Preparing Illinois Educators for the 21st Century:
Proposal to the HECA Inter-institutional Grant Program

Principal Investigators

James Levin, College of Education
Michael Waugh, College of Education
John Ziebarth, NCSA

May 16, 1996

Project Synopsis
Background
Project Objectives
Project Activities and Timelines
Immediate and Long Term Objectives
Project Evaluation

Project Synopsis

The global information technology revolution and new teaching methods are significantly improving the learning skills of K-12 students throughout the country, yet many of today's practicing K-12 teachers are not adequately prepared to utilize computing and communications technology to support teacher-facilitated modes of learning for K-12 students. Many districts that have recognized the importance of these skills are only hiring teachers who have already developed methods for applying technology in the classroom. This project is an aggressive one year program intended to demonstrate approaches within Illinois institutions for preparing teachers and administrators to be the leaders and visionaries for the education of our future generations. The participating institutions in this project will form collaborations among college and K-12 educators and technology leaders within the state.

The objectives of the project are to accomplish the following:

Establish partnerships within local communities and educational organizations state-wide
Prepare faculty, teachers, and students to effectively use information technology resources
Develop models for teacher preparation which can be adopted at all Colleges of Education
Develop mechanisms to enable on-going communications and information sharing
Identify approaches for effective dissemination of the outcomes and benefits of the project
Evaluate the effectiveness of the project activities and objectives

The activities that will be pursued to accomplish these objectives include the following:

Create teams of educators which span institutions state-wide and local communities
Conduct local and state-wide institutes throughout the year for educators
Provide NetWorkPlace(TM), a web-based collaborative environment, to all participants
Publish project activities, materials, and reports using the Illinois Learning Mosaic
Expand the communities to involve more people and organizations
Conduct a year-end institute for all interested educational organizations in Illinois
Establish activities which can be replicated by all Colleges of Education
Conduct surveys and interviews with the participants to assess project impact

The primary clientele to be served by this project are the faculty and students in Colleges of Education within Illinois. In addition, K-12 teachers and administrators will directly benefit from the collaborations with the Colleges of Education and NCSA. During the first year, the project will directly support approximately: 20 faculty, 300 College of Education students, 18 K-12 teachers, 15 University administrators, 30 K-12 administrators, 15 Regional Office of Education staff, and six Technology Hub staff. The project will serve as a model for other Colleges of Education in the state.

The partners in this project include:

College of Education at the University of Illinois at Urbana-Champaign (UIUC)
National Center for Supercomputing Applications (NCSA) at UIUC
Office of Continuing Education and Public Service at UIUC
College of Education and Professional Studies at Eastern Illinois University (EIU)
College of Education at Illinois State University (ISU)
College of Education at National-Louis University (NLU)
College of Education at Southern Illinois University at Edwardsville (SIU-E)
Regional Offices of Education and the Technology Hubs across Illinois, coordinated for this project by the Rantoul Technology Hub and the Illinois State Board of Education

The project emphasis is on establishing a leadership role for Colleges of Education within Illinois to be the most technologically advanced teacher and administrator preparation centers in the country; and in turn graduate professionals who will become national leaders and innovators for preparing K-12 schools for the 21st century.

Background

Computers and data networks have made a tremendous impact on business and industry. They allow automation of various tasks from word processing and spelling checkers, to spreadsheets, to complex simulations in mathematics, science and engineering fields. They have been introduced for years in schools as a panacea to learning through repetitive testing of facts and electronic page turning. Yet, they have not made a serious impact in learning skills of school children.

The Internet and the World Wide Web (web) are creating a technology revolution unparalleled in its impact on information access and learning opportunities. The innovations have created a resource that promises substantial positive impact on student learning. While the web can become yet another electronic page turning mechanism, with beautiful pictures and sound, these attributes alone will not make a significant difference. The educational benefits will result from people accessing vast up-to-date information resources, the ability to interact with models and simulations, the ability to publish, and the ability to interact with others - asynchronously and synchronously.

For example, students today are learning about the stock market by retrieving up-to-the-minute live stock prices. The students create their own portfolios, they compare their return on investment with others in their classes, they interact with scientists at universities, they can check press releases of companies to predict changes in the market. They can use the same tools as the professionals on Wall Street. Others can review their portfolios and offer advice, perhaps even offer a job or research position. Students today are able to participate, through distance education programs over the Internet, in college courses not offered in their local school. In a few years, many kids will have a computer at home with a connection to the Internet, and many will have portable machines in their backpacks which they bring to school. They will be able to look up facts from their desktop as easily as if they were standing in a reference library.

