U.S. Department of Education Grant Performance Report Cover Sheet 1.) PR/Award No
OMB No. 1890-0004 Exp. Date: OMB Approved U.S. Department of Education Grant Performance Report Cover Sheet See Block 5 on the Grant Award Notification. Enter the same title as on the approved application. Repeat from Block 1 on Grant Award Notification. If address has changed, provide the current address. 1.) PR/Award No P342A010094 2.) Project Title Teaching and Learning Interchange 3.) Recipient Information NOTE CORRECTED ADDRESS Name: CA County Superintendents Educational Services Assoc. Address 1121 L Street Suite 510 City: Sacramento, Provide the name of the project director or the contact person who is most familiar with the content of the performance report. State: CA Zip+4: 95814 4.) Contact Person Name: Dr. Pamela Redmond Title: Director Telephone Number: 415-422-2062 Fax Number: 707-516-7773 E-mail Address: [email protected] 5.) Performance Reporting Period Include the interval for the information requested in the performance reporting period. See instructions on page 2 for details. ___7_/_01 / 03____ - __6 / 30_/ 04____ (mm/dd/yy) 6.) Cumulative Expenditures Report actual budget expenditures for the above performance reporting period. See instructions on page 2 for details. Federal $ Current Budget Period 498,927 Previous Budget Period 379,240 + 253,981 Negotiated Indirect Cost Rate: _____51% Exp. Date: ___6_/_30___/__05__ Non-Federal $ 335,233 414,432 + 392,247 7.) Annual Certification of Institutional Review Board (IRB) Approval If applicable, see instructions on page 2 for details on annual IRB approval (Please circle one). Yes _ No ____ NA ____ Authorized Representative: To the best of my knowledge and belief, all data in this performance report are true and correct. Name (typed or printed): Heather Edwards Title: Assistant Executive Director Signature: On file Date: 8/30/04 ED Form 524Teaching and Learning Interchange PR342A-010094 p. 1 II. EXECUTIVE SUMMARY The Teaching and Learning Interchange represents a unique collaboration between the University of San Francisco, the California County Superintendents Education Services Association, 58 county offices, 4 Universities, and 20 other business and K-12 partners invested in improving teacher preparation. The project has carefully examined the research around text-based case study in teacher development and the use of video as the basis for development of our comprehensive and innovative professional development portal serving pre-service, uncredentialed and alternatively certified teachers. In our recent collaborative exchange, the TLI was recommended to be "the model for all projects seeking to use video case studies for teacher professional development.” The TLI project helps the state to recruit and retain highly qualified math and science teachers and ultimately benefits thousands of students to obtain excellent math and science education. To address the critical teacher shortage in the areas of math and science across California and the nation, the Teaching and Learning Interchange (TLI), www.teachinginterchange.org, has developed an online portal to address the professional development needs of uncredentialed and pre-service teachers that has been proven to support teachers at any stage of professional development. Bridging time, space and geography through using innovative internet video-based technologies, the TLI provides: • Mentoring and online test preparation courses to prepare uncredentialed teachers for the rigorous state subject matter competency tests required to enter into a teacher credential program. • High quality online video-based teaching dilemmas or “cases” to explore teaching and learning subject matter in action. In California and across the nation, our K-12 schools face the challenge of providing new teacher support services to classroom teachers of record who are alternatively certified as pre-intern and intern teachers and those uncredentialed teachers serving on emergency waivers. Pre-Intern and emergency waiver teachers serve as the full-time teacher of record in classrooms, but hold this teacher credentialing designation Teaching and Learning Interchange PR342A-010094 p. 2 because they have not yet proven subject matter competency and, as a result, cannot enroll in a state approved teacher credentialing program. During 2003, there were approximately 13,000 teachers serving in California’s Pre-Intern teaching positions, a significant drop from the year 2000 figures that exceeded 54,000 when the Teaching and Learning Interchange project started. These remaining positions are concentrated primarily in the fields of math, science and special education. Our CSET preparation courses support candidates to pass the subject exams so that they can enroll in a teacher training program. The Pedagogy in Practice video case studies (produced by the San Diego County Professional