Electronic Learning's 8th Annual Survey of the States, 1988. (includes related articles on new technologies and Federal Chapter I financing)

ELECTRONIC LEARNING'S 8TH ANNUAL SURVEY OF THE STATES, 1988

Genuine enthusiasm with a hint of frustration -- that's the national consensus on educational technology this year.

States are playing a greater role in educational technology compared to previous years. Local educators and school boards are more interested in computers as part of regular instructional programs. But every state seems to be most concerned with funding (or the lack of it) this school year.

These are the findings of Electronic Learning's Eighth Annual Survey of the States. Each year, EL surveys the state departments of education in all 50 states and the District of Columbia. The purpose of the survey is to provide a national assessment of the level of interest and commitment to educational computing in elementary and secondary schools throughout the country, as well as report on the kinds of educational technology intiatives and projects the states embrace.

Since three states -- Colorado, Delaware and New Mexico -- were unable to answer the survey, dut to insufficient or outdated information at those state department levels, all calculations this year are based on the responses of 47 states plus the District of Columbia.

Specifically, we surveyed the states in six educational technology areas: computer literacy; teacher certification and training; trends, issues and concerns; state-wide technology efforts; state profile; and equipment, including hardware/software policies and additional technology.

STATES PLAY GREATER ROLE

IN EDUCATIONAL TECHNOLOGY

According to 30 respondents, the states play a greater role in educational technology compared to previous years. Eleven states report involvement is about the same and four states say they play a lesser role than in previous years. Of those four, only California gives an explanation for the decrease -- funding.

"The state is playing a somewhat lesser role because of diminished funding," says Don Merck, director of the Office of Technology in California. "Districts are beginning to pick up the major funding for technology."

In fact, two respondents (California and the District of Columbia) assert that districts are taking on more responsibility for educational technology.

The District of Columbia notes an increase in district-wide support of technology, says Jenelle Leonard, director of Computer Literacy Training for …