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OCR for page 23
The integration The video conference at Jane’s school
involves students from five different class-
“Why, at the beginning of the
of computers into rooms around the country. They’ve been
1980s, did 500 of the top studying evolutionary pressures on
the classroom is just microorganisms caused by groundwater
Fortune 1,000 companies
contamination. The virtual classroom is
not survive into the
one small part of what joined today by a professor from Canada
nineties? They couldn’t who has been studying the same subject,
will be needed to reinvent and he briefly describes some of his find-
learn how to improve or
schools. Consider, for example, ings and takes questions from the assem-
dramatically revolutionize
what an average day could be like bled students.
what they were doing.”
for the high school student of the The day has been a busy one for Jane,
future. After breakfast, Jane logs onto the —MARGARET EVANS GAYLE, but she’ll need to catch up with a few sub-
school’s mainframe from home to upload jects after school that she missed during
TRIANGLE MANAGEMENT GROUP
her homework assignment. The work is her practicum. When she leaves the school
AND 21 ST C ENTURY F UTURE
stored in her electronic portfolio, where she takes with her a CD-textbook—a text
CORPORATION
she and her teachers have been tracking that includes a CD-ROM illustrating the
Jane’s progress throughout her high principles described in the book.
school years. Then Jane spends some time All of the technologies needed to con-
reviewing the original manuscripts of the duct this kind of education already exist.
Federalist papers, all fed to her house by Only the information infrastructure and
fiber optic cable from the National personal skills needed to make such an
Archives in Washington, D.C. education a reality are still missing. This
Jane is scheduled to take part in her new, all-encompassing form of educa-
practicum this morning, so when she tion—termed hyperlearning by writer
leaves the house she heads for the hospital, Lewis Perelman—combines new technolo-
where she and a group of other students gies, new educational arrangements, and a
are learning the principles behind a new
imaging device and how to operate it. On
the terminal at the hospital she reads a
note from her biology teacher that a video-
conference has been scheduled for one
o’clock that afternoon. Still there’s enough
time to stop by an
arcade at lunchtime
to check out the
hot new virtual
reality game.
OPPORTUNITY
TO CHANGE (Above) In the interactive pro-
gram “School Life” from Jostens
Learning Corporation, students
put together a sequence of
scenes for a movie they are cre-
ating. The use of technologies
that span activities that are
now largely separated—time
spent at home, at school, at
“It isn’t a matter of intellec- the movies—offers a way for
tual debate as to whether or educational endeavors to per-
meate everyday life.
not we will or will not have
technology. We will have
technology, and it will
change education. One of
these days, every student
will have access to a large
database and a computer,
and then we will have to ask The latest virtual more than one person rapidly expanding mar-
the question: What is the reality devices, such to share the same kets for business, cre-
as this system from virtual experience. ating an entrepreneurial
educational enterprise Virtuality Entertain- The use of such tech- engine that will
going to do?” ment, Inc., can be nologies for education help drive the reinven-
—ALVIN TRIVELPIECE , OAK RIDGE networked to allow will open up large and tion of schools.
NATIONAL LABORATORY
OCR for page 24
B
usinesses and
much deeper understanding of how people The much greater involvement of the
think and learn to imbue the entire day private sector in education will inevitably venture capital
with learning. In its effects be shaped by developments
are attracted to
on schools, it reflects simi- within both government and
lar changes going on in “Educational technology is an good ideas, and
private industry. The consumer
perfect example of an out-
business, where the transi- electronics, computer, software, the new markets
tion to a knowledge econ- standing dual use technolo- entertainment, cable television, for educational
omy and intense competi- and telecommunications indus-
gy where [the defense technologies are
tion are forcing compa- tries are all being drawn into a
department] can undertake
nies to reengineer their web of interconnections. These already drawing
basic procedures. collaborative activities that partnerships and synergies will considerable attention. But
As technology moves provide new ways to use and
will push to the forefront for these investments to pay
from the periphery to the interact with information
the application of technolo- beyond what we see today.
center of education, it is off they must lead to prod-
creating many new oppor- Government at all levels must
gy in education.” ucts and services that are
tunities for established ensure that education receives
businesses, for startup —JOHN M. DEUTCH, DEPUTY both interesting and based
adequate attention in this com-
SECRETARY OF DEFENSE
companies, and for ven- munications revolution. The on national standards and
ture capitalists to make a huge markets for entertainment,
systemic reform.
profit while serving edu- personal communication, and
The potential for crossover
cational ends. The linkages between tech- business information could be powerful
nologies used in school and technologies levers for educational technologies, but the between the educational and
used at home further increase the size of public and private sectors must work
business systems is great.
this market. By making educational tech- together to make education a priority.
Educators can use new tech-
nologies profitable, these trends could
unleash a powerful nologies to invest in learning
entrepreneurial force
activities, while venture capi-
within education.
talists can invest in educa-
tional products and services
Cecilia Lenk and David
as a way of developing new
Dockterman of Tom
markets. Children can gain
Snyder Productions, Inc.,
access to interesting educa-
lead the convocation
audience through a ses-
tional technologies, educa-
sion of “The Great Solar
tors can benefit from chil-
System Rescue.” In the
dren who are more interest-
interactive, videodisc-
based program, groups of
ed in learning, and invest-
students search for
ments made today will pro-
space probes lost in the
duce both short-term and
solar system. Using data
they uncover during their
long-term economic returns
search, such as the rela-
THE EDUCATIONAL MARKET for the companies and indi-
tive mass of the Earth
SIMULATION viduals who make them.
and Venus (below), stu-
dents work cooperatively
INTERACTIVE BOOKS
to form theories about
each probe’s location.
PROBLEM SOLVING
Though it incorporates
many of the elements of
CREATIVITY AND PLAY
a game, “The Great Solar
System Rescue” is a
GAMES
carefully constructed edu-
cational tool. Many of the
DRILL AND PRACTICE
other educational prod-
ucts now available
EDUTAINMENT CARTRIDGE GAMES
through the information
technologies shown at
TOOLS/REFERENCE
right draw on role play-
ing, reward structures,
REMEDIAL EDUCATION
and cooperative activities
to encourage learning.
CURRICULUM/TEACHING/ASSESSMENT
ENGLISH AS SECOND LANGUAGE
CORP/JOB/
VOCATIONAL TRAINING
EARLY ELEMENTARY/ HIGH ADULT LIFELONG
LEARNER MIDDLE SCHOOL SCHOOL LEARNING