Development Online Production group) allow under-prepared teachers to observe complete lessons in real California classrooms and provide support for becoming more successful in the viewers’ day-to-day teaching immediately. In each module classroom teachers deconstruct their teaching practice by sharing with how they break the subject matter standards into mind-sized learning units, followed by videos of those learning units in action. Teacher reflections on assessment, classroom management, lesson planning and learning strategies provide the viewer with essential resources for reflection on their own practice. Online community tools and video conferencing with a mentor over the internet allow for the necessary dialog, questioning and discussion regarding the cases. The modules include a transcript of the classroom dialog, downloadable standards-based resources and online mentormoderated discussions of the video cases. The resources and reflection question urge the candidate to consider ways to adapt the strategies and techniques for their teaching practice. The TLI provides anytime anywhere access to an expert teachers in math and science across California. Research has shown that the greatest and most powerful way to retain teachers in the profession is to provide support from other professionals, to break the isolation of the classroom. Through the TLI, we are able to support California in retaining Math and Science teachers by giving each teacher an online mentor that they can confer with about their teaching practice regardless of their location. Examining the practice of accomplished teachers and discussing their classroom management, student Teaching and Learning Interchange PR342A-010094 p. 3 demographics and their resultant differentiated instruction is the most highly requested form of professional development by teachers. As the TLI videos are made available on the California gigabit network, teacher candidates across the state will be able view National Board certified and master teachers practices while conversing with an accomplished teacher in their field. The California County Superintendents Educational Services Association, the only organization to which every County Superintendent in the state is a member, is the Lead Education Agency. The project is directed by Dr. Pamela Redmond of the University of San Francisco who did her doctoral research in the effectiveness and pedagogy of using technology tools to support new teacher mentoring. Project development partners include: Apple, LessonLab, WestEd, California Council on Teacher Education, Professional Development Online Production group at the San Diego County Office of Education, the New Teacher Center at UC Santa Cruz, the Exploratorium Teacher Institute (an NSF Funded project), and the Corporation for Education Network Initiatives in California (CENIC). In March 2004, the TLI was awarded a 2004 CENIC “Gigabit or Bust” award for Education. “The CENIC On the Road to a Gigabit Awards honor California visionaries who are applying network technology in innovative ways to encourage the development and implementation of a ubiquitous gigabit state-wide network by 2010. Showcasing the pioneering ideas of today's visionaries and the promise of tomorrow's Internet, the awards highlight the technologies paving the road to a gigabit world.” Details can be found at www.cenic.org/CENIC2004/awards/winners.htm Teaching and Learning Interchange PR342A-010094 p. 4 III. PROJECT STATUS Background We have continued to mobilize our resources and to grow a broad base of support to accomplish our goals. Redesign of the state standards for teacher proficiency in the subject matter areas in 2003 resulted in the concomitant change in the rigorous exams pre-interns must pass in order to enter a credential program. These exams, formerly the SSAT, MSAT and Praxis, have been replaced by the California Subject Examinations for Teachers (CSET). TLI has designed online test-preparation courses for the CSET exams in science, preparing pre-service and uncredentialed teachers for passing the exams so that they can be hired into intern teaching positions. The Exploratorium Teacher Development Center in San Francisco and our county office partners provide instructors for these courses. We have developed a course in online pedagogy to prepare our science experts for teaching in our preparation courses. In our first two and a half years, the Video Case Study team met monthly during the review period. Since January 2004, this group has evolved to become the planning committee for the project. The twelve members have provided invaluable leadership in pursuing project objectives. The TLI has actively sought greater participation by and service to pre-intern teachers. In October 2002, the TLI presented at the statewide PreIntern director’s meeting by the California Commission on Teacher Credentialing. In