Governor Edgar has stated that every school district in Illinois should have a T1 connection within four years. The Illinois State Board of Education is developing a set of competencies for new teachers entering schools. Technology Hubs have been established to help schools develop technology infrastructure and to provide technology training for current teachers state-wide. Technology skills are among the most critical of those needed by teachers in today's market.

At Eastern Illinois University, a faculty survey indicated 73% of the faculty expressed the need to develop competencies in the use of one or more technology-based skills needed to infuse technology into the educational process.

Keith Wetzel, in his article "Teacher educator's use of computers in teaching" from the Journal of Technology and Teacher Education, lists three essential components of a teacher education program to prepare future teachers:

A three semester core course in computer applications
Professors who model uses of the computer in their courses
Field experiences with supervising teachers whose students use computers/technology in the classroom

From the preliminary status report and discussion of Lawrence Werner of the Illinois State Board of Education:

"The Office of Technology Assessment (OTA 1995) concludes that reform of teacher education should accompany any significant reform in K-12 education. In addition, teacher education faculty and cooperating K-12 teachers must model effective instructional technology use. The OTA reports that Colleges of Education have much to learn from each other and technology can be the catalyst to make the necessary connections. Colleges, the state and K-12 schools need to work together to develop a set of shared expectations for joint reform efforts. The International Society for Technology in Education has developed foundation standards which they claim reflect professional studies in education that provide fundamental concepts and skills for applying information technology in educational settings. Teacher education programs should prepare teachers with the following competencies:

Demonstrate ability to operate a computer system to successfully utilize software.
Evaluate and use computers and related technologies to support instruction.
Apply current instructional principles, research and appropriate assessment practices to the use of computers and related technologies.
Explore, evaluate and use computer/technology-based materials including applications, educational software and associated documentation.
Demonstrate knowledge of uses of computers for problem solving, data collection, information management, communications, presentations and decision making.
Design and develop student learning activities that integrate computing/technology for a variety of student grouping strategies and diverse student populations.
Evaluate, select and integrate computer/technology-based instruction in the curriculum of one's subject area(s) and/or grade levels.
Demonstrate knowledge of uses of multimedia, hypermedia and telecommunications to support instruction.
Demonstrate skill in using productivity tools for professional and personal use, including word processing, database, spreadsheet and print/graphic utilities.
Demonstrate knowledge of equity, ethical, legal and human issues of computing and technology use as they relate to society and model appropriate behaviors.
Identify resources for staying current in applications of computing and technologies in education.
Use computer-based technologies to facilitate emerging roles of the learner and educator.
Apply computers and related technologies to facilitate emerging roles of the learner and educator."

The Illinois State Board of Education has adopted the following seven essential learning skills required for the information age.

Information seeker, navigator and evaluator. The student recognizes and values the breadth of information sources, browses those sources, differentiates and selectively chooses sources, and retrieves appropriate information/data using all forms of media, technology and telecommunications.
Critical thinker and analyzer using technology. The student reviews data from a variety of sources, analyzing, synthesizing and evaluating data to transform it into useful information and knowledge to solve problems.
Discriminating selector of appropriate information and technology for specific purposes. The student discriminates among a variety of technologies and media to extend and expand his/her capabilities.
Creator of knowledge using information resources and technology. The student constructs new meaning and knowledge by combining and synthesizing different types of information through technology, telecommunications and computer modeling/simulations.
Effective communicator using a variety of appropriate technologies/media. The student creates, produces and presents ideas, stories and unique representations of thoughts through a variety of media by analyzing the task before him/her, the technologies available, and appropriately selecting and using the most effective tool(s)/media for the purpose and audience.
Technical user, with sufficient technical skills to successfully install, setup and use the technology and telecommunications tools in his/her daily life, work situations and learning environments.
Responsible citizen in a technological age. The student understands the ethical, cultural, environmental and societal implications of technology and telecommunications, and develops a sense of stewardship and individual responsibility regarding his/her use of technology, media and telecommunications networks, respecting historical context and enhancing cultural lineage with integrity and concern for truth.

