Iowa Distace Education Alliance

IOWA DISTANCE EDUCATION ALLIANCE

PRELIMINARY EVALUATION REPORT

(Appendices not available.)

October, 1995 - May, 1996

Chris Sorensen, Nancy Maushak, and Marcia Lozada

Introduction and Background

In 1992, the state of Iowa received a special statewide Star Schools grant to demonstrate the use of fiber-optic technology to provide live, two-way, full-motion interactive instruction which allows greater levels of interactivity than previous forms of distance instruction. The grant allowed the state to equip over 100 fully interactive video classrooms in community colleges, universities, and K-12 schools. By October, 1993, 103 two-way interactive video classrooms were connected to the Iowa Communications Network (ICN) and fully operational. In October, 1995, Iowa was awarded an additional $4 million for further development of this statewide system. A partnership of Iowa educational institutions including the Iowa Department of Education, Iowa Public Television (IPTV), the state’s three regent institutions, Iowa’s 15 community colleges, the 15 Area Education Agencies (AEAs), and Local Education Agencies (LEAs) have worked together during both grants.

The Iowa project consists of four components, each responsible for completing specified activities. These four components are (1) Project Management, (2) the Communications and Resources Clearinghouse, (3) Regional Partnerships, and (4) the Teacher Education Alliance (TEA). For the 1995 project, the Iowa partners defined five goal areas that were slightly different from the goals of the 1992 project. The five goal areas in 1995 were: (1) developing instructional materials to be used in distance education, (2) supporting infrastructure developments, (3) providing training and technical support for distance education, (4) expanding access to and information about distance education, and (5) supporting incorporation of distance education in colleges and universities involved in training future teachers.

Assisted by the Research Institute for Studies in Education (RISE), evaluation indicators for the project were selected by the partners. Representatives serving on a Partner’s Council for the Iowa Star Schools project were asked to assist with identifying the most important evaluation questions to ask in assessing the project’s impact on distance education in the state. The state evaluation indicators were developed using an evaluation approach that looks at accountability, effectiveness, impact, organizational context, and unanticipated outcomes, the AEIOU method. This approach was developed and refined by Drs. Jimmy Fortune, Jan Sweeney, and Chris Sorensen, and has been used for several years by the RISE at Iowa State University.

With this approach as a reference, members of the Partner‘s Council were asked to identify indicators that could determine whether the project had accomplished its goals (accountability), how well the activities were done (effectiveness), and what difference it made for Iowa education (impact). Members of the Partner’s Council as well as regional coordinators were also asked to identify organizational or environmental factors that either helped or hindered the project and to note unanticipated activities, events, and outcomes that occurred during the project.

The Iowa, Kentucky, and Mississippi Star Schools projects are referred to as the “special statewide projects”. These projects are unique in the Star Schools program, a program that has traditionally focused on satellite delivery of instruction. The special statewide projects involve developing statewide infrastructures for distance education that allow for two-way interaction in real time between students and instructors. A set of indicators was developed through the Star Schools program to evaluate the satellite-based projects nationwide, but because the three statewide projects were different from the satellite-based projects, it was felt that different indicators would be needed.

In early 1996, evaluators and project directors from the three statewide projects agreed upon a set of goals and indicators to be used to measure the success of the statewide systems in meeting educational needs of each state. These goals and indicators, referred to as national indicators, were approved by the federal Star Schools project in March, 1996, and will be used to assess the current three statewide projects as well as future statewide projects funded through Star Schools. The national goals for the statewide projects are to: (1) increase access to educational programs by establishing a technological infrastructure for distance learning, (2) reach underserved learners, (3) expand instruction in core subject areas as well as literacy skills and vocational education, (4) provide professional development that is sustained over a period of time, (5) employ a variety of electronic technologies and tools for distance education, (6) foster partnerships, and (7) demonstrate improved cost benefit ratios.

This report will summarize evaluation data for the Iowa Project from October, 1995 through April, 1996. Data were collected from each of the project components (Project Management, Clearinghouse, Regional Partnerships, and TEA) through a variety of methods including written surveys, telephone interviews, record data, and collection of documents and artifacts. In Section I of this report, the data will be summarized by Iowa’s 1995 project goals. As most activities of the 1995 project have recently been initiated, little impact data is available at this time. Several impact measures are scheduled to be collected during Fall, 1996. Section II of this report will summarize the available data by the national evaluation goals for statewide projects. Section III will provide some conclusions related to the project. Section IV contains the appendices. Tables, figures, and documents related to the evaluation are included in this section.

SECTION I:

EVALUATION DATA BY IOWA DISTANCE EDUCATION ALLIANCE PROJECT GOALS

Instructional Materials

Goal 1: Instructional materials for improvement of instruction in mathematics, science, foreign language, and other subjects such as literacy skills and vocational education utilizing distance education learning technologies will be developed and made available to educators and students of Iowa.