March 2003, we demonstrated our technologies to the participating directors from preintern programs in county offices of education across the state. After this meeting, we added three new partners to our grant: the Santa Clara County Office of Education, the Peninsula New Teacher Consortium and the Silicon Valley Consortium. We hosted a statewide symposium for the pre-intern programs in October 2004, held a form for WestEd and the Carnegie Foundation for the Advancement of Teaching. In May 2004 we hosted a statewide web and phone conference to roll-out the Pedagogy in Practice videos. Teaching and Learning Interchange PR342A-010094 p. 5 The project director’s ability to keep communication channels open with the California County Superintendents, the California Commission on Teacher Credentialing and the more than 100 pre-intern professional development programs has been essential to the success of the project. The importance of this task is such that it was determined by the leadership team that the project needed coordinators for the work of Goals 1 and 2. To this end, Dr. Arlene Miro, a former administrator in the Ventura School District and adjunct faculty at California State University, Channel Islands, was contracted to supervise the content development for the science test preparation modules. Dr. Joseph (Chuck) Taylor, from the Kings County Office of Education was similarly contract to supervise the completion of the Blackboard courses, preparation of the faculty to teach those courses, and to provide interim instruction in those science preparation courses for which there was demand, but no online course had been developed to date. Dr. Taylor has also been instrumental in providing resources to the other scientist-educators who are developing courses. Subject-Matter Preparation The TLI project delivers online preparation course for the California Subject Matter Evaluations for Teachers (CSET) exams which candidates must pass in order to enter a credential program. Hosted on the University of San Francisco BlackBoard services, the TLI has served nearly 600 teachers in fifteen months of support for the following exams: K-8 Exam Multiple Subject Secondary Exams Math Subtest I - Algebra Subtest II - Geometry Subtest III - Calculus Science General Science I General Science II Biology/Life Science Chemistry Earth & Planetary Physics Teaching and Learning Interchange PR342A-010094 Specialty Exams Health - required for special education candidates Reading Instruction Competence Assessment (RICA®) - required for both K-8 Multiple Subject and Special Education Credentials p. 6 NCLB Teacher Preparation and Pedagogy in Practice The star of the TLI’s online services is the Pedagogy in Practice series of video-based studies of teaching dilemmas or “cases” steeped with subject matter standards. Guided by our Video Case Study team of experts from WestEd, Pepperdine University, CSU Monterey, Bakersfield and Channel Islands, Apple, LessonLab, and accomplished teachers from the county offices the video production team at the San Diego County Office of Education has edited and now hosts our video cases in Science and Math. Each case follows an accomplished teacher chosen for their ability to serve the state’s diverse student population and to represent women and minorities teaching in the fields of math and science. The cases emphasize teaching pedagogy, classroom management and strategies for teaching the subject matter standards while providing modifications and accommodations for English Learners and special needs students. Additionally, all cases are tied to both the K-12 student standards for subject matter and the California Standards for the Teaching Profession (CSTP). Our early action research revealed that traditional teacher training videos lasting 45-90 minutes were too long. We found that pre-intern teachers were unable to identify effective classroom practices without a mentor teacher present to support them in deconstructing the activities. We also found that there was little transference of the strategies demonstrated in the videos to the viewers’ own teaching practice. Today, each Pedagogy in Practice case takes the viewer through a typical lesson or unit in the subject area, then discusses the unique needs of the learners and how the teacher coped with them. Each case module is supported by a large library of downloadable PDF files that the new teacher can print and modify for their own classroom use. To date, six cases for the science areas have been produced and three more are in final production for the areas of Math. The cases may be accessed at: teachinginterchange.org/vcs.html. A simple web page form registers the user and generates a login and password for free access. Three more cases in Math and Special Education are in development and will be completed late in 2004. Evaluation Activities: Our evaluator has employed multiple