Illinois is blessed with many wonderful resources that can help address this pressing need. Colleges of Education in Illinois produce a large number of teachers who enter schools nation-wide, with a large percentage going to work in Illinois schools. The National Center for Supercomputing Applications is a leader in information technologies through its research on high performance computing, advanced networking, virtual reality, and desktop tools for collaboration and web access. NCSA has been working with faculty, teachers and administrators for over six years to assist with the integration of technology into K-12 and higher education classrooms. Numerous faculty in Colleges of Education around the state are already re-inventing their curriculum to infuse technology into their courses - these are not technology courses, but rather courses which utilize technology. Many teachers around the state are already implementing innovative technology applications in their classrooms through grants from the state and federal government and assistance from leading technology and curricular experts. The Rantoul and Charleston Regional Offices of Education have coordinated a series of four day information technology workshops for K-12 administrators (who receive Administrator Academy credit from ISBE) in 18 counties during the past year.

We have an opportunity to take advantage of these excellent resources throughout Illinois by forging collaborations among the various leaders and innovators to prepare faculty, teachers and administrators for the K-12 environment we envision in the next few years. Evolutionary change is occurring today, but it will not adequately address the vision for the future of Illinois' colleges, schools and economy. There is a critical need to aggressively attack this problem. The alternative is to let other states assume the leadership role, thereby adversely impacting Illinois institutions and the state economy far into the future.

Project Objectives

The primary objective of this project is to ensure that student teachers emerge from their college careers with the skills and knowledge to be able to deal with information technology as they enter teaching and administrative careers in education. Yet the process of preparing teachers is not focused exclusively on student teachers, but also on the many other people who assist in the process and who can benefit from the learning experience. We seek to bring together the people who will work together to help prepare future teachers as well as to better prepare themselves for the information society. This combined talent and experience will help to drive the development of technology tools, the applications of these tools to interactive modes of discovery based learning for students, and making life-long learning a reality for all communities.

Technological competencies are not just a priority for classroom teachers and those who prepare future educators. An understanding of technological issues is required by school administrators and those who prepare future administrators. These competencies encompass such things as an appreciation for legal issues (e.g. copyright provisions), how to evaluate the capabilities and limitations of different technologies, or an understanding of how to support teachers as they integrate new technologies into their ongoing classroom instruction. Change efforts to introduce new instructional technologies in the classroom cannot ignore the key role school administrators play in this process. In order to be effective, change is not something that can occur at the level of individual classrooms alone, but must be part of a systemic change effort.

Therefore, the objectives of the project are to accomplish the following:

Establish partnerships within local communities and among organizations state-wide
Prepare faculty, teachers, and students to effectively use information technology resources
Prepare current and future administrators with the skills to use and plan for information technology infrastructure within their organizations
Develop mechanisms to enable on-going communications and information sharing
Identify approaches for disseminating the outcomes and benefits of the project
Evaluate the effectiveness of the project activities and objectives

Project Activities and Timelines

The activities that will be pursued to accomplish these objectives include the following:

Manage the project
The College of Education and NCSA at UIUC will identify a Project Manager to take responsibility for coordinating the entire project. A site coordinator will be identified at each university to coordinate with the UIUC Project Coordinator. These coordinators will meet once a month throughout the project to plan activities, track commitments, track the budget, and to address problems or issues that may arise.
The UIUC College of Education will be responsible for the formal evaluation of the project. A final report will be produced at the end of the first year.
The Office of Continuing Education and Public Service (CEPS) will coordinate and arrange project meetings and institutes held at UIUC. CEPS will handle mailings, coordinate agendas, arrange facilities and presentation equipment, prepare instructional materials, coordinate registrations, and assist participants with arrangements for these events on the UIUC campus.
NCSA will provide support during the institutes for hands-on workshops on current and emerging technologies. NCSA will also provide web-based tools for on-going communications among all participants. In particular, the coordination of the project will utilize these tools to facilitate information sharing and planning. NCSA will provide leadership in new technologies which will benefit educators.
Establish learning teams
Learning community teams are being formed to bring together educators and students to learn about the applications of information technologies in the K-12 classroom, and to identify approaches and methods for conveying the techniques and methods for integrating technology in the curriculum to student teachers.
The membership of the learning teams will vary by institution in order that different models may be tried and evaluated. They will be established during the first month of the project. The membership and size of the teams will evolve over time based on the experiences of the team members. The teams will support college students at the bachelor's and master's levels seeking to become certified teachers and/or administrators. Teams will expand to include participants from partner institutions, initially using institutes (described later) to meet and exchange ideas, and then using collaboration tools (described later) to work together across distance. A sampling of the types of memberships of teams that will be formed are described below.
EIU will have three initial teams consisting of a College of Education faculty, a pre-service teacher, and a classroom K-12 teacher. After the teams are underway, K-12 students will augment the learning community team. Later during the project, parents and other community members would join the team.
ISU will assign a faculty member to a team of consisting of five teacher education students, a Chicago Public School Teacher and five student participants in the Future Teachers Of Chicago Project. The team will use the Internet as a resource for communicating about peer education questions and activities for the students participating in the Chicago Future Teachers Project.
NLU will have a team consisting of a faculty member from each of Elementary Education, Methods, Special Education, Technology in Education, and Educational Leadership, as well as two K-12 teachers and a college student from the Teacher Education Program.
The SIU-E program will have pre-service teachers in the two semesters before student teaching come to the computer lab for eight two hour sessions to gain skills and knowledge in the eight content areas of the program. They are met in the lab by the coordinator and several different methods teachers depending on the particular content. The coordinator and the methods teachers will devised the objectives together, and the methods teacher will carry the skills back into the context of the methods course through an assignment which requires completion over a period of time and in that context. Through a professional development school at North Middle School in Alton, SIU-E faculty, graduate students, administrative interns, and students and teachers at North will spend the entire year developing common goals, and beefing up the technology end of this program.
UIUC will have teams of student teachers working with a K-12 teacher to identify resources that meet the needs of the teacher in the K-12 classroom. The teacher will identify their classroom needs. The student teachers will work with the teacher and their faculty member to identify resources which can be brought to bear in the teacher's classroom. The student teacher will help to develop curriculum around these resources which could be used by the teacher or by the student teacher when they do their student teaching.
Six Technology Hubs (Hubs) were established by the Illinois State Board of Education state-wide for the purpose of providing a coordinated, statewide support infrastructure which assists school districts in planning for, implementing, assessing results and educating school staff in the use of technology and telecommunications in curricular, instructional and administrative functions. In pursuit of this goal the hubs are seeking partnerships with the higher education community.
To this end the Area IV Hub (in Rantoul) will be involved in assisting with the connections between Higher Education and K-12 educators. Area IV will formulate the link with Regional Offices of Education and the other 5 Hubs around the state. The Area IV Hub will provide ongoing support for staff development, and be part of a mentoring team. The Hub would help to identify some target schools and work directly with Regional Offices of Education and K-12 school staff to provide training and resources for classroom teachers. This should be a multiyear approach of support to ensure success and growth.
Create learning community team objectives
The objective of the teams is to identify methods and techniques for integrating technology into the College of Education courses. At the end of the year, the teams will provide recommendations on how best to integrate technology into the college curriculum to prepare teachers. They will also provide web pages with tested lesson plans, innovative educational network projects, innovative models of inter-institutional collaboration (both between different higher education institutions and between higher education and pre-college education).
The K-12 teachers will bring experiences of innovations of technology already occurring in K-12 classrooms. Experienced faculty and NCSA staff will bring examples of technology applications that are in use around the country in colleges and K-12 classrooms. The teams will create new and modified examples of how technology can be used in the College classes and in the K-12 classroom, and post these on the web for others to use. It is expected that as the student teachers enter schools, they will test and evaluate these examples in the classroom.
Conduct institutes throughout the year for participating organizations
Institutes will be conducted to bring together the participants to share information, to learn about current and emerging technologies, to develop learning strategies, to understand evolving competencies for teachers and students, to develop curriculum materials, to define effective heuristics, and to engage members of learning communities.
An initial three day Project Institute will be hosted by NCSA and the College of Education at UIUC in the early fall to bring together all of the participants from the partner sites. This initial meeting will serve as a launching point to set the goals and objectives, establish coordination mechanisms, and to begin the evaluation process. Hands-on training workshops and discussion groups will be held throughout the three day event. A follow-up 2 day institute will be held at UIUC between the fall and spring semesters to ensure that the project activities are on track.
