U.S. Department of Education Grant Performance Report Cover Sheet 1.) PR/Award No

OMB No. 1890-0004
Exp. Date: OMB Approved
U.S. Department of Education
Grant Performance Report
Cover Sheet
See Block 5 on the Grant Award
Notification.
Enter the same title as on the
approved application.
Repeat from Block 1 on Grant
Award Notification. If address
has changed, provide the current
address.
1.) PR/Award No
P342A010094
2.) Project Title
Teaching and Learning Interchange
3.) Recipient Information NOTE CORRECTED ADDRESS
Name: CA County Superintendents Educational Services Assoc.
Address 1121 L Street Suite 510
City: Sacramento,
Provide the name of the project
director or the contact person
who is most familiar with the
content of the performance
report.
State: CA
Zip+4: 95814
4.) Contact Person
Name: Dr. Pamela Redmond
Title: Director
Telephone Number: 415-422-2062
Fax Number: 707-516-7773
E-mail Address: predmond@teachinginterchange.org
5.) Performance Reporting Period
Include the interval for the
information requested in the
performance reporting period.
See instructions on page 2 for
details.
___7_/_01 / 03____ - __6 / 30_/ 04____ (mm/dd/yy)
6.) Cumulative Expenditures
Report actual budget
expenditures for the above
performance reporting period.
See instructions on page 2 for
details.
Federal $
Current Budget Period
498,927
Previous Budget Period
379,240 + 253,981
Negotiated Indirect Cost Rate: _____51%
Exp. Date: ___6_/_30___/__05__
Non-Federal $
335,233
414,432 + 392,247
7.) Annual Certification of Institutional Review Board (IRB) Approval
If applicable, see instructions on
page 2 for details on annual IRB
approval (Please circle one).
Yes _
No ____
NA ____
Authorized Representative:
To the best of my knowledge and belief, all data in this performance report are true and correct.
Name (typed
or printed): Heather Edwards
Title: Assistant Executive Director
Signature: On file
Date: 8/30/04
ED Form 524Teaching and Learning Interchange PR342A-010094
p. 1
II.
EXECUTIVE SUMMARY
The Teaching and Learning Interchange represents a unique collaboration
between the University of San Francisco, the California County Superintendents
Education Services Association, 58 county offices, 4 Universities, and 20 other business
and K-12 partners invested in improving teacher preparation. The project has carefully
examined the research around text-based case study in teacher development and the use
of video as the basis for development of our comprehensive and innovative professional
development portal serving pre-service, uncredentialed and alternatively certified
teachers. In our recent collaborative exchange, the TLI was recommended to be "the
model for all projects seeking to use video case studies for teacher professional
development.” The TLI project helps the state to recruit and retain highly qualified math
and science teachers and ultimately benefits thousands of students to obtain excellent
math and science education.
To address the critical teacher shortage in the areas of math and science across
California and the nation, the Teaching and Learning Interchange (TLI),
www.teachinginterchange.org, has developed an online portal to address the professional
development needs of uncredentialed and pre-service teachers that has been proven to
support teachers at any stage of professional development. Bridging time, space and
geography through using innovative internet video-based technologies, the TLI provides:
•
Mentoring and online test preparation courses to prepare uncredentialed teachers for the
rigorous state subject matter competency tests required to enter into a teacher credential
program.
•
High quality online video-based teaching dilemmas or “cases” to explore teaching and
learning subject matter in action.
In California and across the nation, our K-12 schools face the challenge of
providing new teacher support services to classroom teachers of record who are
alternatively certified as pre-intern and intern teachers and those uncredentialed teachers
serving on emergency waivers. Pre-Intern and emergency waiver teachers serve as the
full-time teacher of record in classrooms, but hold this teacher credentialing designation
Teaching and Learning Interchange PR342A-010094
p. 2
because they have not yet proven subject matter competency and, as a result, cannot
enroll in a state approved teacher credentialing program. During 2003, there were
approximately 13,000 teachers serving in California’s Pre-Intern teaching positions, a
significant drop from the year 2000 figures that exceeded 54,000 when the Teaching and
Learning Interchange project started. These remaining positions are concentrated
primarily in the fields of math, science and special education.