Objectives related to this goal include (1) development of multimedia instructional products for K-12 ICN-related use, (2) development of strategies to keep development of instructional materials continuing past the funding cycle, (3) identification and dissemination of exemplary educational technology applications, and (4) development of a traveling educational technology demonstration unit.

Multimedia Products

The project was successful in funding six proposals to develop multimedia instructional materials to be used over the ICN. The proposal process was effective in encouraging applications from a variety of educational levels that reflected a variety of content areas.

Materials, tables, and graphs related to the multimedia projects can be found in Appendix A.

Accountability

• Requests for Proposals (RFPs) were distributed across the state to solicit applications for the development of multimedia products. RFPs were sent to superintendents in all Iowa school districts, community college presidents, AEA administrators, and executives at all three regent institutions. Presentations were also made to groups of educators and information about the RFPs was placed on the IOWA Database and on the Iowa Department of Education web site.

• 39 proposals were submitted and six were selected for funding.

Effectiveness

• A review process involving multiple groups of participants from a variety of educational organizations and ensuring geographical representation was used to rate the proposals. Fourteen reviewers were from local schools, three from regent universities, two from community colleges, and one each from an AEA, a private college, and a health center. Proposals were reviewed both individually and by a team of three reviewers. Reviewers did not review any proposals from their own organization.

• The project was successful in soliciting proposals from a broad range of educational organizations. Applications received included four from regent universities, four from community colleges, 10 from Area Education Agencies (AEAs), and 21 from local school districts. There were six private colleges participating as project partners.

• The applicants awarded funds included two community colleges, two AEAs, one regent university, and one local school district. 71 Iowa schools were included as partners in these projects. Other partners in the funded projects include a second regent university, other AEAs and community colleges, several private companies, the Workforce Development Center, the North Central Regional Educational Laboratory (NCREL), and the Vermont Exemplary Program.

• Funded projects involved development of (1) curricula for high school equivalency education and career planning to be offered over the Iowa Communication Network (ICN) and World Wide Web (WWW), (2) interactive mathematics products for middle school students, (3) a foundations course for a Career Academy to be offered over the ICN, (4) interactive chemistry units for use in high schools, (5) instructional units in environmental science, and (6) ten teacher developed instructional units adapted from existing elementary, middle school, and high school curricula in a variety of content areas.

Impact

• As curricula and units are completed, products will be evaluated by a panel of experts including teachers using the products.

• Requests for the materials and their use in schools will be measures of impact.

Exemplary Applications

The project was successful in identifying exemplary applications of technology in K-12 education. The project was effective in identifying exemplary applications that could be used at every educational level, in a variety of content areas, and that used a variety of media. The project also disseminated information to classroom teachers and other educators about the exemplary applications of technology.

Materials, tables, and graphs related to the exemplary applications can be found in Appendix B.

Accountability

• Surveys were distributed to all K-12 schools in the state asking for examples of exemplary uses of technology in education.

• Examples described in returned surveys were judged by a group of teachers, media specialists, representatives from community colleges, and representatives from the Iowa Department of Education.

• 278 examples of technology use were identified and 19 were selected as exemplary applications. These 19 projects were provided with additional funding to continue activities.

• Information about the exemplary applications was placed on the IOWA Database and a booklet is being developed for distribution.

Effectiveness

• Subject areas covered in the funded exemplary applications included language arts (8), science (4), social studies (5), math or computer science (3), vocational education (1), art (2), and foreign language (1).

• Applicants used a variety of media. Computer software was the media most used among the applications. Many projects used a combination of media. Among those funded, nine involved use of Internet, eight multimedia, and seven computer software.

Impact

• Four showcases were held to allow those identified as having exemplary projects to share their ideas with fellow teachers. Three of the showcases were held over the ICN and included a total of 58 sites. One showcase was held on-site. Total attendance at the showcases was approximately 270.

• Follow-up surveys of teachers will determine whether the ideas presented are being used.

Demonstration Unit

Discussions were begun to determine the technologies to be included in the traveling demonstration unit and how the unit would be utilized.

Strategies for Continued Funding

Additional funding sources are being investigated.

Infrastructure Development

Goal 2: Iowa educators and students will be supported in distance learning technologies by training and access to ICN video and data resources.

Objectives related to this goal include (1) providing selected sites with equipment including ICN basic video classroom components or enhancements and/or routers and equipment for accessing Internet via the ICN and providing block grants to schools to enhance their technology plans, (2) providing staff development opportunities for K-12 educators in the use of educational technology, and (3) providing resources to partially offset school district costs for access to Internet.