On-site institutes of two days in length will be held at each University during the fall and spring semesters. Two institutes will be offered on each campus during each semester. These institutes will be used to provide hands-on training, discussions, and planning for participants. The institutes will be used to collect data for the formal evaluation of the project. These on-site institutes will be used to draw in other local faculty, teachers, and interested community members to benefit from the activities at the institutes and to learn about the project goals. The on-site institutes will also draw representatives from the other university sites as a means to share experiences and information. Faculty and K-12 teachers will participate in the institutes.
Separate institutes will be offered on each campus for administrators. These will be held for College administrators, K-12 administrators, as well as students working in their accreditation. These sessions will focus on infrastructure issues - equipment, support personnel, on-going training and the related issues. The groups will discuss how to develop a technology plan, how to budget for technology, and how to build a community of support. Groups like LUDA (Large Unit District Association), ISBE, IBHE and ICCB will be called upon to share their experience and advice. These institutes will bring together school administrators to review some successful models where school systems are integrating technology and participate in sessions that orient them to the issues involving technology. These institutes would expect to involve the Regional Offices of Education, the Professional Development Schools, local school districts, NCSA, and the participating universities. After the fall institute, administrators would be expected to remain in contact with each other and participate in small working groups throughout the remainder of the year. The spring institute will bring all participants together for accountability and sharing.
A major component of the institutes is the exchange of information about current and emerging technologies and their applications to student learning. The learning community teams will be able to select topics to meet their needs. A set of possible topics which will continue to evolve along with the changes in technologies can be selected from the following:
- introduction to the Internet
- introduction to communications tools - e-mail, listserves, news groups, etc.
- introduction to the World Wide Web - browsing, searching, Java, etc.
- creating Web documents - basic, intermediate and advanced html
- desktop visualization tools
- productivity tools - spreadsheets, word processors, databases, etc.
- modeling and simulation tools
- virtual environments - VRML, CAVE, virtual reality
- integration of information technology in the curriculum
A final 3 day Project Conference will be hosted by NCSA and the College of Education in the summer. This conference will highlight the results and experiences from the year-long projects. Each institution will be asked to present their perspectives on the project. Colleges of Education and K-12 systems throughout Illinois will be invited to learn from the experiences and activities during the year-long project, and to plan together how to expand the successful aspects of the project within educational organizations state-wide.
Provide NetWorkPlace(TM), a web-based collaborative environment
The World Wide Web (web) has become a tremendous resource for interactive exploration and learning. It has also become an excellent mechanism for collaboration. Collaboration tools include electronic mail, desktop video teleconferencing, computer screen sharing, office management tools, and the list is growing. NCSA has created NetWorkPlace(TM) which integrates a number of web-based tools including calendars, web-chat, HyperNews, and database access for office environments. This tool will be made available to all participants from the start of the project to support on-going communication and collaboration throughout the project.
NCSA will also work with the participants to design, test and evaluate NetLearningPlace(TM), an environment suited to educational environments to augment classroom activities and to support distance learning applications. The first prototype will be available for use during the spring, with a more complete version available for general use by summer.
Publish project activities, materials, and reports on the web
The web is now the primary method for publishing of electronic materials world-wide. All participants will be expected to publish their project work on the web. All sites will have project related web sites in place during the fall semester. Materials to be published will include project plans and timelines, curriculum materials, training materials, class notes, student projects, and reports. The final project report and evaluation will also be published on the web.
The Illinois Learning Mosaic, which was created by NCSA in response to the Governor Edgar's Education Technology Summits, is an electronic clearinghouse of educational information for educators throughout Illinois. All of the project web pages will be linked from this state resource.
Conduct surveys and interviews to assess the project impact
This is elaborated upon in the section on evaluation included later in this document.
Expand the learning communities to involve more people and organizations
The learning community teams are expected to expand their membership in terms of the number of people and the types of people that are involved. They are also expected to foster the creation of additional teams. Parents, community colleges, libraries, businesses, school boards, chambers of commerce, and state agencies need to be involved in the planning, discussions, and information exchange to have widespread support and impact for sustained life-long learning for all citizens.
Success will encourage further success by getting more faculty and teachers to get involved and to share exciting approaches to teaching. The K-12 students themselves can also become key participants - demonstrating what is possible and mentoring their elders.
Establish activities which can be sustained past the first year
The purpose of this project is to establish procedures and methods which can effect improved education of teachers within the infrastructure of universities and their communities. This includes both the equipment, personnel, assistance, and community partnerships required to maintain programs which prepare teachers to make effective use of information technology. It requires 21st century attitudes in our colleges and universities as well as our K-12 schools.
Through this project we seek to determine whether the learning communities teams can continue beyond the end of this project, whether the institutions will continue to dialogue and share information and ideas, and whether the local communities will support these efforts. The key to this sustainability and the scalability of this approach is the degree to which the project activities can be integrated into teacher education courses. We plan to develop and demonstrate activities that can be integrated into courses in a way that continue beyond the life of this grant, and that can be integrated into teacher education courses in other education institutions across the state.