Our CSET preparation courses support candidates to pass the subject exams so
that they can enroll in a teacher training program. The Pedagogy in Practice video case
studies (produced by the San Diego County Professional Development Online Production
group) allow under-prepared teachers to observe complete lessons in real California
classrooms and provide support for becoming more successful in the viewers’ day-to-day
teaching immediately. In each module classroom teachers deconstruct their teaching
practice by sharing with how they break the subject matter standards into mind-sized
learning units, followed by videos of those learning units in action. Teacher reflections on
assessment, classroom management, lesson planning and learning strategies provide the
viewer with essential resources for reflection on their own practice. Online community
tools and video conferencing with a mentor over the internet allow for the necessary
dialog, questioning and discussion regarding the cases. The modules include a transcript
of the classroom dialog, downloadable standards-based resources and online mentormoderated discussions of the video cases. The resources and reflection question urge the
candidate to consider ways to adapt the strategies and techniques for their teaching
practice.
The TLI provides anytime anywhere access to an expert teachers in math and
science across California. Research has shown that the greatest and most powerful way to
retain teachers in the profession is to provide support from other professionals, to break
the isolation of the classroom. Through the TLI, we are able to support California in
retaining Math and Science teachers by giving each teacher an online mentor that they
can confer with about their teaching practice regardless of their location. Examining the
practice of accomplished teachers and discussing their classroom management, student
Teaching and Learning Interchange PR342A-010094
p. 3
demographics and their resultant differentiated instruction is the most highly requested
form of professional development by teachers. As the TLI videos are made available on
the California gigabit network, teacher candidates across the state will be able view
National Board certified and master teachers practices while conversing with an
accomplished teacher in their field.
The California County Superintendents Educational Services Association, the
only organization to which every County Superintendent in the state is a member, is the
Lead Education Agency. The project is directed by Dr. Pamela Redmond of the
University of San Francisco who did her doctoral research in the effectiveness and
pedagogy of using technology tools to support new teacher mentoring. Project
development partners include: Apple, LessonLab, WestEd, California Council on
Teacher Education, Professional Development Online Production group at the San Diego
County Office of Education, the New Teacher Center at UC Santa Cruz, the
Exploratorium Teacher Institute (an NSF Funded project), and the Corporation for
Education Network Initiatives in California (CENIC).
In March 2004, the TLI was awarded a 2004 CENIC “Gigabit or Bust” award for
Education. “The CENIC On the Road to a Gigabit Awards honor California
visionaries who are applying network technology in innovative ways to encourage
the development and implementation of a ubiquitous gigabit state-wide network
by 2010. Showcasing the pioneering ideas of today's visionaries and the promise
of tomorrow's Internet, the awards highlight the technologies paving the road to a
gigabit world.” Details can be found at
www.cenic.org/CENIC2004/awards/winners.htm
Teaching and Learning Interchange PR342A-010094
p. 4
III. PROJECT STATUS
Background
We have continued to mobilize our resources and to grow a broad base of support
to accomplish our goals. Redesign of the state standards for teacher proficiency in the
subject matter areas in 2003 resulted in the concomitant change in the rigorous exams
pre-interns must pass in order to enter a credential program. These exams, formerly the
SSAT, MSAT and Praxis, have been replaced by the California Subject Examinations for
Teachers (CSET). TLI has designed online test-preparation courses for the CSET exams
in science, preparing pre-service and uncredentialed teachers for passing the exams so
that they can be hired into intern teaching positions. The Exploratorium Teacher
Development Center in San Francisco and our county office partners provide instructors
for these courses. We have developed a course in online pedagogy to prepare our science
experts for teaching in our preparation courses.