Plans were submitted by each of the 15 regions in the state outlining how they would spend regional allocations in each of these three areas. Regions opted to focus their resources in different ways, for example, some spending their allocations primarily on Internet support and others on staff development. Activities in the regions occurred in five areas: (1) purchase of video classroom equipment for schools connecting to the ICN, (2) funding to offset purchase of equipment for schools to connect to Internet or costs associated with dial-up Internet connections, (3) regional staff development activities, (4) technical support and assistance provided to schools, and (5) curriculum development.

Summaries of regional plans and accomplishments, a survey of regional coordinators, and regional training evaluations can be found in Appendix C.

ICN and Internet Connections

Additional sites have been connected to the ICN and a number of schools have been connected to Internet as a result of the project and demand continues to grow.

Tables, charts, and graphs related to ICN and Internet connections and use can be found in Appendix D.

Accountability

• An additional 151 ICN sites have become operational since the completion of the last Star Schools project. 68 of these sites have become operational since January, 1996 with 28 of those located in K-12 school buildings. Another 56 sites are scheduled for connection in Fall, 1996 and approximately 120 will be connected the following year.

• Among 382 school districts, 72 have been connected to Internet since the project began. An additional 85 are scheduled to be connected next year.

Effectiveness

• Total hours of use of the ICN by semester has increased from 16,000 hours in Fall, 1993 to 56,000 hours in Spring, 1996.

• K-12 use of the ICN accounts for approximately one-fourth of the total use of the system.

• 67 courses were offered over the ICN in Fall, 1993 compared to 166 in Fall, 1995.

• Course offerings have been in a variety of content areas.

• Regional coordinators suggested several ways to improve the effectiveness of the project, including improved communication to schools, assuring equity in funding for local schools, being aware of time constraints, providing schools with more examples of innovative uses of the system, and addressing issues related to the control of the system.

• In general, project coordinators report satisfaction with the distribution of regional funds and with the effectiveness of project management, although several coordinators were unfamiliar with the project management.

Impact

• There has been an increase in the use of the ICN for offering K-12 courses. Seven K-12 courses were offered in Spring, 1994; 16 in Fall, 1994; 19 in Spring, 1995; 32 in Fall, 1995; and 36 in Spring, 1996.

• There has been increased use of the ICN to deliver staff development to K-12 teachers. Seven staff development opportunities were reported in Fall, 1995 and 11 in Spring, 1996.

• Regional coordinators report an increased demand among school districts for ICN and Internet connections. They indicate that the Star Schools project has motivated schools to adopt and use a variety of technologies much sooner than they would have otherwise. Coordinators also report that the project has provided increased access to learning opportunities for K-12 students and staff.

• Teachers and administrators in local schools will be surveyed in Fall, 1996 to determine the impact of the infrastructure development on the local schools.

Regional Staff Development

Teachers have been supported through local staff development opportunities on the use of educational technology.

Accountability

• Nine regions provided local opportunities for staff development in the use of technology, including training on use of the ICN and Internet, training for networking support specialists, help desk training, training on HTML, troubleshooting training, and training of technology leaders.

Effectiveness

• Participants were asked to complete surveys. Responses indicated that the staff development opportunities were worthwhile.

Impact

• Teachers and administrators in local schools will be surveyed in Fall 1996 to determine the impact of the staff development opportunities.

Support to Local Schools

Schools have received additional funding to support technology initiatives. Regional coordinators indicate that regional efforts have been received positively.

Accountability

Effectiveness

• Regional coordinators report local satisfaction with the distribution of funds and indicated that these funds have been a catalyst for increasing demands from schools for Internet connections and assistance with technology planning.

Impact

• Regional coordinators report that schools are now focused on putting LANs and WANs in place in the district to increase Internet use.

Training and Technical Support

Goal 3: Local and regional educational personnel will receive technical training and planning assistance to ensure that students and educators can easily access distance learning technologies in an efficient manner.

Objectives related to this goal include providing (1) Help Desk training, (2) training for “troubleshooting” ICN video classroom equipment, (3) training for “troubleshooting” local area networks (LANs) and wide area networks (WANs), (4) assistance with planning and preparation for local distance learning, and (5) training to develop computer-based skills for educators.

Summaries of training evaluations and copies of surveys can be found in Appendix E.

Help Desk Training

The project was successful in offering a Help Desk training session. Participants rated the Help Desk training as very effective.

Accountability

Effectiveness

• Participants rated the content, the organization of the session, the presenter, and the delivery system positively. Suggestions for future training sessions included expanding the content, providing more specific information prior to the session, and allowing time for participants and the instructor to become more familiar with the nuances of the equipment at the individual sites.

Impact

• Follow up surveys should determine whether participants have changed behaviors as a result of the training.

Room Manager (ICN Troubleshooting) Training

The project was successful in offering training to troubleshoot problems in the ICN classrooms. Participants rated the training sessions positively.

Accountability

• Three five-hour room manager training sessions have been held. Among the 48 participants were site monitors, media specialists, and administrators.

