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	Two-Way Interactive Video Networks: Using Telecommunications in the Schools
	Developed for Teachers, Administrators, and Planning Agencies involved in the Development and Implementation of Two-Way Interactive Multi-Technology Networks.
	Prepared for ET-LINC By Linda A. Lloyd Cathey, Hutton & Associates Austin, TX

	TABLE OF CONTENTS		Click on images in this column to activate video
	1. Interactive Distance Learning and Telecommunications Why are schools turning to technological solutions? Where are technologies going in our schools?
	2. What is Two-Way Interactive Networking? What is a two-way interactive network? What makes it a "people-powered" technology? Why are distance learning projects different?
	3. Planning the Project: Establishing Major Goals Ground Rule One: Open communications Ground Rule Two: Cooperation is Critical Ground Rule Three: Prepare to "go the distance"
	4. Establishing Management and Supervision The Organization of Successful Projects Joint Powers and joint board arrangements Committee Structures Superintendents Principals Teachers Facilitators Project Director
	5. Training and Staff Development What does the training include and who needs it? Inservice Guidelines Who should attend training sessions?
	6. Curriculum and Instruction What can schools do with an interactive network? What do other schools teach on their networks? Deciding what classes to teach Coordination of Schedules and Calendars Classroom Behavior and Disciplinary Procedure
	7. Impact of the Interactive Network How do you measure the impact? Working with higher education Working with elementary and special populations Value to the community Integrating "other" technologies Travel and paperwork reduction Staff Development and Training
	8. Designing the Teaching Setting Developing interactive classrooms Designing a "better blackboard" Using Media and Materials for the interactive system
	9. Setting the Stage for Effective Integration Is it different from a traditional classroom? Effectiveness of instruction Roles of educational personnel Technical considerations School/business partnerships General comments
	10. Does Interactive Networking Work? What the research shows Benefit to Schools Benefit to Staff Benefit to Learners
	11. Issues for Teachers and Staff What teachers can do to facilitate learning
	12. Classroom Design Technology in the interactive classroom A sense of humor helps Educational worth: a different kind of liability Major bonuses of two-way interactive instruction Security issues and equipment maintenance Interactive classroom environment Sound (audio) issues
	13. The Technology Plan emphasis The technology plan
	14. Conclusions The Future... Do we need a two-way interactive telecommunications system? Can we afford it? How do we get from here to there in developing a system?

	Interactive Distance Learning with Telecommunications		Click on images in this column to activate video
	Why are schools turning to technological solutions? Schools represent the most adaptable, creative, and dynamic aspects of our society. Public schools absorb all manner of societal and academic change without a second thought, or so it seems. In most cases, since the nature of the educational process is one of constant transition, teachers and students do not find anything unusual or objectionable about adding curriculum, adapting content, responding to mandates, and adopting new ideas -- all par for the course. In recent years, however, the level of change occurring within schools has altered dramatically. In a world of an increasingly rapid and confusing array of facts and methodologies, the modern educator may feel a bit overwhelmed and perhaps a little inadequate. As information becomes increasingly available via technologies, like the Internet, students need to access that information as efficiently as possible. The way to best accomplish rapid transfer of information appears to be through the integration of technology-based learning systems. Technology development is currently outstripping the ability of the public schools (and most other groups, for that matter) to keep pace. There are, indeed, still schools "out there" without computers. In some cases, the schools have acquired technologies, especially computers, but they have no clear plan for using the technologies effectively. In cases where planning is not adequate, and training is sometimes nonexistent for teachers and students, the schools might be better off without the computers. Teachers, parents, and students become frustrated when the technology that costs so much "doesn't work", when the real problem actually lies in planning and appropriate integration techniques.		Mary Hendrix, administrator, on benefit to students.
	Where are we going with technology in our schools? Your schools are in the process of developing an innovative system for addressing some of the predicaments mentioned above. This document describes the process of integrating a resource-sharing network which uses telecommunications to interconnect schools and other educational resources in the community. Two-way interactive networks represent a new approach which uses available technologies (most recently, fiber optic networks) to network schools together, so that they may share expertise and resources. While applications of two-way interactive networks are not yet common in the state of Texas, there are increasing numbers of local school clusters nation-wide using networks to enforce equity. Evidence is mounting that schools will, in the next few years, seek technological alternatives to restructure educational and communications networks. This report outlines the rationale for adopting two-way interactive video, audio, data, and multi-media networks as options for successful integration of technology for the future of the schools, and the educational, technical, and policy implications for local schools and their communities.		Larry Bennett, superintendent, on importance to the future.