In our first two and a half years, the Video Case Study team met monthly during
the review period. Since January 2004, this group has evolved to become the planning
committee for the project. The twelve members have provided invaluable leadership in
pursuing project objectives. The TLI has actively sought greater participation by and
service to pre-intern teachers. In October 2002, the TLI presented at the statewide PreIntern director’s meeting by the California Commission on Teacher Credentialing. In
March 2003, we demonstrated our technologies to the participating directors from preintern programs in county offices of education across the state. After this meeting, we
added three new partners to our grant: the Santa Clara County Office of Education, the
Peninsula New Teacher Consortium and the Silicon Valley Consortium. We hosted a
statewide symposium for the pre-intern programs in October 2004, held a form for
WestEd and the Carnegie Foundation for the Advancement of Teaching. In May 2004 we
hosted a statewide web and phone conference to roll-out the Pedagogy in Practice
videos.
Teaching and Learning Interchange PR342A-010094
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The project director’s ability to keep communication channels open with the
California County Superintendents, the California Commission on Teacher Credentialing
and the more than 100 pre-intern professional development programs has been essential
to the success of the project. The importance of this task is such that it was determined
by the leadership team that the project needed coordinators for the work of Goals 1 and
2. To this end, Dr. Arlene Miro, a former administrator in the Ventura School District
and adjunct faculty at California State University, Channel Islands, was contracted to
supervise the content development for the science test preparation modules. Dr. Joseph
(Chuck) Taylor, from the Kings County Office of Education was similarly contract to
supervise the completion of the Blackboard courses, preparation of the faculty to teach
those courses, and to provide interim instruction in those science preparation courses for
which there was demand, but no online course had been developed to date. Dr. Taylor
has also been instrumental in providing resources to the other scientist-educators who are
developing courses.
Subject-Matter Preparation
The TLI project delivers online preparation course for the California Subject
Matter Evaluations for Teachers (CSET) exams which candidates must pass in order to
enter a credential program. Hosted on the University of San Francisco BlackBoard
services, the TLI has served nearly 600 teachers in fifteen months of support for the
following exams:
K-8 Exam
Multiple Subject
Secondary Exams
Math
Subtest I - Algebra
Subtest II - Geometry
Subtest III - Calculus
Science
General Science I
General Science II
Biology/Life Science
Chemistry
Earth & Planetary
Physics
Teaching and Learning Interchange PR342A-010094
Specialty Exams
Health - required for special education
candidates
Reading Instruction
Competence Assessment
(RICA®)
- required for both K-8 Multiple Subject
and Special Education Credentials
p. 6
NCLB Teacher Preparation and Pedagogy in Practice
The star of the TLI’s online services is the Pedagogy in Practice series of video-based
studies of teaching dilemmas or “cases” steeped with subject matter standards. Guided by our
Video Case Study team of experts from WestEd, Pepperdine University, CSU Monterey,
Bakersfield and Channel Islands, Apple, LessonLab, and accomplished teachers from the county
offices the video production team at the San Diego County Office of Education has edited and
now hosts our video cases in Science and Math. Each case follows an accomplished teacher
chosen for their ability to serve the state’s diverse student population and to represent women
and minorities teaching in the fields of math and science. The cases emphasize teaching
pedagogy, classroom management and strategies for teaching the subject matter standards while
providing modifications and accommodations for English Learners and special needs students.
Additionally, all cases are tied to both the K-12 student standards for subject matter and the
California Standards for the Teaching Profession (CSTP).
Our early action research revealed that traditional teacher training videos lasting 45-90
minutes were too long. We found that pre-intern teachers were unable to identify effective
classroom practices without a mentor teacher present to support them in deconstructing the
activities. We also found that there was little transference of the strategies demonstrated in the
videos to the viewers’ own teaching practice. Today, each Pedagogy in Practice case takes the
viewer through a typical lesson or unit in the subject area, then discusses the unique needs of the
learners and how the teacher coped with them. Each case module is supported by a large library
of downloadable PDF files that the new teacher can print and modify for their own classroom
use. To date, six cases for the science areas have been produced and three more are in final
production for the areas of Math. The cases may be accessed at:
teachinginterchange.org/vcs.html. A simple web page form registers the user and generates a
login and password for free access.
Three more cases in Math and Special Education are in
development and will be completed late in 2004.