Effectiveness

• Participants liked the overall quality of the workshops, the quality and organization of the handouts, and being able to see and work with the equipment. Suggestions for improvement include providing more opportunities for hands-on activities, breaking the session into shorter segments, and discussing non-technical site monitor problems.

Impact

• Follow up surveys should determine whether participants have changed behaviors as a result of the training.

LAN/WAN Training

The project was successful in offering training for developing local area networks (LANs) and wide area networks (WANs). Participants rated the training as effective.

Accountability

• 30 participants attended a training session on local and wide area networks. Participants included telecommunications and media specialists, consultants, engineers, and teachers.

Effectiveness

• A majority (over 50%) of the participants felt that the length of the training was about right (52%), the session was easy to follow (78%), participant's understanding was improved (85%), the trainer was effective (89%), enough time was allowed for questions (81%), and effective materials were provided (74%). About 25% of the participants thought the session was too short and 25% felt they left the session unsure as a trainer.

Impact

• Follow up surveys should determine whether participants have been able to successfully install LANS and WANs a result of the training.

Planning and Preparation

Regional coordinators have been assisting local schools in planning and preparing for connection to the ICN and/or Internet and report that increasing numbers of schools are requesting assistance with planning. The project has been effective in encouraging schools to invest in new technologies.

Accountability

• Six regions are using project funding to assist schools with technology planning or technical support. Two AEAs have hired specialists or consultants to assist schools with installing, configuring, and maintaining equipment. One has established a help desk while another has purchased software to provide technical assistance. One AEA conducted a LAN analysis for each school district in the region, while another provides meetings between the AEA media advisor and area schools to discuss technology needs.

Effectiveness

• Regional coordinators reported that an increasing number of schools are requesting assistance with technology planning and that the Star Schools project has provided the impetus for many schools to move forward with plans to connect their classrooms and buildings through LANs and WANs.

• Surveys of the schools in the fall may help determine their perceptions of whether or not adequate planning and preparation assistance is being provided.

Impact

• The number of schools acquiring technologies as a result of planning activities will be an indicator of impact. The perception of Regional Coordinators is that this number is increasing.

Computer Training

Computer training workshops (i.e. learning how to use PowerPoint) are occurring across the state.

Information Systems

Goal 4: Iowa educators and students will have access to information concerning distance education opportunities and will be provided with actual experiences utilizing distance education technologies in targeted curricular areas.

Objectives related to this goal include (1) expanding information available in the IOWA Database, (2) providing instructional activities over the ICN, (3) developing scheduling software for ICN video sites, (4) acquiring teleconferencing translation equipment that can be used to connect to other networks, (5) producing and distributing information about the ICN to educators and students, and (6) conducting an educational web masters meeting.

Materials, tables, and charts related to information systems can be found in Appendix F.

IOWA Database

Information available via the IOWA Database has been expanded and use of the database has increased.

Accountability

• A number of new sections have been added to the IOWA Database, including a PBS series, information on exemplary technology applications, a searchable list of ICN classes, and a clickable map of ICN sites.

Effectiveness

• Use of the IOWA Database has increased since Fall, 1995. The average number of files transmitted per day in September, 1995 was 200 while in April, 1996 it was approximately 600. The monthly number of files transmitted has risen from just over 5,000 per month to approximately 20,000 per month.

Impact

• Users of the IOWA Database represent a wide range of interests both nationally and internationally. Monthly file transfers by U.S. commercial interests have increased from about 1,000 files per month to about 4,000 files per month. File transfers by U.S. educational interests have increased from 1,000 to 3,500. File transfers by clients in foreign countries have gone from none in September, 1995 to approximately 500 per month in April, 1996.

• A follow-up survey of users will ask how they are using the information obtained from the IOWA Database.

Instructional Activities

The project has sponsored a number of instructional activities offered via the ICN with hundreds of students participating.

Accountability

• The project has sponsored several instructional activities including one on pet care, three on music, and a collaborative project among three schools on fossils. Additional events are planned.

• 561 K-12 students participated in instructional activities sponsored by the project.

Effectiveness

• Surveys were provided to participating students. Data analysis will be conducted as surveys are returned.

Impact

• Fall surveys of students will look at their perceptions of these activities.

Scheduling Software

New scheduling software has been purchased and is being pilot tested.

Accountability

• CISCO scheduling software has been purchased and is being pilot tested by IPTV schedulers, National Guard schedulers, and schedulers in regions 10 and 15 during the summer. The software should be operational by September 1, 1996 and will be used for scheduling of Spring, 1997 activities on the ICN.

Effectiveness

• Schedulers will be asked about the effectiveness of the system.

Impact

• Fewer delays in scheduling and fewer conflicts in scheduling should be indicators of the impact of the new software.

Teleconferencing Translation Equipment

T-1 and Desktop Video conferencing equipment will be ordered at the end of June. This equipment will allow connection of the ICN to other networks and allow delivery of multimedia products from remote servers.