	What is two-way interactive networking?
	What is a two-way interactive network? Two-way interactive video networks employ telecommunications systems to link remote communities and school sites with other sites expressing similar needs for information and communications. When these locally-controlled networks are installed in schools, they allow a simultaneous exchange of voice (audio signals), picture (video signals), and data as well as multimedia information transmission and exchange. A network can be a continuous-presence, multiple site network. That means that any school site that has its classroom activated -- all the equipment in each participating room is turned on -- can see and hear any three other sites on the network. Schools can use a very high "bandwidth" on the fiber optic system that carries the network from site to site. Because the network is very high bandwidth, the schools enjoy full-motion video. With a full-motion video network, the images on the TV's look like "HBO" style video, full color and full motion, and the audio is "synchronous". That means that the audio (voices) will match the speaker's lips, with no lag or echo, as is often found in lower bandwidth video conferencing systems. There are other video conferencing networks on the market that are not as capable in performance as the one in your schools. Don't worry about the technical details at this point. Later in this report, the technical details of the network will be explained (in "low-tech" language), so that teachers, parents, and administrators can see how this network fits into the lives and educational futures of your students and yourselves. The explanations may all sound a little complicated, but the effect of a two-way interactive system is simple: a teacher in one school can stand in front of a camera and can simultaneously see and hear students in several other schools, dozens of miles away. In addition, the telecommunications network (sometimes referred to as an interconnect) allows the teacher and students to send information back and forth to each other using a facsimile machine or computer. The significance of the ability to share instruction and information this way is immediate and profound.		Burba Denson, graduate, on benefits of distance learning.
	What makes it a "people-powered" technology? Interactive video systems are more desirable than some other distance learning options, such as audio teleconferencing or satellite-delivered instruction, because the teacher and students hear and see one another "live" over the system. The students are able to interact normally over an interactive television system, with no microphones to manipulate, or any other limitations on natural communications. Students' raised hands or questioning looks from twenty miles away can be seen by the teacher and a response given, very much as the teacher sees and responds to students in the "home" or originating site. A two-way interactive video network serves today's school as a "virtual classroom". Two-way interactive video offers the same level of instruction as a traditional, self-contained class held at one site. *Rather than the "next best thing to being there," the students and teacher are* there with the two-way interactive classrooms!**		Peggy Meathenia, administrator-- Distance learning removes boundaries.
	Why are distance learning projects different? To best address the issues of integrating two-way interactive networks in schools, educational planners and decision-makers must look at the process approach to integration. Getting from the initial concept of developing an interactive network to the actual initiation of a multi-site network is a complex and confusing process. Every two-way interactive television system is different to some degree from any other two-way system, making policy and practice difficult to prescribe uniformly. The reasons for the differences among projects relate directly to the heart of every project: the people using the network. There are few established guidelines for educators to follow in building a successful system. Therefore, the key element in planning is creating an environment where cooperation, trust, and agreement can be reached among the people involved.


	Planning the Project: Establishing Major Goals
	Establishing major goals Decision makers who are cooperating in creating a two-way interactive system should agree to some basic ground rules. In order for the project to succeed, all participating schools must agree to recognize one another's needs, capitalize on each other's strengths, and adapt to one another's requirements. In other words, the schools are preparing for a "marriage". Like any other union, this one can be productive and profitable, if the partners cooperate! Ground Rule One: Establish and maintain open communications Schools planning an interactive network need to engage in frequent conversations about the different aspects of the cooperative venture. Also, it is a good idea to document the discussions for the benefit of any planning representatives who miss a meeting. Meeting records will provide evidence to potential funding groups that thorough and appropriate planning efforts are underway to assure the success of the interconnect. Many unpredictable issues will surface during the planning and implementation of any two-way system. Networks involve schools, which serve people. It is nearly impossible for any group of planners to prepare a comprehensive list of essential answers to the inevitable questions and concerns of the schools. The best way to defuse difficulties and respond to questions is through candid and regular discussions among members of the school committees.		David Sharp, superintendent, on importance of defining needs.
