manufacturer's installation recommendations.

Since many school campuses are involved in the technology implementation process, a needs analysis must be done on a case-by-case basis to determine the appropriate location for new technology sites, as well as the need for renovation and remodeling, new construction, ergonomics, and electrical and mechanical considerations.

Learning Environment Considerations


Lighting, room acoustics, ambient noise levels, and ergonomics should be addressed when considering the environmental aspects of learning environments.

Ergonomics can play a major role in increasing learning efficiency. Proper lighting and other environmental considerations all play a part in creating the most comfortable and safe learning environment. Workstations should be placed on desks specifically designed for computer use. Keyboards and monitors should be properly installed to ensure proper viewing angles and proper keyboard tilt to help eyestrain and typing fatigue. Seating should be ergonomically designed and offer proper support for extended periods of workstation operation.

Computer workstations require special room lighting considerations to reduce screen glare and the resulting eye fatigue. Most older buildings have fluorescent lights with omni-directional diffusers. These must be replaced with parabolic diffusers to reduce glare on the monitor face to reduce eye fatigue.

Low ambient noise levels are particularly important in computer labs and interactive video equipped classrooms. Workstations in computer labs generate noise from fan motors. As the number of workstations increases so does the fan noise. Acoustic absorption material can be placed on the walls to absorb some of this noise. This is particularly important in interactive video classrooms where microphones pick up student responses.

Good room acoustics are very important to provide speech intelligibility. The selection of wall material is important to help reduce echo. Highly reverberant rooms make speech intelligibility poor, making it difficult for the instructor to hear questions or responses by students. Wall treatment cost is low when considering the important improvements it would make.


Power Source Considerations


In pre-existing structures, electrical power sources for computer workstation, interactive video, and other equipment should be evaluated for proper voltage, current availability, and grounding. Older structures may not have properly grounded outlets or adequate current. A licensed electrician should be employed to evaluate electrical power and provide a written report insuring compliance with electrical codes for computer equipment. Adequate surge protection should also be installed to protect against equipment damage from lightning and power line voltage surges. For system such as servers and network control devices such as routers and bridges, an Uninterruptable Power Supply (UPS) should be considered. Critical function/task workstations should also be considered for this feature.

Aesthetic Considerations


An aesthetically pleasing environment creates a pleasant atmosphere for students and instructors. This is particularly true in interactive video classrooms where local, as well as network, participants view the classrooms. In many cases a classroom may contain the finest high technology equipment, but poor installation practices may create a look that is far from high tech. Wall and floor colors, hidden wiring, and the lack of clutter will create a neat installation that will offer students and visitors a pleasing environment that will create a good impression. Creating a good look may also enhance the possibility of future funding.

4.4.3 Implementation Strategies


Implementation strategies revolve around the development of models for computer labs, interactive video classrooms, and other technology facilities. If districts do not have the local expertise to create a high technology environment, either a model must be developed as a guide for implementation, or equipment, facilities, and building modifications must be handled from a central source, to ensure standards compliance and consistency. The following steps can be utilized to implement new education technology.


4.4.4 Learning Environment Details
Classrooms

Computer Labs

Media Centers

4.5 Distance Learning

4.5.1 Introduction


Distance learning is a broadly used term that has come to refer to several situations where there is a geographical separation between the learner and the teacher/instructor. Generally speaking, distance education takes place when a teacher and students are separated by physical distance, and technology is used to bridge the instructional gap.

For the purposes of this plan, the term distance learning is used to refer to an organized system of delivering educational information and materials between two or more geographically separated sites through a variety of transmission modes. In some systems, there is immediate feedback through telephone, FAX, two-way video and audio, or computer connections. Other systems have delayed feedback. The terms "distance education" and "distance learning" are used interchangeably in the plan.

Why distance learning?

Distance learning offers a broad range of technology to serve a wide range of educational functions and makes lifelong learning opportunities accessible and more affordable. As cited by the Council of Chief State School Officers in its report, Education and Instruction Through Telecommunications, increasing numbers of schools are taking advantage of distance learning opportunities for their students for several reasons: declining student enrollment (particularly in rural areas), declining student performance, increasing transportation costs, otherwise unavailability of courses, equal access to educational opportunities, and taking advantage of the most efficient use of limited funds and resources.