Information Distribution

Brochures, pamphlets, and videos developed as part of the previous Star Schools project continued to be distributed on request. A new flyer about the IOWA database was distributed statewide and a new video, “Your Internet Connection”, and flyer describing the video were also distributed.

Web Masters Meeting

A Web Masters meeting is being scheduled for Fall, 1996.

Preservice Teacher Education

Goal 5: Support will be provided for distance education training needs of preservice programs in colleges and departments of teacher education in Iowa’s public and independent universities and colleges.

Objectives related to this goal include (1) coordinating technology training among the Iowa teacher preparation colleges, (2) holding two ICN seminars for faculty of teacher education programs, (3) developing an updated monograph of effective strategies for distance education use in teacher education, (4) producing a newsletter dealing with preservice teacher education, and (5) funding 15 action research studies dealing with the implementation and practice of distance education in Iowa.

Materials, tables, and charts related to preservice teacher education activities can be found in Appendix G.

Technology Training and ICN Seminars

Teacher education faculty attended a workshop on distance education. Reaction to the workshop was positive. Faculty, administrators, and students participated in site visits at a number of private college campuses.

Accountability

• A workshop for teacher education faculty was held in conjunction with the Iowa Distance Learning Association (IDLA) conference. 23 teacher educators attended representing all three regent institutions and 19 of the 28 private colleges in the state.

• Site visits have been conducted at 15 private colleges to discuss incorporation of distance education into the teacher education curriculum. Six of the site visits to private colleges included use of the ICN.

• 12 faculty members received assistance in registering for ICN training workshops.

Effectiveness

• Participants rated the IDLA workshop good to very good in both quality and usefulness. They indicated that the topics were meaningful and that they liked the opportunities for collaboration and sharing. Suggestions for improvement included more time for the sessions, including collaboration with K-12 schools, and providing examples of ICN use.

• Participants in site visits included 62 education department faculty, 26 faculty from other departments, eight media or technology staff, 15 administrators and 40 students.

• Topics covered in the site visits include information about (1) the ICN and the Iowa Distance Education Alliance, (2) the showcase award winners, (3) examples of uses of technology in teacher education, (4) what other colleges are doing in distance education, (5) teaching practices in a distance environment, and (5) additional resources available.

Impact

• Follow-up surveys with teacher education faculty will determine how distance education technology has been integrated into teacher education programs. Comparisons can be made with information collected in 1994.

Monograph and Newsletter

The monograph on effective distance education techniques in teacher preparation is currently being revised.

Two issues of TEA Times have been distributed to approximately 1,300 educators across the state. The newsletter is sent to K-12 teachers, teacher education faculty, regional coordinators, and others.

Action Research

Ten research proposals were funded to study distance education in Iowa.

Accountability

• An RFP was distributed asking for research proposals dealing with distance education in Iowa. Ten proposals were received and ten proposals were funded. Articles will be written for inclusion in an encyclopedia of research as projects are completed.

Effectiveness

• Surveys will be included in the completed encyclopedia. Surveys from the current encyclopedia indicate that the resource is useful.

Impact

• Number of encyclopedia requests may be used as an indicator of success.

SECTION II:

EVALUATION DATA BY NATIONAL GOALS FOR STATEWIDE PROJECTS

Infrastructure Development

Objective 1: Increase access to educational programs by establishing a technological infrastructure for distance learning.

Outcomes listed under this objective include (1) providing learners with access to interactive video systems, (2) providing learners access to Internet/on-line services, and (3) integrating existing systems into the infrastructure.

A copy of the national evaluation indicators is included in Appendix H. The list of school districts with ICN connections is included in Appendix D.

Interactive Video Connections

Additional sites have been connected to the ICN and demand continues to grow.

• Currently 128 school districts have access to an ICN classroom; 90 schools have a classroom in their building. In addition to the 90 classrooms located in K-12 buildings, there are 52 classrooms at community colleges, 12 at regent universities, 12 at AEAs, 18 at state or federal agencies, 9 at private colleges, and 10 at other locations. The National Guard also maintains 40 ICN classrooms that are available for educational use.

Internet Connections

• Among 382 K-12 school districts, 72 have been connected to Internet since the project began. An additional 85 are scheduled to be connected next year. Most of the schools are using direct connections to the Internet through the ICN with the AEA serving as the hub. Some schools are receiving funding to offset dial-up costs.

Integrating Other Systems

• T-1 and Desktop Video conferencing equipment will be ordered at the end of June. This equipment will allow connection of the ICN to other networks and allow delivery of multimedia products from remote servers.

Underserved Learners

Objective 2: Reach underserved learners throughout the US and its affiliated territories

Outcomes listed under this objective include (1) access to programs by different types of learning communities, and (2) providing learners of all ages with opportunities to participate in educational activities.