measures to assess our progress towards goals and the attitude of our users towards our products. With regard to the CSET courses, he has surveyed the pre-interns immediately after completing the online test preparation courses to Teaching and Learning Interchange PR342A-010094 p. 7 obtain evidence of their perceptions of course effectiveness and technology efficiency. He has conducted focus group interviews with the program directors, course moderators, coordinators and a sampling of pre-service and pre-intern teachers about their perceived effectiveness of our resources and barriers to participation they have experienced. The pre-intern program directors provide CSET exam passing rates of pre-interns who have taken our courses and the Statewide passing rates. The TLI has bank of survey and interview questions that are being used to evaluate the effectiveness of the online training and video case studies. Each time someone visits the case web site, the brief 5 question survey is presented. In the County office programs, the results from our first cohorts have provided evidence of transference of using technology as a learning tool and modeling effective classroom use of technology in the TLI tools to pre-intern classroom practice. In our no-cost extension year, we will investigate the long-term impact of using technology to deliver professional development to teachers. In our initial surveys, we assessed the users current level of technology use both personally and in the classroom. In 2004-05. we will contact teachers who have used our products to determine if their use ability and use of technology has increase and what impact any increase may have had on their own teaching practices. We plan to quantify our data and produce a number of journal articles and a chapter in a forth-coming book regarding the PT3 program. Sustainability Efforts During 2004-05 the TLI plans to reformat all of the CSET preparation courses for distribution across California’s 58 county offices and 123 teacher preparation programs. They are currently available via the World Wide Web to anyone with access. To provide sustainability for the use of the video cases, the TLI website will be revised to include BlackBoard-like features and an online community will begin to be constructed. The TLI is currently investigating other partnerships which will allow our video case technologies to be applied to other areas of need and to obtain sustainability funding.The TLI project has continued to thrive. We have nearly tripled the audience for our services to seven more counties than the proposal identified. These extra avenues for distribution will help ensure that all aspects of the prototype Teaching and Learning Interchange PR342A-010094 p. 8 projects will occur as planned. Most corporate partners are actively involved and several new partnerships have been forged. We have been approached by numerous organizations who would like to utilize our video case template for their purpose. For example, there is a group of like-minded Educational Administrators who would like to produce a series of administrator dilemmas for professional development. Through our partnership with the CSU Bakersfield PT3 project, we have been approached by NASA who would like us to take their classroom modules and produce similar video-based training materials for broad dissemination nationally. Unfortunately, since we are in the final stages of our implementation, we do not have sufficient funding to produce new video cases in partnership with these groups. Teaching and Learning Interchange PR342A-010094 p. 9 Progress Towards Goals: Goal 1 The TLI will provide internet-based subject-matter competency training. GPRA 1.4 Definition Implement the training and tutoring systems. Participants receiving support of Success through the TLI on the CSET exams pass the current state-mandated exams. Course products found to be helpful by program directors, participants and course moderators. Progress Achieved in Year 2 – expanded and continued in Year 3 The TLI has implemented online science, math, reading and math classes to help pre-interns develop subject matter competence so that they can begin their formal teacher education training. (NOTE: In California, pre-intern certificated teachers must demonstrate competency in subject matter before they can be admitted to a credential program.) BlackBoard is the courseware application and is also be used for real time tutoring We have exceeded the number of courses we expected to develop this year: All subject matter courses in Science are near completion. We have added courses in Health to support special education candidates and the Reading Instruction Competency Assessment (RICA) exam preparation. We have already begun to pull our team together for the year 3 summer institute to develop courses in the next most-critically needed teacher preparation area: Math. Course Development Progress Report: COURSE NAME CURRENT DEPLOYMENT STATUS Online Pedagogy for Instructors Online April 2003 CSET Subtest I General Science Online March 2003 CSET Subtest II General Science Online March 2003 CSET Subtest III Biology Online April 2003 Teaching and Learning Interchange PR342A-010094 p. 10 CSET Subtest III Chemistry Online September 2003 CSET Subtest III Physics Online May 2003 CSET Subtest III Earth and Planetary Science Online August 2003 CSET Subtest III Geoscience December 2003 Health (for special education candidates) Online by May 2003 RICA Field Test 5/10/03 Online Fall 2003 Math Subtests I and II Developed July 2003 Online October 2003 The Participation by teacher candidates in these technology-based subject matter preparation courses has been: Subject Area 2002-03 2003-04 General Science exam I and II 80 102 Biology 29 52 Chemistry 3 35 Earth and Planetary Science – 5 7 Physics 3 26 Health 8 8 Reading Improvement NA 20 Math NA 160 Multiple Subject NA 31 Total 128 441 (combined) – Exploratorium has continued as a strong partner. Eight experienced science and math mentor teachers have been selected to model instruction that will be videotaped, digitized and posted on the TLI web site for use by pre-interns and instructors of subject matter courses. Teaching and Learning Interchange PR342A-010094 p. 11 Analysis The survey instrument aimed at pre-interns taking the test preparation courses was placed on the course web sites and is continues to yield data. Participant interviews will take place in the coming months. The development of courses and videos is occurring within expected time frames and levels of quality. The State will publish the CSET passing rates in the summer. These will be compared to the to TLI passing rates Use of Formative evaluation findings have assisted in altering the project area focus. Evaluation Summative findings are useful in planning summer institute activities where Findings Goal 2 science classes will be refined and math preparation will be begun. The TLI will present video investigations into classroom practice in the teaching of science that demonstrate [the effective and appropriate use of technology in teaching and learning.] GPRA 1.4, Note area was added March 2003. Definition Pre-intern, coach and program director perception of the usefulness of video cases of Success of pedagogy and practice to meet the needs of a diverse student population. Progress Accomplished May 2004, Rolled-out statewide. TLI produced the first of six videos on “Pedagogy in Practice: Science.” Major progress was made in the development of a chart for components a video case needed and in a chart of the New Teacher Planning cycle of teaching, planning and reflecting. Evaluation data is in the process of being collected and will be analyzed in our no-cost extension year. Our partner, the New Teacher Center at UC Santa Cruz, is a national resource dedicated to teacher development and the support of programs and practices that promote excellence and diversity in America’s teaching force. Recent research and conventional wisdom indicate that the quality of the classroom teacher/PreIntern is the single most important ingredient for student learning. Teaching and Learning Interchange PR342A-010094 p. 12 The New Teacher Center and the Technology and Learning Interchange Partnership has enabled Pre-Interns access to an online classroom management resource to meet the growing demands of a new teacher and the requirements all Pre-Interns have to complete an Initial Teacher Training Course. The online course was produced based on Pre-Intern feedback for more immediate access to classroom management issues, video case studies, reflection, and online discussions. The Partnership has supported a series of meetings and trainings focused on the use of an online product in a mentoring situation, the navigation of the online product, and the essential conditions for effective use of technology in the PreIntern/Mentor environment. Dissemination Phase I: Completed Initial trainings complete, on-going support to build a culture for effective uses of technology in teaching and learning; pilot phase Santa Cruz New Teacher Project 118 Pre-Interns Silicon Valley New Teacher Project 735 new teachers 80 advisors San Francisco Unified Pre-Intern Project 100 Pre-Interns 8 mentors San Mateo County Office of Education Pre-Intern Project 80 Pre-Interns 6 mentors Phase II: In Progress Initial trainings scheduled with on-going support to build a Culture for effective uses of technology in teaching and learning Placer County Office of Education 30 Pre-Interns Monterey County Office of Education 20 Pre-Interns Teaching and Learning Interchange PR342A-010094 p. 13 Phase III: Disseminate statewide via CD and DVD to all teacher preparation preparation programs and County/District intern support programs. Analysis The VCS team has