What can distance learning achieve?

Distance learning has many advantages that can contribute to the achievement of Mississippi education goals. Among those advantages are: providing instruction to learners at remote sites on subject matter not readily available; enhancing course content through offerings such as electronic field trips and visits to resource-rich environments; connecting school-based learning to applications in the workplace; providing staff development and school management capabilities not available through other means; and supporting lifelong training from day-care worker support to adult literacy and higher education.

Distance learning will link homes, schools, libraries, and community centers with the emerging national information infrastructure.

The need for educational programming providers

Distance education offers a method of sharing resources across the state or across a school district. While this section focuses on the technology delivery systems, a strategy must be developed to provide educational programs for distance learning in Mississippi. Providing the technology without providing an avenue to develop instructional programming will seriously undermine the distance education effort in the state. Mississippi needs a wide variety of program providers to deliver instructional programs over a wide variety of technologies. Instructional providers can be K-12 teachers, community and junior colleges, university faculty, ETV, or may be purchased from other educational consortium. Funding for distance education is discussed in the funding issues and strategies section.

Appropriateness of technologies

Technology delivery should be determined by the curriculum and by student and district needs. The goal of distance education is to provide access to education that would otherwise not be available due to time barriers, lack of faculty, and funding. Mississippi must make investments in a wide range of technology delivery systems to ensure student access, to take advantage of the rapid growth in technology, and to deliver education cost effectively.

Distance education should also provide programs for Mississippi students with special needs, whether for advanced programs or for special education. Distance education should be available for individuals or classes.

The appropriateness of a particular technology should be determined by a number of factors:
Among the more widely used types of distance learning approaches are satellite transmission; broadcasting; fiber-optic and copper networks; and other wireless communications, including Instructional Television Fixed Service (ITFS), personal communications devices, wireless local-area networks (LANs), and wide-area networks (WANs).

In the educational setting, the mediums presently in wide use for distance learning include the following:

Broadcasting


This involves one-way transmission of video and audio. Programming broadcast over Public Broadcasting Services and public television stations to educate and inform viewers, instructional programming designed for use in the classroom, and staff development programs for teachers and administrators are examples of this type of distance learning, which has been available for over twenty-five years. A recent study conducted by CELT to determine the technologies being used in public schools in Mississippi found that 92% of teachers are comfortable using television as a learning tool.

Videotape Distribution


Videotapes are sometimes used for course delivery and can be a cost-effective method for delivering course content. Videotapes provide a way to reach students who do not have access to other delivery systems or face scheduling barriers. It is currently used in alternative schools and for delivery of undergraduate and graduate credit.

Satellite Delivery


This involves one-way video, two-way audio, and sometimes two-way data transmission. Credit courses for middle school through post-secondary and graduate level, as well as professional development programs for preservice and inservice teachers, are offered through this format. Satellite-delivered programs in science, mathematics, and language arts are also available on the elementary level. This delivery method is interactive in that the learner may interact with the teacher by telephone through an audio bridge, by fax, or through a computer network. VSAT (Very Small Aperture Terminal) technology is growing also in its use for data transmission.

Interactive Compressed Video Systems


These systems deliver interactive two-way video and audio and sometimes data to students and teachers. Full motion video provides a signal akin to open broadcast television. Compressed video offers picture quality similar to that of VHS videotape. Compressed video can be provided via fiber optics, copper land lines or microwave. Advantages include the ability to receive or originate from any site and the two way audio/video interactivity which other systems lack. The disadvantage, at present, is the relatively high cost of interconnectivity resulting in a high per-user cost.

Computer Networks


This involves using computers, LANS, WANS, and on-line services, including the Internet. Because computer networks are rapidly increasing in availability and complexity, a variety of educational purposes and populations are turning to this delivery method as cost decreases and course availability increases. Desktop video and video-conferencing utilizing computer hardware accessories is employed widely in corporate business, but has not seen as yet widespread use in K-12 education. Desktop video offers a low-cost method of interactive video conferencing, but at present does not meet the demands of full classroom distance learning. While the CELT study showed that less than 10% of Mississippi's public schools are wired currently for computers, on-line delivery will become an important application in distance education in the future.