Appendix D contains information about each of the school districts connected to the ICN or to Internet. Information related to use of the ICN can also be found in Appendix D.

Description of Sites Connected

• 52 of 160 (33%) Iowa school districts classified as Chapter One concentration sites have access to an ICN video classroom. 25 of these districts (16%) have been provided with Internet access.

• 25 of 95 (26%) school districts where more than one-third of the students qualify for free or reduced lunches, have access to the ICN, while 43 of 107 (40%) districts where one-fourth to one-third of the students qualify have access.

• 13 of the 95 (14%) districts with one-third or more of the students qualifying for free and reduced lunches now have access to Internet, as do 17 of the 107 (16%) districts with one-fourth to one-third of the students qualifying.

• 42 of 67 (63%) of the school districts with concentrations of minority students have access to ICN video classrooms, while 21 (31%) have Internet access.

• 20 of 26 (77%) of the school districts with concentrations of students with limited English proficiency have access to ICN video classrooms and 5 (19%) have Internet access.

• 17 of 45 (38%) school districts in counties with high poverty rates (over 20% of 17-year olds and younger living in poverty) have access to the ICN, while 10 of these districts (22%) have Internet access.

• 15 of 163 (9%) of small school districts (enrollments less than 600) have access to the ICN and 16 (10%) have access to Internet.

System Use

• Total hours of use of the ICN by semester has increased from 16,000 hours in Fall, 1993 to 56,000 hours in Spring, 1996. K-12 use of the ICN accounts for approximately one-fourth of the total use of the system. Administrative use accounts for another 15-20% and higher education use accounts for a little over half.

• 67 courses were offered over the ICN in Fall, 1993 compared to 166 in Fall, 1995. Course offerings have been in a variety of content areas. There has been an increase in the use of the ICN for offering K-12 courses. Seven K-12 courses were offered in Spring, 1994; 16 in Fall, 1994; 19 in Spring, 1995; 32 in Fall, 1995; and 36 in Spring, 1996.

• There has been increased use of the ICN to deliver staff development to K-12 teachers. Seven staff development opportunities were reported in Fall, 1995 and 11 in Spring, 1996.

Instruction

Objective 3: Expand instruction in core subject areas as well as literacy skills and vocational education.

Outcomes listed under this goal include (1) making a variety of educational opportunities available, (2) providing training that fosters the use of instructional methods that integrate technology into the curriculum, and (3) improving student skills and technology awareness.

Information related to exemplary technology applications can be found in Appendix B. Information about use of the ICN for courses and instructional activities and about schools participating in ICN courses can be found in Appendix D. Information on project supported instructional events is in Appendix F.

Educational Opportunities

• 67 courses were offered over the ICN in Fall, 1993 compared to 166 in Fall, 1995. Course offerings have been in a variety of content areas. In Spring 1994, there were two Language Arts courses and one course each in the areas of social sciences, math, art, foreign language, and vocational education. In Spring, 1996, there were five social science courses, seven math courses, one art course, nine foreign language courses, three language arts courses, two science courses, and nine vocational education courses.

• School districts participating in courses offered over the ICN during Spring, 1996 included 28 Chapter One concentration districts, 18 districts with concentrations of minority students, 11 districts with concentrations of students with limited English proficiency, 37 districts with one-fourth or more students qualifying for free or reduced price lunches, 12 districts in counties with high poverty rates, and two small school districts (enrollments less than 600 students).

• The ICN has been used to provides hundreds of one-time educational events for students, ranging from 150 to 700 events offered per semester.

• The project has sponsored several instructional activities including one on pet care, three on music, and a collaborative project among three schools on fossils. Additional events are planned. 561 K-12 students participated in these instructional activities.

Integrating Technology Into the Curriculum

• Surveys were used to identify 278 examples of technology use in K-12 schools. 19 of these examples were selected as exemplary applications and provided with additional funding to continue activities. Information about the exemplary applications was placed on the IOWA database and a booklet is being developed for distribution.

• Among the technology application submissions were 74 for elementary schools, 78 for middle schools, 107 for high schools, and 19 for community colleges. Among the 19 applications identified as exemplary, there were six for elementary school, eight for middle school, seven for high school, and four for community college. Subject areas covered in the funded exemplary applications included language arts (8), science (4), social studies (5), math or computer science (3), vocational education (1), art (2), and foreign language (1).

• Two regions funded mini-grants to local schools for adapting curriculum to incorporate technology. 35 mini-grant projects have been initiated.

• Regional coordinators report changes in the curriculum as a result of the project and an increase in the use of technology in the classroom.

• Regional coordinators report an increase in the number of staff development opportunities available using the ICN and higher participation rates attributed in part to convenience and savings in time and money that individual teachers and districts realize through taking advantage of staff development at a distance.