Evaluation Activities:
Our evaluator has employed multiple measures to assess our progress towards goals and
the attitude of our users towards our products. With regard to the CSET courses, he has
surveyed the pre-interns immediately after completing the online test preparation courses to
Teaching and Learning Interchange PR342A-010094
p. 7
obtain evidence of their perceptions of course effectiveness and technology efficiency. He has
conducted focus group interviews with the program directors, course moderators, coordinators
and a sampling of pre-service and pre-intern teachers about their perceived effectiveness of our
resources and barriers to participation they have experienced. The pre-intern program directors
provide CSET exam passing rates of pre-interns who have taken our courses and the Statewide
passing rates.
The TLI has bank of survey and interview questions that are being used to evaluate the
effectiveness of the online training and video case studies. Each time someone visits the case
web site, the brief 5 question survey is presented. In the County office programs, the results
from our first cohorts have provided evidence of transference of using technology as a learning
tool and modeling effective classroom use of technology in the TLI tools to pre-intern classroom
practice.
In our no-cost extension year, we will investigate the long-term impact of using
technology to deliver professional development to teachers. In our initial surveys, we assessed
the users current level of technology use both personally and in the classroom. In 2004-05. we
will contact teachers who have used our products to determine if their use ability and use of
technology has increase and what impact any increase may have had on their own teaching
practices. We plan to quantify our data and produce a number of journal articles and a chapter in
a forth-coming book regarding the PT3 program.
Sustainability Efforts
During 2004-05 the TLI plans to reformat all of the CSET preparation courses for
distribution across California’s 58 county offices and 123 teacher preparation programs. They
are currently available via the World Wide Web to anyone with access. To provide sustainability
for the use of the video cases, the TLI website will be revised to include BlackBoard-like
features and an online community will begin to be constructed. The TLI is currently
investigating other partnerships which will allow our video case technologies to be applied to
other areas of need and to obtain sustainability funding.The TLI project has continued to thrive.
We have nearly tripled the audience for our services to seven more counties than the proposal
identified. These extra avenues for distribution will help ensure that all aspects of the prototype
Teaching and Learning Interchange PR342A-010094
p. 8
projects will occur as planned. Most corporate partners are actively involved and several new
partnerships have been forged.
We have been approached by numerous organizations who would like to utilize our video
case template for their purpose. For example, there is a group of like-minded Educational
Administrators who would like to produce a series of administrator dilemmas for professional
development. Through our partnership with the CSU Bakersfield PT3 project, we have been
approached by NASA who would like us to take their classroom modules and produce similar
video-based training materials for broad dissemination nationally. Unfortunately, since we are
in the final stages of our implementation, we do not have sufficient funding to produce new
video cases in partnership with these groups.
Teaching and Learning Interchange PR342A-010094
p. 9
Progress Towards Goals:
Goal 1
The TLI will provide internet-based subject-matter competency training.
GPRA 1.4
Definition
Implement the training and tutoring systems. Participants receiving support
of Success
through the TLI on the CSET exams pass the current state-mandated exams.
Course products found to be helpful by program directors, participants and course
moderators.
Progress
Achieved in Year 2 – expanded and continued in Year 3
The TLI has implemented online science, math, reading and math classes to help
pre-interns develop subject matter competence so that they can begin their formal
teacher education training. (NOTE: In California, pre-intern certificated teachers
must demonstrate competency in subject matter before they can be admitted to a
credential program.) BlackBoard is the courseware application and is also be
used for real time tutoring
We have exceeded the number of courses we expected to develop this year: All
subject matter courses in Science are near completion. We have added courses in
Health to support special education candidates and the Reading Instruction
Competency Assessment (RICA) exam preparation. We have already begun to
pull our team together for the year 3 summer institute to develop courses in the
next most-critically needed teacher preparation area: Math.