ITFS


Instructional television fixed service (ITFS) utilizes microwave technology and is frequently called "wireless cable." The state's system is currently under construction. ITFS delivers both original broadcast of programming and rebroadcast of programming from other sources.

Wireless Communications


This includes direct-broadcast satellite, broadband broadcast radio, personal communication (hand-held radios and cellular phones), wireless local area networks, and advanced television. It is expected that wireless technology will greatly facilitate delivering the National Information Infrastructure to schools and other learning sites, particularly rural and inner-city areas, lacking wired communications.

Wide-Area Networks


Wide-area networks (WANs) complement the local-area networks by expanding their reach. WANs link schools to schools and schools to educational providers (colleges, universities, community and junior colleges, libraries, and public broadcasting). Internet service is provided via WAN. Dedicated compressed video and multimedia can also be delivered via WAN. The statewide education technology network is based upon the WAN concept.

4.5.2 Existing Systems


Many states are developing and implementing expanded telecommunications capabilities to benefit not only the elementary and secondary schools, but also higher education, community improvement centers, public libraries, medical facilities, and state government. State initiatives that may be considered applicable to Mississippi include the following:

Distance Learning in Mississippi


Some current distance learning initiatives within the state include:

Satellite Services

Community College Network (CCN)

Fibernet 2000

Interactive Video Network

EdNet

ETV

4.5.3 Design Principles


In its report Education and Instruction Through Telecommunications: Distance Learning for All Learners, the Council for Chief State School Officers (CCSSO) cited five issues they deem critical to any distance learning plan:
We would add to this the necessity of:

Barriers to Distance Learning


Several barriers to distance learning and recommendations for overcoming them were cited in the previously mentioned CCSSO report. A unified approach recognizing the importance of these findings is essential in Mississippi. A brief summary of the findings and recommendations follow:

4.5.4 Benefit Analysis

The educational and cost effectiveness of distance learning technologies are determined by a number of factors:
The benefits to be derived from distance learning must be carefully examined with regard to equipment and operational costs. The following section provides an analysis of distance learning systems.

Satellite Receive Sites


A receive-only satellite system can be used to receive instructional programming from many state educational entities through the ETV, Mississippi State University, and University of Mississippi uplinks. Programming from providers such as PBS, SERC can also be received.

Benefits
One-time equipment and installation cost
Reception of programming from many providers
Adaptable to multiple technologies
Reception of multiple channels

Disadvantages
Less flexible schedule
Potential for service interruption due to adverse weather
Interactive audio only

Satellite Delivery Services


Currently ETV, MSU and UM must pay for satellite service on an hourly rate. This makes scheduling contingent on satellite transponder availability. If the state leased a transponder it would be available full time for use by those state entities having uplink capabilities. Many states have opted for this delivery system as a cost-effective means of broadcasting multiple channels of instruction over their state or the nation. Interactivity is handled via telephone where students may ask questions of the instructor.

Benefits
Low cost per school served/low one-time equipment costs
No increase in delivery costs as users increase
Interactivity through conventional telephone or fax
Multiple channels
Multiple uplink sites available

Disadvantages
Same as satellite receive sites

Interactive Compressed Video


Fibernet, CCN, and other interactive video networks are now in operation in the state. These networks allow students and teachers full interactivity via T1 circuits provided by a telecommunications carrier.

Benefits
Full interactivity between student and teacher
Computer file exchange
Graphics capability
Internet access provided through same pipeline

Disadvantages
High interconnectivity cost
High start-up cost
Limited audio and video quality
Complex network switching
Limited class size

Broadcast Television


ETV provides instructional television through a statewide network of eight television stations. Nearly all schools in the state are equipped to receive ETV programming, with some wired to make courses available in more than one classroom.

Benefits
No continuing cost per school
Full motion broadcast quality video
Accessible to schools, libraries, and homes
No increase in transmission cost as users increase
Inexpensive receive system, readily available

Disadvantages
Limited air time availability
Limited interactivity (one-way passive)
Limited channel availability

On-line Computer Services


Multimedia computers are fast becoming essential learning tools in our schools. Internet is the de facto standard for information exchange nationally and internationally. It offers users with interconnected workstations access to vast quantities of information. Users are also able to communicate with data, voice, and limited video.