Professional Development

Objective 4: Provide professional development that is sustained over a period of time.

Outcomes listed under this objective include (1) providing opportunities for teachers and educators to participate in staff development, (2) changing educational practices, and (3) continuing demand for technology in the schools.

Appendix C and Appendix D contain information related to regional professional development activities and local demand for technology. Information about technology training activities is in Appendix E.

Staff Development Opportunities

• Computer training workshops (i.e. learning how to use PowerPoint) are occurring across the state.

• Regional Coordinators report that AEAs are able to offer more inservice opportunities to teachers using the ICN. They also report increases in attendance at inservices which they attribute to the convenience of teachers not having to travel.

• A Help Desk training session was offered to 15 sites over the ICN. There were approximately 25 attendees; half were media directors and the other half were AEA technology specialists, secretaries, and switch board operators. Participants rated the content, the organization of the session, the presenter, and the delivery system positively. Suggestions for future training sessions included expanding the content, providing more specific information prior to the session, and allowing time for participants and the instructor to become more familiar with the nuances of the equipment at the individual sites.

• Three five-hour room manager training sessions have been held. Among the 48 participants were site monitors, media specialists and administrators. Participants liked the overall quality of the workshops, the quality and organization of the handouts, and being able to see and work with the equipment. Suggestions for improvement include providing more opportunities for hands-on activities, breaking the session into shorter segments, and discussing non-technical site monitor problems.

• 30 participants attended a training session on local and wide area networks. Participants included telecommunications and media specialists, consultants, engineers, and teachers. A majority (over 50%) of the participants felt that the length of the training was about right (52%), the session was easy to follow (78%), participant's understanding was improved (85%), the trainer was effective (89%), enough time was allowed for questions (81%), and effective materials were provided (74%). About 25% of the participants thought the session was too short and 25% felt they left the session unsure as a trainer.

Change in Schools

• Regions are reporting progress in integrating technology into the schools. Plans were submitted by each of the 15 regions in the state outlining how they would spend regional allocations. Regions opted to focus their resources in different ways, for example, some spending their allocations primarily on Internet support and others on staff development. Activities in the regions occurred in five areas: (1) purchase of video classroom equipment for schools connecting to the ICN, (2) funding to offset purchase of equipment for schools to connect to Internet or costs associated with dial-up Internet connections, (3) regional staff development activities, (4) technical support and assistance provided to schools, and (5) curriculum development integrating technology.

• Regional coordinators report assisting local schools in planning and preparing for connection to the ICN and/or Internet and report that increasing numbers of schools are requesting assistance with planning. The project has been effective in encouraging schools to invest in new technologies.

• Six regions are using project funding to assist schools with technology planning or technical support. Two AEAs have hired specialists or consultants to assist schools with installing, configuring, and maintaining equipment. One has established a help desk while another has purchased software to provide technical assistance. One AEA conducted a LAN analysis for each school district in the region while another provides meetings between the AEA media advisor and area schools to discuss technology needs.

• Site visits and other activities of the TEA have encouraged teacher educators to integrate distance learning technologies into the teacher education curriculum.

Continuing Demand for Technology

• Regional coordinators report that Star Schools activities have been a catalyst for schools to focus their attention on the integration of technology. They report an increase in demands for connections and frustrations with time delays. In addition, the coordinators report increased use of both ICN and Internet technologies in schools that are connected.

• 262 school districts will have access to an ICN site in their district by 1997. In addition, the Iowa Braille School, the School for the Deaf, the Mennonite School, and a correctional facility will be connected. Another 56 sites are scheduled for connection in Fall, 1996 and approximately 120 will be connected the following year.

• Among 382 school districts, 72 have been connected to Internet since the project began. An additional 85 are scheduled to be connected next year.

Electronic Technologies

Objective 5: Employ a variety of electronic technologies and tools for distance education.

The outcome listed under this objective is to increase use of a variety of electronic technologies and tools and participation in distance education among educational institutions.

See Appendix A for information related to development of multimedia applications and Appendix C for information related to regional technology use.

• Educational institutions acquiring funds for distance education technologies through the Star Schools project have included regent universities, community colleges, AEAs, and LEAs. Technologies provided include equipment for use in the ICN video classroom and equipment needed to assist schools in connecting to the Internet.

• 12 regions have distributed additional funds to local schools to help support Internet connections. Funds were provided for routers, switching devices, servers, direct connection costs, and dial-up costs. One region is developing a technology-teaching classroom for use in training teachers in a variety of technologies.

• The project was successful in funding six proposals to develop multimedia instructional materials to be used over the ICN. 39 proposals were submitted and six were selected for funding. Applications received included four from regent universities, four from community colleges, 10 AEAs, and 21 from local school districts. There were six private colleges participating as project partners. The applicants awarded funds included two community colleges, two AEAs, one regent university, and one local school district. 71 Iowa schools were included as partners in these projects. Other partners in the funded projects include a second regent university, other AEAs and community colleges, several private companies, the Workforce Development Center, the North Central Regional Educational Laboratory (NCREL), and the Vermont Exemplary Program.

