Economic Development Issues

Economic Development Issues and K-12 Learning Technology
Ted Kraver
Steve Peters
January 16, 1996

Raw materials and land are no longer leading economic drivers. With global corporations and the information age manufacturing equipment, services and capital are accessible anywhere. The primary regional advantages are technology, and a skilled and educated work force. A 1994 Greater Phoenix Economic Council study cited the need for highly competitive work force to attract, retain and grow companies.. On December 9^th, 1996 the entire Governor’s Strategic Partnership for Economic Development (GSPED) Town Hall addressed the opportunitiesi promised by School-to-Work and Work Force Development.

The founders of this state had the right idea. Over the last 100 years education has been the leading investment by state and local governments to support development of our economies and our people. Today Arizona spends over $3 billion to support kindergarten through university education. But times are changing. Current education practice is no longer meeting the needs of our citizens or our economy.

Alvin Toffler in Power Shift argues the transition from the Industrial Age (work of the hands) into the Information Age (work of the mind). Stanford studies demonstrate a 40 year innovation cycle for new technology. The foundation of the Information Age is computers integrated with telecommunications. The Information Age was launched in 1976 by two eventsi: the first sales of desktop computers, and HBO’s live, worldwide broadcast of the "Thrilla from Manila." After 20 years the automation of manual work (spread sheets, word processors, communications…) has matured. The next twenty years of innovation will automate the tasks of the mind. Learning is one of the most challenging of these tasks.

Arizona’s success is not only depended on competitive technology and competitive lifelong learning, but on the successful application of technology to learning. Learning includes formal education, on-the-job training and informal. If we can transform our kindergarten through high schools into technology rich environments, then the needs of business and economic development professionals can be addressed.

Over the past decade business has attempted to support K-12 education with blue ribbon committees and adopting schools, but with little systemic success. Education has been the leading issue in GSPED cluster deliberations but a clear action path failed to emerge. In the spring of 1996, a GSPED Cluster (Arizona Software Association) and GSPED Foundation (Arizona Telecommunications and Information Council) decided to focus on their strengths and vested interests. Their software and telecommunication expertise is the heart of learning technology. They made the assumption that technology adoption will be the major implementer of innovation within the school restructuring process. They founded an inclusive group: Arizona Learning Technology Partnership.

K-12 education desperately needs to improve accessibility, quality and productivity of the learning process. Of all the major industries, education trails the pack in bringing information technology into the work place. Most recent studies of technology rich schools are showing learning improvements with reduction in time to learn of 20% to 30%. The learning technology expected to emerge over the next 10 years, will far surpass these initial efforts. The use of individualized video and video teleconferencing will facilitate distance learning with greatly enhanced access to learning for all Arizona students. Libraries will be extended through the Internet. Inexpensive computer power and new software methods will support authentic learning with simulations, multimedia, intelligent tutors and virtual reality. Instructional management systems will support the teacher and student with automated assessments during learning and upon mastery. The next generation of the Internet will provide a rich array of inquiry learning opportunities and unimaginable access capability.

Many other states are stepping up to this opportunity. California, other states and national researchi studies are showing that we must invest $5 in technology for every $100 spent on K-12 schools if we are to be competitive in this information age They see technology not as an cost factor, but as wise investment to increased learning at lower costs. If a 5% investment produces a 30% output improvement, then our schools can solve the early reading failures in K-2 and greatly increase the flexibility of high school school-to-work transition while significantly reducing costs. Arizona is currently spending less than 1%. Technology adoption includes not only hardware, software and Internet hookups. At least a third of the investment must be for teacher training and systems support.

During this time of severe educational funding problems and lack of equity, we would be remise if we failed to consider technology adoption as major part of the solution. Within the economic development environment of GSPED, ALTP is advocating a year long strategic planning process as the best vehicle to accelerate the adoption of coordinated and cost effective technology to our schools. All business, government and education sectors will participate with commitments to implement their piece of the plan. Together we will seize this opportunity bringing great benefits to Arizona’s children, and to maintaining global competitiveness of Arizona’s economy.

Ted Kraver, President
TaoTek Inc.
225 West Orchid Lane
Phoenix, AZ 85021      602-944-8557
tkraver@qwest.net

Steve Peters, President
Communityi Information & Telecommunications Alliance
3479 North Nandena Lane
Tucson, AZ 85712      520-321-1309
steven.peters@internetmci.com