Benefits
Worldwide information access and communication
Universal communications standards
Excellent reference resource for K-12 students
Publishing capability
Limited interactive video capability
Available through conventional telephone dialup

Disadvantages
Limited network speed slows graphic intensive material
Rapid equipment obsolescence
Only 10% of schools wired for computers
Limited training available
Relatively high equipment cost per student
Relatively high maintenance and support cost
Software interoperability problems due to uncoordinated purchasing

ITFS (Instructional Television Fixed Service)


ITFS is a delivery system using wireless cable transmission as the pipeline. EdNet, an ITFS network licensed to MDE, ETV, IHL, EdNet, and SBCJC, is now accessible in two areas of the state. Special low-cost receive systems make instructional programming available to schools and other educational institutions and to home viewers. The commercial wireless cable partner will provide 1100 receivers free of charge (one per school).

Benefits
Low-cost receive equipment
Multiple channels
Interactivity through conventional telephone
Potential statewide coverage
Multiple educational entities can provide programming
Available to students at school and home

Disadvantages
Interactive via audio only
Limited programming availability
Reception limited by terrain
Dependence on private partner to provide facilities and equipment

4.5.5 Implementation of Distance Learning Plan


Mississippi has several distance learning capabilities. Fibernet 2000, the Community College Network (CCN), USM's Interactive Video Network, LEAP and SERC satellite projects, and EdNet are all valuable resources. While each system may serve discrete needs, it is important that these services continue to work toward full inter-operability. This will help maximize the "reach" of distance learning resources in the state. Closer coordination in areas of mutual interest will help Mississippi achieve the most effective use of the limited resources it has available.

While major universities, ETV, and others may provide important "hubs" for distance learning networks, the true effectiveness of any such statewide initiative must be measured in the field at the end user sites. Unless there is ready access to technology and the various distance learning networks in even the smallest communities of our state, Mississippi will fall short of the enormous potential that technology offers.

Accordingly, based upon benefit analyses developed elsewhere in this document, it is imperative that Mississippi consider how to realistically empower local schools and communities to be a part of the "information superhighway." School districts must define their specific distance learning needs and strategies and incorporate them into their local technology plan.

Focusing upon K-12 schools as a primary "end user" in this plan, a three-step implementation plan is envisioned that would provide the following minimum capabilities to each school upon completion.

The first stage of implementation would include (but not be limited to) the following in each school:

The goal would be to include all of the above, plus:

In striving to help ensure equity of access to the enormous learning resources these technologies offer, Mississippi should complete initial capabilities for every school within two years. Second stage goals would be implemented by the year 2000.

The ideal distance learning system will exist when every school is equipped with a satellite receiver and a master television system, and every classroom is equipped with a television and VCR, enabling students and faculty to access regular television broadcasts, plus programs and courses delivered via EdNet, interactive compressed video, and satellite. In addition, a multimedia computer should be provided in every K-12 classroom, with a ratio of one computer for every five students.

The multimedia personal computer is the heart of the education technology system for the school. With video, audio, and data processing capability, it is adaptable to many teaching and information gathering tasks. Networking these computers greatly increases the power of the system as it allows the sharing of printers, CD-ROMs, scanners, and other peripheral devices and also provides interconnectivity to the Internet for world wide information sharing. It is therefore important to coordinate the building of both the video and data infrastructure (cabling, systems etc.).

The power of this concept can be further amplified by interconnecting each of the classroom computers with a television by using a VGA to TV converter. This would allow all students to view text and graphics over a classroom TV that are visible on the computer screen. Electronic field trips via the Internet could be viewed by the entire class. CD-ROM information could also be viewed in this manner. Further expansion of this concept could involve the use of CD-ROM servers located in the classroom or school so that students could share CD-ROM information, eliminating the need to purchase software for every computer.

Learning-on-demand could be a valuable distance learning concept, as it would provide any course to any student or classroom on demand. Unfortunately, this concept requires very high bandwidths on networks. Also, the capacity and speed of computers that store the courses as data are very expensive due to the large fixed disk space required. CD-ROMs could also be used as a form of learning on demand by providing access via a CD-ROM file server. Technologists should monitor the progress of this technology so that at the appropriate time it can be integrated into the distance learning environment.

Mississippi Distance Education Sites

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