Military Labs' Perspective on K-12 Learning Technology

K-12 Learning Technology Military Training Laboratory View
Dr. Dee H. Andrews
January 16, 1996

K-12 Education Needs and How Technology is Part of the Solution

Before we can determine whether technology is part of the "solution", we must first clearly define the problem. As a long-time observer of K-12 Education, it seems to me that a major problem is providing quality instruction on-demand. To me quality instruction requires heavy one on one time between a teacher and a student. In most public education settings it is simply not possible to provide on-demand instruction due to high student-teacher ratios. It is highly unlikely that the taxpayer will be willing to provide a lower student-teacher ratio. Already education has perhaps the most labor-intensive industry in the country. Decreasing the student-teacher ratio will only increase the amount required to pay educational personnel.

If indeed the student-teacher ratio is a major problem, I believe technology can be part of the solution. Computer-based training (especially Intelligent Tutoring Systems) allows for on-demand instruction on a one to one basis without the need for more teachers. Effectiveness studies for CBTi and ITSi systems have grown in number over the last two decades. These studies have shown that, in many cases, CBT can provide instruction that is as effective as traditional modes. Time to learn does not seem to be decreased over traditional modes, but CBT can be much less costly over the long run, especially when it is possible to hire fewer teachers.

A clear challenge for the full inculcation of CBT, indeed for educational technology, into the K-12 setting is resistance from teachers themselves. Yes, there are numerous examples where teachers have embraced CBT, however those instances, from my observations, are still in the minority. Teachers, teachers unions, parents, and school boards all show continuing reluctance to fully accept the efficacy and cost-advantages of CBT. Any Arizona CBT initiative will have to squarely address this challenge. When jobs are at stake, folks tend to get emotional!

Sector Needs for Skilled and Educated Employees or Students, Including Life-Span Learning and Technology’s Role

The military employs personnel from 18 years of age on into their 60’s. Military jobs have become increasingly complex as technology has become a larger part of the way the military operates. This trend will continue. The military, like many post high school employers, has found that it has to provide remedial education to many entry level enlisted personnel in fundamental skills. Many enlistees coming out of the K-12 educational system do not have the requisite skills required to master complex job skills. The military uses various educational technology to help these enlistees quickly become ready for their jobs.

Technology that this Sector Provides to K-12 Education & How this Sector Interacts with and Supports K-12 Education Through Technology -

The military R&D communityi was one of the early pioneers in educational technology going back to at least WWII. The need to train hundreds of thousands of military personnel each year forces the military to develop innovative training technology solutions. It is fair to say that every piece of educational technology currently available has had at least some military investment in its development. From relatively simple innovations like Programmed Instruction and Overhead Projectors to today’s most highly sophisticated forms of computer-based instruction and instructional simulation, the military has invested huge amounts of resources. The most recent high technology innovation has been the Intelligent System Tutors which model the student, instructor, and subject matter expert to provide on-demand, quality instruction to students. These tutors for fundamental skills like math and science are now available commercially. The military is also heavily involved in developing effective training means and methods for distance education. The wide dispersion of military personnel across the world makes it imperative that training be available on-demand.

All of the military’s various laboratories that deal with educational technology have active programs to transfer new technology to the K-12 sector. For example, The Training Systems Division of the Armstrong Laboratory has been at the forefront of innovative Intelligent System Tutoring for the last ten years. It licensed many of its fundamental skills tools for math and science to a commercial firm which now markets these proven CBT tools. The Navy Personnel Researchi and Development Center in San Diego has made a number of breakthroughs in distance education, many using CBT, that it has transferred to the public education sector.

Another key contribution of the military training community to public education has been advances in virtual reality. Virtual Reality allows students to explore new worlds while still in the classroom. Through advanced networking, classrooms around the world can be linked for cooperative learning experiences. The military, through its flight simulation programs, has been instrumental in making breakthroughs in image generation, visual displays, haptic feedback devices, eye-tracking, networking, and virtual reality performance measurement.

Dr. Dee H. Andrews, Technical Director
USAF Armstrong Laboratory
Williams Gateway Campus and Airport
6001 S. Power Rd., Mesa, AZ. 85206-0904
602-988-6561
andrews@hrlban1.aircrew.asu.edu