Results

A statewide needs assessment was conducted over the fiber optic system (ICN) on March 23, 1994. Thirteen of the fifteen regional partnerships were represented. During February and early March, regional needs assessments were conducted in all fifteen regions of the state with between 400 and 500 Iowans participating. Those participating in the regional level needs assessments included teachers, principals, superintendents, library media specialists, AEA representatives, community college representatives, community leaders, students, parents, school counselors, and school board members. The results of regional needs assessments formed the basis for discussion of statewide priorities. The following summarizes the results of the statewide needs assessment in the five targeted areas.

Instructional needs for K-12 students

Participants were asked to identify the most immediate statewide instructional needs of K-12 students that could be addressed through use of the ICN. The top three priorities identified were:

1. Courses not available at the local school, particularly Advanced Placement, Talented and Gifted, Post-secondary enrollment, and Foreign Language courses.

2. Instructional units, events, or activities including guest speakers, experts, demonstrations, field trips, etc.

3. Student-to-student interactions such as sharing projects, conducting joint research, student networking, etc.

Other areas mentioned included database access, and using the system for skills classes, special education classes, exploratory classes, and specialized courses such as Black Culture.

K-12 needs for resources, experts, and information

Participants were asked to identify priority needs for resources, experts, and information at the statewide level that could be met through use of the ICN. The top three priorities identified were:

1. Access to Internet and other electronic networks.

2. Access to special speakers, including experts, legislators, authors, Iowa historians, university personnel, career speakers, etc.

3. Access to a database or the clearinghouse with updated information on resources available in Iowa over the ICN.

3. Student-to-student interactions such as electronic pen pals, sharing creative works, science fairs, contests, student council meetings, etc.

3. Sharing of instructors across schools for courses not available at one of the schools or for team teaching of courses.

Other areas mentioned included career education and exploration, linking electronically to state libraries, visual demonstrations of experiments or activities in the areas of science and technology, and sharing of information about Iowa and its history from the regional perspective.

Staff development and inservice needs for K-12 teachers

Participants were asked to identify critical staff development or inservice needs for K-12 teachers that could be met through use of the ICN. The top three needs identified were:

1. Peer sharing and networking which would include meetings of teachers from the same curricular areas or departments to discuss and share.

2. State mandated and locally determined staff development opportunities.

3. Credit or continuing education courses and degree programs.

Other needs mentioned were inservice in the area of innovative or new teaching methods and technologies, sharing AEA offerings, using the ICN to involve teachers in district planning and problem solving, accessing experts and speakers, Internet training, an d inservices on specific topics such as Phase III, CNC instruction, conflict resolution, computer instruction, and curriculum development.

K-12 administrator needs

Participants were asked to identify needs of administrators that could be met through use of the ICN. The top three needs identified were:

1. Peer networking to discuss projects or issues such as restructuring, curriculum, scheduling, etc. Peer networking would include statewide or area wide meetings of administrators.

2. Communication with state officials including personnel from the state Department of Education, the Iowa Association of School Boards, and state legislators.

3. State mandated classes or inservices, certification classes, and advanced degree programs.

Other needs discussed were access to special speakers and experts, professional meetings, briefings on recent law changes and reforms, and access to human and family resources.

Offering and accessing regional resources

During the regional focus groups, participants were asked to identify resources available at the local level that could be shared with other regions. During the statewide needs assessment, participants were asked to identify the primary barriers to offering regional resources over the ICN and the primary barriers to being able to access resources available in other regions. The top three barriers identified for both offering and accessing resources were:

1. Lack of access to ICN classrooms, particularly at the K-12 level. A need was identified to have more ICN classrooms, perhaps even mobile ICN classrooms.

2. Lack of information about what is available and what is needed. Participants indicated that there needs to be a way to identify what is available and a way to let others know what is being offered. A database with easy access through the clearinghouse was identified as a way to address this need.

3. Administrative issues including costs, compensation for speakers, and scheduling activities between schools without common calendars or schedules.