provided guidance for the development of the video cases and experience mentors and support providers from the New Teacher Center have allowed the TLI to begin providing important pedagogical and classroom management training that models the use of technology. Use of Formative findings have helped define the contents and form of video cases. Evaluation Summative findings are providing evidence of the success in achieving the goal. Findings Evaluation questions: • How was the program utilized in a mentor/teacher situation? • What essential conditions need to be in place in order to best utilize technology in a teaching and learning situation? Goal 3 • What online protocols did you use? Where they effective and if so, how? • What was value-added about using online resources in this setting? TLI Project participants will demonstrate competency with selected elements of the state’s recently adopted Technology Standard for teachers. GPRA 2.1 Definition 80% of participants will demonstrate competency in selected elements 9 c and e. of Success (see http://www.ctc.ca.gov/educator-standards/AdoptedPreparationStandards.pdf) Progress Accomplished. The first cohort of pre-interns has completed test preparation courses and tutoring and the survey results have been collected and analyzed in June 2004. Analysis Formative findings have helped design items for evaluation instruments. Summative findings are being collected. May 15 is the deadline for completing video cases and the beginning of collecting data about them. Use of When the selected elements are determined and an analysis of pre-intern Evaluation performance is completed, the data can be used in planning how to target Findings specified elements in the future. Teaching and Learning Interchange PR342A-010094 p. 14 Goal 4 80% of TLI Project participants will demonstrate the ability to design and implement a technology-enhanced K-12 student lesson in the classroom. GPRA 2.1 Definition Meeting the stated percentage and assessing the lessons in terms of standards of Success based quality indicators. Progress Partially Accomplished. The TLI team has developed extensive resources inside the online courses to help pre-interns with the of delivery for the technologyenhanced K-12 lessons. Through the San Diego County Office of Education partenership we plan to fully integrate all of the work we have done so far into a single portal for alternative certification and uncredentialed teachers in CA classrooms. Our “e-Community” is in the progress of moving from the Blackboard server to the TLI server. In our no-cost extension year we plan to survey/internview past participants to determine transference of our technologybased training to their own teaching practices. Analysis Models of practice from accomplished teachers are in development. Our initial survey of the field told us that rather than teaching classes to preinterns about technology integration in the classroom, they needed for us to build a database of pre-intern appropriate resources that modeled the effective use of technology in the classroom from which pre-interns could gleen lesson plans, assessment tools, classroom management techniques, how-to sheets. Samples of student work and reflections from both teachers and students are included. The project is not at the stage of having pre-interns produce lessons at this time. Use of Findings will be useful in planning subsequent systems for helping pre-interns Evaluation integrate technology into their practice. Findings Teaching and Learning Interchange PR342A-010094 p. 15 Partnerships Member Institution / Organization Date Added CCSESA California County Superintendents' Education Services Association SEA original 2 Apple For Profit Firm original 3 LessonLab For Profit Firm original 4 EducationTalk For Profit Firm original 5 WestEd For Profit Firm original 6 CSU Monterey Bay IHE original 7 inResonance (contracted services) For Profit Firm original 8 California Council on Teacher Education Other Non-profit original 9 Alameda County Office of Education LEA original 10 Kings County Office of Education LEA original 11 Los Angeles County Office of Education LEA original 12 San Joaquin County Office of Education LEA original 13 Santa Cruz County Office of Education LEA original 14 Ventura County Office of Education LEA original 15 Monterey County Office of Education LEA 16 Riverside County Office of Education LEA 17 Sacramento City School District LEA 18 San Diego City Schools (COE) LEA 19 San Mateo County Office of Education LEA 20 San Francisco Unified School District (COE) LEA October 2001 21 University of San Francisco IHE October 2001 22 The Exploratorium Museum November 2001 23 California Science Standards Task Force 1 1 Type of Partner 1 Other NFP (oversight of this body is through the California Commission on Teacher Credentialing September, 2001 September 2001 September 2001 September 2001 