Partnerships

Objective 6: Foster partnerships

Outcomes listed under this objective include (1) involving a variety of entities in partnerships, and (2) fostering collaboration.

Appendix C contains a summary of the regional coordinators’ survey.

• A variety of entities are involved in the Iowa Star Schools project including Iowa Public Television (IPTV), the Iowa Department of Education, Iowa community colleges and AEAs, the state’s regent universities, private colleges and universities, and local school districts. Several of these groups have representation on the Partners Council, the group that provides leadership for the Iowa project. Groups currently represented on the Partners Council include IPTV, AEAs, Iowa Department of Education, and two of the three regent universities.

• Regional coordinators report improvements in collaboration among educational entities within the regions. They report improvement in collaboration and cooperation between AEAs and local schools and particularly between AEAs and community colleges. There has also been increased sharing and cooperation among schools and among teachers and across educational levels. Regional coordinators report that regional technology councils have provided a vehicle for improved communication and increased collaboration.

• TEA activities have promoted partnerships and collaboration among preservice teacher education programs.

Cost-Benefit

Objective 7: Demonstrate improved cost benefit ratio.

The outcome under this objective is to determine the value of the project.

Appendix C contains a summary of the regional coordinators’ survey.

• Regional coordinators report savings in time and travel costs for teachers attending regional inservice activities.

SECTION III:

CONCLUSIONS

Conclusions

Based on the data collected for the Iowa Distance Education Alliance (Iowa’s Star Schools project) evaluation report for October, 1995 to May, 1996, the following conclusions can be made:

The Iowa Star Schools project has successfully identified exemplary applications of technology in education and efforts are being made to disseminate this information to teachers via the World Wide Web. These projects provide models for the integration of technology into the K-12 curriculum.

Six projects to develop multimedia curriculum products for use in distance education are underway and although it is too early to determine their impact, these products are designed to further integrate technology into the K-12 classroom.

As schools observe the possibilities provided by the Iowa Communications Network (ICN) and the Internet, demand for connections grows. More and more school districts are committing the resources necessary to fund ICN classrooms and Internet connections. The Iowa Star Schools project is credited with moving schools more quickly into integrating technology and with focusing regional technology efforts. The project has given the issue of technology in the schools greater visibility.

The focus of infrastructure development at the local level has shifted from providing access to interactive video classrooms to providing access to the Internet. Many schools are planning for local and wide area networks (LANs and WANs) to meet the future technology needs of the school. Area Education Agencies (AEAs) are reporting more K-12 interest in Internet use than in ICN classroom use.

K-12 use of the ICN and of the Internet is increasing. Schools are offering more courses in a variety of subject areas via the ICN. Instructional activities using the ICN video classroom are becoming more prevalent. More schools are connected to the Internet.

The Iowa Star Schools project has provided several instructional activities over the ICN. These activities have provided unique opportunities for students.

Underserved learners including low income, limited English proficient, Chapter One, minority, and those attending small rural schools have been provided with a means to broaden their horizons through access to the ICN and to Internet.

Several action research projects have been funded that may provide further insights into or suggestions for the use of distance education in Iowa.

Those involved in the Iowa Star Schools project have taken a leadership role in providing local schools with technology training and in assisting schools with technology planning. A variety of technology training activities have been provided, including training in how to use the ICN classrooms, Internet training, Help Desk training, LAN/WAN training, and computer training.

Distance education has provided more opportunities for teachers to participate in staff development programs. Convenience and savings in time and money have resulted in increased participation rates for inservices offered over the ICN.

Efforts are underway to assist public and private colleges and universities in integrating technology, specifically distance education, into their teacher education programs. Workshops and campus visits appear to be positively received. Opportunities for teacher education faculty to attend additional technology training has been provided.

The IOWA Database continues to expand to provide information to educators around the state. More people are accessing the IOWA Database.

Attempts are underway to address some of the scheduling difficulties noted in the first Iowa Star Schools project. New scheduling software has been purchased and is being pilot tested.

The Iowa Star Schools project has increased the level of collaboration among educational entities at all levels and has provided a focus for regional technology activities.

Continued funding is seen as necessary to ensure equity for schools connecting to the ICN or Internet in the future and to continue the activities started with this project.

Regional activities are viewed from a local perspective with locally involved participants largely unaware of the statewide project. Participants are satisfied with the helpfulness of Iowa Public Television (IPTV) staff. They do not perceive IPTV as the coordinator of a statewide project, but rather as a resource on which local participants can depend.

Time is a constraining factor in implementing large technology projects. Activities often take longer than anticipated and changed timelines in one area can impact the ability to carry out other activities.