Course Development Progress Report:
COURSE NAME
CURRENT DEPLOYMENT
STATUS
Online Pedagogy for Instructors
Online April 2003
CSET Subtest I General Science
Online March 2003
CSET Subtest II General Science
Online March 2003
CSET Subtest III Biology
Online April 2003
Teaching and Learning Interchange PR342A-010094
p. 10
CSET Subtest III Chemistry
Online September 2003
CSET Subtest III Physics
Online May 2003
CSET Subtest III Earth and Planetary Science
Online August 2003
CSET Subtest III Geoscience
December 2003
Health (for special education candidates)
Online by May 2003
RICA
Field Test 5/10/03
Online Fall 2003
Math Subtests I and II
Developed July 2003 Online
October 2003
The Participation by teacher candidates in these technology-based subject matter
preparation courses has been:
Subject Area
2002-03
2003-04
General Science exam I and II
80
102
Biology
29
52
Chemistry
3
35
Earth and Planetary Science –
5
7
Physics
3
26
Health
8
8
Reading Improvement
NA
20
Math
NA
160
Multiple Subject
NA
31
Total
128
441
(combined) –
Exploratorium has continued as a strong partner. Eight experienced science and
math mentor teachers have been selected to model instruction that will be
videotaped, digitized and posted on the TLI web site for use by pre-interns and
instructors of subject matter courses.
Teaching and Learning Interchange PR342A-010094
p. 11
Analysis
The survey instrument aimed at pre-interns taking the test preparation courses was
placed on the course web sites and is continues to yield data. Participant
interviews will take place in the coming months. The development of courses and
videos is occurring within expected time frames and levels of quality. The State
will publish the CSET passing rates in the summer. These will be compared to the
to TLI passing rates
Use of
Formative evaluation findings have assisted in altering the project area focus.
Evaluation Summative findings are useful in planning summer institute activities where
Findings
Goal 2
science classes will be refined and math preparation will be begun.
The TLI will present video investigations into classroom practice in the teaching
of science that demonstrate [the effective and appropriate use of technology in
teaching and learning.]
GPRA 1.4, Note area was added March 2003.
Definition
Pre-intern, coach and program director perception of the usefulness of video cases
of Success
of pedagogy and practice to meet the needs of a diverse student population.
Progress
Accomplished May 2004, Rolled-out statewide. TLI produced the first of six
videos on “Pedagogy in Practice: Science.” Major progress was made in the
development of a chart for components a video case needed and in a chart of the
New Teacher Planning cycle of teaching, planning and reflecting.
Evaluation data is in the process of being collected and will be analyzed in our
no-cost extension year.
Our partner, the New Teacher Center at UC Santa Cruz, is a national resource
dedicated to teacher development and the support of programs and practices that
promote excellence and diversity in America’s teaching force. Recent research
and conventional wisdom indicate that the quality of the classroom teacher/PreIntern is the single most important ingredient for student learning.
Teaching and Learning Interchange PR342A-010094
p. 12
The New Teacher Center and the Technology and Learning Interchange
Partnership has enabled Pre-Interns access to an online classroom management
resource to meet the growing demands of a new teacher and the requirements all
Pre-Interns have to complete an Initial Teacher Training Course. The online
course was produced based on Pre-Intern feedback for more immediate access to
classroom management issues, video case studies, reflection, and online
discussions.
The Partnership has supported a series of meetings and trainings focused on the
use of an online product in a mentoring situation, the navigation of the online
product, and the essential conditions for effective use of technology in the PreIntern/Mentor environment.
Dissemination Phase I: Completed
Initial trainings complete, on-going support to build a culture for
effective uses of technology in teaching and learning; pilot phase
Santa Cruz New Teacher Project
118 Pre-Interns
Silicon Valley New Teacher Project
735 new teachers
80 advisors
San Francisco Unified Pre-Intern Project
100 Pre-Interns
8 mentors
San Mateo County Office of Education Pre-Intern Project
80 Pre-Interns
6 mentors
Phase II: In Progress
Initial trainings scheduled with on-going support to build a
Culture for effective uses of technology in teaching and learning
Placer County Office of Education
30 Pre-Interns
Monterey County Office of Education
20 Pre-Interns
Teaching and Learning Interchange PR342A-010094
p. 13
Phase III:
Disseminate statewide via CD and DVD to all teacher preparation
preparation programs and County/District intern support programs.
Analysis
The VCS team has provided guidance for the development of the video cases and
experience mentors and support providers from the New Teacher Center have
allowed the TLI to begin providing important pedagogical and classroom
management training that models the use of technology.