Immediate and Long Term Objectives

The immediate objective is to identify a blueprint within Colleges of Education for preparing student teachers on the use information technologies at various K-12 grade levels. The objective is also to develop a blueprint for preparing administrators at the college and K-12 level to appreciate the information technology infrastructure support issues - including hardware, software, networking, professional development, and community partnerships. These blueprints will then be shared with other Colleges of Education state-wide to ensure that Illinois' schools are leading edge centers of excellence recognized for their graduates' skills and abilities.

The objectives are to be met through learning teams composed of college faculty, teacher education students, K-12 teachers, administrators, and students working together as mentors to one another. Each brings skills and knowledge to the table which can benefit the others on a team. The K-12 teacher knows what can be accomplished in the classroom within the context of the school atmosphere and with the existing technology available in the schools. The student teacher helps to bridge between higher education and K-12, mediating information in both directions. The education student brings the time to explore the vast electronic resources and to develop these resources into usable modules, when these explorations are integrated into education courses. The faculty member can evaluate and integrate the resources to the competencies and learning goals set at the state and federal level. The faculty member can often provide more depth in an area of study such as mathematics, science, etc. as it relates to his/her own current research and study of the field. K-12 students bring enthusiasm, and seemingly limitless energy to learn and explore when challenged and motivated. The K-12 student can help the others recognize that the traditional methods of teaching and learning are not always useful, while new paradigms for teaching using discovery and constructivist learning improves critical thinking skills in students. The administrators will provide the long-term infrastructure to support technology and to ensure that it is kept current. The administrators are critical to institution-wide support for any lasting reform efforts.

The major long term objective is to establish a leadership role for Colleges of Education within the State of Illinois to be the most technologically advanced teacher and administrator preparation centers in the country; and in turn graduate professionals who will become national leaders and innovators for preparing K-12 schools for the 21st century. This project will help to make people aware that the teachers impacted by programs modeled after the resulting blueprints will be better prepared to help today's children enter the 21st century and the information society. Today's businesses and industries use these advanced technologies on a daily basis and require a better trained workforce that can effectively use these technologies. Today's schools have to be prepared to develop critical thinking skills within students to be able to work in this environment.

Project Evaluation

A formal evaluation of the project will be conducted by the College of Education at UIUC. The evaluation will be conducted through interviews with the learning community teams, key administrators, project coordinators, and Deans from each College of Education. Surveys will be distributed to everyone impacted by the project including faculty, teachers, students (college and K-12), superintendents, etc. Faculty and teacher requests for additional technology training and equipment will be tracked. Increased support for technology infrastructure by administrators will be monitored. Course syllabi will be reviewed to track changes resulting from the project.

The evaluation will address the following questions:

have faculty, teachers and administrators become more comfortable and knowledgeable with technology?
are faculty, teachers and student teachers willing and able to use new technology?
are faculty, teachers, and student teachers able to use technology effectively and independently?
are materials developed by student teachers usable in K-12 classrooms?
are student teachers and K-12 teachers enabling K-12 students to do things they could not previously do or experience in the classroom?
do teachers and student teachers know how to assess the new skills of K-12 students?
are participating faculty, teachers, and student teachers attaining the necessary competencies?
what are the perceptions of administrators towards technology?
are universities expanding technology support and training for faculty and students?
do learning communities benefit all members?
what is an effective membership for a learning community (size and diversity of people)?
what collaborative tools are useful and why - what additional tools are needed
when are face to face meetings and electronic meetings most effective?
what are the advantages and disadvantages of technology in classrooms (college and K-12)?
what are the bottlenecks to effective use of technology (in colleges and K-12)?
are participating student teachers more marketable?

Return to the UIUC COE PIE-21 page.
Last updated: 4 October 1996

Preparing Illinois Educators for the 21st Century: Proposal to the HECA Inter-institutional Grant Program