	Ground Rule Two: Cooperation is critical! Two-way interactive television is the ultimate in "people-powered" technology. Building a two-way interactive telecommunications system is similar to building a relationship with another person. Since the nucleus of any network consists of people -- teachers, students, parents, community -- there is a very human element to a successful project. By definition, two-way interactive network applications can never involve a passive experience. Schools can't just take an interactive network out on a "date," but must commit to a long-term association with the concept and the equipment. Without the talents and innovative spirits of the school personnel involved, a multi-school interconnect might remain a lifeless network of equipment. A two-way interactive system can be an unparalleled educational resource for information-sharing, teacher inservice, expanded course offerings for students and adults in the community, and result in time- and cost-savings for everyone involved. However, all of these benefits are arrived at only through the development of a cooperative agreement among the schools to work as a team.		Stan Surratt, principal, talks about importance of planning and people.
	Ground Rule Three: Prepare to "go the distance" with this technology! Long-term commitment of the schools to one another - and to the idea of telecommunications as a resource for all - is necessary for a project to proceed. Using telecommunications as a school improvement mechanism requires a different mind-set than the more "traditional" technology applications used to deliver instruction (such as computers). A two-way interactive network system is a permanent, expandable extension of the existing school facility. Teachers and school staff serve as the actual "software" for this technology-based system, providing structure for all instruction carried over the system. To make the system work at its optimal level, full commitment to the responsibilities involved in a two-way system (including time, funding, and staff) from all partners involved is required. Besides the crucial elements of collaboration described above, there are other factors in the process approach that must also be addressed to assure successful long-term integration. The following section of this document outlines the governance and management arrangements that should be established by the associated schools.		Peggy Meathenia, administrator, on length of planning process.


	Establishing Management and Supervision Committees
	The organization of successful projects The management and governance structures of two-way interactive networks vary among projects. However, most projects have several committees and agreements in common. This section describes the steps and arrangements necessary to organize a two-way interconnect among a number of schools. With some variations, successful projects have included the following groups in the planning process: 1. Joint Powers Board (and agreement) 2. Superintendents' Committee 3. Principals'/Curriculum Directors' Committee 4. Teachers' Committee 5. Facilitators' Committee 6. Project Director Joint Powers Arrangements As each site in a potential project makes a commitment to interactive networking as an instructional, communications, and staff development tool, a committee for planning must be established. When consensus is reached on who the partners are in the network, and the relationships of the major policy/decision makers in the planning process are defined, a binding document called a joint powers agreement is usually drafted to facilitate coordination of the project design and execution. A joint powers agreement is usually simple, consisting of a signed agreement among the participants to plan together to create the project. Most often, the agreement commits each school to release a small sum of money into a pooled fund, to defray phone, mailing, and other costs of planning. The Joint Powers Board: The representatives on the joint powers board are typically selected by the member school districts and other involved educational entities. A typical Joint Powers Board consists of school board members, superintendents, and other representatives of school districts and local post-secondary institutions. This collaborative board of representatives can serve as a liaison with state education agencies, local businesses, and the community. The joint powers board typically is headed by a chairperson, selected by the membership of the full joint powers group. A fiscal agent, selected from within the membership, serves as the manager of the small fund established by the members of the joint powers group to defray mail, phone and other incidental costs encountered in the initial planning process. Aside from directing planning efforts in general, the joint powers group has several other functions. Chief among these duties is representing the schools as an organized entity to any interested businesses and/or funding agencies. Financial support is more likely to materialize when schools are united in their planning efforts. The joint powers arrangement provides evidence of serious planning. Most businesses and financial concerns prefer to deal with one representative of a cooperative effort, rather than trying to deal with a number of delegates from the same group. Committee Structures The on-going leadership and operation of the project is developed through the use of key educational staff members from the cooperating school districts. Three major groups are usually established for the purpose of planning and governance of the project. They are: 1. Superintendents' Committee 2. Principals' Committee 3. Teacher/Facilitators' Committee Some of the duties ascribed to each of these committees may overlap, while others will be the sole responsibility of a certain group. The following responsibilities should be considered generic concerns for all three committee groups: 1. Identification of curriculum needs relating to perceived strengths