September 2001 Date Dropped November 2002 September 2002 October 2002 December 2001 October 2001 ICT Teaching and Learning Interchange PR342A-010094 p. 16 on Teacher Credentialing 24 25 PETPrep – PT3 Project at Pepperdine University CENIC – California Educational Network Infrastructure Consortium IHE Other NFP November 2001 November 2001 26 New Teacher Center at UC Santa Cruz Other NFP March 2002 27 San Diego County Office of Education LEA August 2002 28 Solano County Office of Education LEA August 2002 29 Silicon Valley New Teacher Project (includes Santa Clara County Office of Education) LEA Will join May 2003 30 Placer County Office of Education LEA 31 Peninsula New Teacher Consortium LEA Will join May 2003 Will join June 2003 IV. BUDGET INFORMATION Funds are being expended at the expected rate. No significant changes due to modification of project activities. One year no-cost extension received to complete video development and sustainability efforts described in Section II. V. SUPPLEMENTAL INFORMATION We do not wish to make any changes to our goals. Unanticipated outcomes will be documented as our final data is analyzed in the no-cost extension year. The Teaching and Learning Interchange was awarded a 2004 “On the Road to a Gigabit” award in Education by the Corporation for Education Network Initiative in California (which was itself awarded a certificate of special congressional recognition for its One Gigabit or Bust™ Initiative on March 15, 2004.) The CENIC On the Road to a Gigabit Awards honor California visionaries who are applying network technology in innovative ways to encourage the development and implementation of a ubiquitous gigabit state-wide network by 2010. Showcasing the pioneering ideas of today's visionaries and the promise of tomorrow's internet, the awards highlight the technologies paving the road to a gigabit world. The Education Award honors innovative uses of high-performance networking in K-12 and higher education for which Teaching and Learning Interchange was awarded Honorable Mention. Since our nomination for the award, the TLI has released the Pedagogy in Practice: Video Case Studies series for Science. Learn more about the winning projects... Teaching and Learning Interchange PR342A-010094 p. 17 Left to Right: Bill Engelhardt, San Joaquin COE; David Georgi, CSU Bakersfield- Project Evaluator; Pamela Redmond, University of San Francisco – Project Director, Larry Brewster, University of San Francisco – Dean of the University of San Francisco School of Education Evaluation Criteria: Nominations and applications are evaluated according to the following criteria: • The stated goals of the award category. • The extent to which the application/technology promotes the development and implementation of a ubiquitous gigabit state-wide network by 2010. • The impact and benefits of the application/technology. Judging: Judges are comprised of leaders in industry, government and academia Background : Academic researchers and information technology executives in California's higher education and research community have been in the forefront of shaping national and international computer networks since the inception of the ARPANET in the late 1960's. California's universities were among the first in the nation to deploy "next generation" communications technology in the early 1980's. They are now in the midst of planning for the next critical step in the advancement of data communications services that must be widely available before the end of this decade in order to support new modes of teaching, learning, collaboration and research. Representatives from Stanford University, the University of California, the California State University, the California Institute of Technology, and the University of Southern California and Information Sciences Institute have articulated a common vision for the innovative use of communications technology to deliver the next generation of data communications services. Fundamental to this vision is the existence of an advanced wide area communications infrastructure serving all institutions of higher education in California and linked seamlessly with the new advanced national network infrastructure. Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1890 –0004. The time required to complete this information collection is estimated to Teaching and Learning Interchange PR342A-010094 p. 18 average 20 hours per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate (s) or suggestions for improving this form, please write to: U. S. Department of Education, Washington, D.C. 2020-4651. If you have comments or concerns regarding the status of your individual submission of this form, write directly to (insert program office), U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, D.C. 20202. Teaching and Learning Interchange PR342A-010094 p. 19
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