Use of
Formative findings have helped define the contents and form of video cases.
Evaluation Summative findings are providing evidence of the success in achieving the goal.
Findings
Evaluation questions:
•
How was the program utilized in a mentor/teacher situation?
•
What essential conditions need to be in place in order to best utilize
technology in a teaching and learning situation?
Goal 3
•
What online protocols did you use? Where they effective and if so, how?
•
What was value-added about using online resources in this setting?
TLI Project participants will demonstrate competency with selected elements of
the state’s recently adopted Technology Standard for teachers.
GPRA 2.1
Definition
80% of participants will demonstrate competency in selected elements 9 c and e.
of Success
(see http://www.ctc.ca.gov/educator-standards/AdoptedPreparationStandards.pdf)
Progress
Accomplished. The first cohort of pre-interns has completed test preparation
courses and tutoring and the survey results have been collected and analyzed in
June 2004.
Analysis
Formative findings have helped design items for evaluation instruments.
Summative findings are being collected. May 15 is the deadline for completing
video cases and the beginning of collecting data about them.
Use of
When the selected elements are determined and an analysis of pre-intern
Evaluation performance is completed, the data can be used in planning how to target
Findings
specified elements in the future.
Teaching and Learning Interchange PR342A-010094
p. 14
Goal 4
80% of TLI Project participants will demonstrate the ability to design and
implement a technology-enhanced K-12 student lesson in the classroom.
GPRA 2.1
Definition
Meeting the stated percentage and assessing the lessons in terms of standards
of Success
based quality indicators.
Progress
Partially Accomplished. The TLI team has developed extensive resources inside
the online courses to help pre-interns with the of delivery for the technologyenhanced K-12 lessons. Through the San Diego County Office of Education
partenership we plan to fully integrate all of the work we have done so far into a
single portal for alternative certification and uncredentialed teachers in CA
classrooms. Our “e-Community” is in the progress of moving from the
Blackboard server to the TLI server. In our no-cost extension year we plan to
survey/internview past participants to determine transference of our technologybased training to their own teaching practices.
Analysis
Models of practice from accomplished teachers are in development. Our initial
survey of the field told us that rather than teaching classes to preinterns about
technology integration in the classroom, they needed for us to build a database of
pre-intern appropriate resources that modeled the effective use of technology in
the classroom from which pre-interns could gleen lesson plans, assessment tools,
classroom management techniques, how-to sheets. Samples of student work and
reflections from both teachers and students are included. The project is not at the
stage of having pre-interns produce lessons at this time.
Use of
Findings will be useful in planning subsequent systems for helping pre-interns
Evaluation integrate technology into their practice.
Findings
Teaching and Learning Interchange PR342A-010094
p. 15
Partnerships
Member Institution /
Organization
Date
Added
CCSESA
California County Superintendents'
Education Services Association
SEA
original
2
Apple
For Profit Firm
original
3
LessonLab
For Profit Firm
original
4
EducationTalk
For Profit Firm
original
5
WestEd
For Profit Firm
original
6
CSU Monterey Bay
IHE
original
7
inResonance (contracted services)
For Profit Firm
original
8
California Council on Teacher Education
Other Non-profit
original
9
Alameda County Office of Education
LEA
original
10
Kings County Office of Education
LEA
original
11
Los Angeles County Office of Education
LEA
original
12
San Joaquin County Office of Education
LEA
original
13
Santa Cruz County Office of Education
LEA
original
14
Ventura County Office of Education
LEA
original
15
Monterey County Office of Education
LEA
16
Riverside County Office of Education
LEA
17
Sacramento City School District
LEA
18
San Diego City Schools (COE)
LEA
19
San Mateo County Office of Education
LEA
20
San Francisco Unified School District
(COE)
LEA
October 2001
21
University of San Francisco
IHE
October 2001
22
The Exploratorium
Museum
November
2001
23
California Science Standards Task Force
1
1
Type of Partner
1
Other NFP (oversight of
this body is through the
California Commission
on Teacher Credentialing
September,
2001
September
2001
September
2001
September
2001
September
2001
Date
Dropped
November
2002
September
2002
October 2002
December
2001
October 2001
ICT
Teaching and Learning Interchange PR342A-010094
p. 16
on Teacher Credentialing
24
25
PETPrep – PT3 Project at Pepperdine
University
CENIC – California Educational Network
Infrastructure Consortium
IHE
Other NFP
November
2001
November
2001
26
New Teacher Center at UC Santa Cruz
Other NFP
March 2002
27
San Diego County Office of Education
LEA
August 2002
28
Solano County Office of Education
LEA
August 2002
29
Silicon Valley New Teacher Project
(includes Santa Clara County Office of
Education)
LEA
Will join May
2003
30
Placer County Office of Education
LEA
31
Peninsula New Teacher Consortium
LEA
Will join May
2003
Will join June
2003
IV. BUDGET INFORMATION
Funds are being expended at the expected rate. No significant changes due to modification of
project activities. One year no-cost extension received to complete video development and
sustainability efforts described in Section II.
V. SUPPLEMENTAL INFORMATION
We do not wish to make any changes to our goals. Unanticipated outcomes will be documented
as our final data is analyzed in the no-cost extension year.
The Teaching and Learning Interchange was awarded a 2004 “On the Road to a Gigabit” award
in Education by the Corporation for Education Network Initiative in California (which was itself
awarded a certificate of special congressional recognition for its One Gigabit or Bust™ Initiative
on March 15, 2004.) The CENIC On the Road to a Gigabit Awards honor California visionaries
who are applying network technology in innovative ways to encourage the development and
implementation of a ubiquitous gigabit state-wide network by 2010. Showcasing the pioneering
ideas of today's visionaries and the promise of tomorrow's internet, the awards highlight the
technologies paving the road to a gigabit world. The Education Award honors innovative uses of
high-performance networking in K-12 and higher education for which Teaching and Learning
Interchange was awarded Honorable Mention. Since our nomination for the award, the TLI has
released the Pedagogy in Practice: Video Case Studies series for Science. Learn more about the
winning projects...
Teaching and Learning Interchange PR342A-010094
p. 17
Left to Right: Bill Engelhardt, San Joaquin COE; David Georgi, CSU Bakersfield- Project
Evaluator; Pamela Redmond, University of San Francisco – Project Director, Larry Brewster,
University of San Francisco – Dean of the University of San Francisco School of Education
Evaluation Criteria: Nominations and applications are evaluated according to the following
criteria:
•
The stated goals of the award category.
•
The extent to which the application/technology promotes the development and
implementation of a ubiquitous gigabit state-wide network by 2010.
•
The impact and benefits of the application/technology.
Judging: Judges are comprised of leaders in industry, government and academia
Background : Academic researchers and information technology executives in California's
higher education and research community have been in the forefront of shaping national and
international computer networks since the inception of the ARPANET in the late 1960's.
California's universities were among the first in the nation to deploy "next generation"
communications technology in the early 1980's. They are now in the midst of planning for the
next critical step in the advancement of data communications services that must be widely
available before the end of this decade in order to support new modes of teaching, learning,
collaboration and research.
Representatives from Stanford University, the University of California, the California State
University, the California Institute of Technology, and the University of Southern California
and Information Sciences Institute have articulated a common vision for the innovative use of
communications technology to deliver the next generation of data communications services.
Fundamental to this vision is the existence of an advanced wide area communications
infrastructure serving all institutions of higher education in California and linked seamlessly
with the new advanced national network infrastructure.
Paperwork Burden Statement
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of
information unless such collection displays a valid OMB control number. The valid OMB control number for this
information collection is 1890 –0004. The time required to complete this information collection is estimated to
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average 20 hours per response, including the time to review instructions, search existing data resources, gather the
data needed, and complete and review the information collection. If you have any comments concerning the
accuracy of the time estimate (s) or suggestions for improving this form, please write to: U. S. Department of
Education, Washington, D.C. 2020-4651. If you have comments or concerns regarding the status of your individual
submission of this form, write directly to (insert program office), U.S. Department of Education, 400 Maryland
Avenue, S.W., Washington, D.C. 20202.
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