and requirements of each school in the interconnect; 2. Identification of potential uses and application of the interactive system; 3. Identification of key teachers and potential students for the network; 4. Development of a classroom discipline procedure for remote sites; 5. Identification and recommendations on the logistics of moving materials and confidential papers (tests, quizzes, student records) among the schools; 6. Identification of higher education contributions and potential uses for the network; 7. Development of policy regarding videotaping of on-line classes, and other issues relating to teachers' and students' rights; 8. Development of ideas for classroom design and location in the school; 9. Development of guidelines for course pre-requisites, attendance reporting procedures, standardizing grading plans, textbook and curriculum alignment, training, etc. 10. Compensation and cooperative financial arrangements among school districts and other partners in on-line activities. . Superintendents' Committee Responsibilities: The Superintendents' Committee usually addresses the following issues, along with other local concerns involving the schools. Superintendents often also comprise the Joint Powers Board membership, especially in smaller school districts. Duties overlap in many instances with the responsibilities of the Joint Powers association. Note that many responsibilities of the Superintendents' Committee deal with funding and finance, legal issues, and other decisions that relate to policy: 1. Explore and locate funding options for the start-up, operational costs, and management of cost-sharing activities within the cooperative; 2. Develop teacher contract language to be incorporated, if any changes are necessary in the current teacher agreement. Be aware of local union concerns, if any, and work with the union representative (perhaps through the Joint Powers Board) if necessary; 3. Delineate legal liabilities of the schools relating to the interactive classroom; 4. Discuss teacher compensation and staffing concerns (develop guidelines for substitute teachers, facilitators, etc.); 5. Direct project staffing within district schools (with Principals' Committee); 6. May participate in Joint Powers actions as a member or designate; 7. Work with Principals' Committee in coordination of yearly calendars and logistics such as bus schedules. In addition to the above duties, Superintendents' should address the following issues: 1. Visit an operational system with school board members and other community members who can be of assistance in the planning and completion of the network. 2. Serve as "ambassador" to the network, interfacing with other superintendent and school administrators who are interested in developing an interactive classroom for his or her schools. Principals' Committee members engage in these activities: 1. Review a full feasibility study with the other members of the committee as a means of maintaining cohesion in the decision making process . 2. Participate in the monitoring and revision of project planning timelines prepared by consultants, trainers, and other outside experts. 3. Participate in decisions related to the implementation of a prototype or full build of the interconnect project, including financial decisions associated with hiring of consultants and adjunct staff (including engineers, telephone company personnel, installers, and maintenance personnel) involved in the construction and implementation of the network. Principals' Committee The Principals' Committee examines the following issues. Note that the areas addressed by the principals are primarily concerned with school-building level operation of the network, and often relate to practice rather than policy decisions. Also, some of the tasks of this committee combine with those of the Superintendents' Committee. 1. Coordination of daily schedules of the cooperating schools. Obviously, if the interactive classes are to function efficiently, each of the schools' bell schedules should be basically synchronized with that of every other school in the network. Otherwise, students will miss portions of the interactive class or will have to sit in their remote classroom and wait for the teacher at the home site to arrive. Schedule management may be the most difficult of any educational coordination task facing schools. 2. Teacher selection, training, and evaluation. The principals of the schools involved in the network are probably best able to determine and to agree upon which teachers from his/her staff are best suited to teach on the interactive system. The Principals' Committee must come to consensus as to which courses will be taught, by which teacher, and during what class period. 3. Staff information sessions. The principals should be in charge of informing all staff, not just the teachers and facilitators who will most likely work on the system when it becomes operational. Developments, timelines, and impact of the system on the school should be common knowledge on each campus. Integration of technologies into existing school programs will be less disturbing to the staff and students if everyone is kept informed during all phases of the project growth. CHA consultants recommend that principals include short reports about progress on the network during regular staff meetings. Informing all teachers (whether or not they are scheduled to teach on the two-way system) helps avoid any suggestion of partiality or special status for the on-line interactive network teachers. 4. Conduct surveys within the school. Principals should survey teaching staff and students to determine the areas of need and interest in classes to be taught over the system. It is especially important that the classes be identified early in the planning so that all the schools can agree on which school and which teacher will handle each class slated for the two-way system. 5. Develop a discipline policy for students in the classroom. Since the building principal is usually the "Enforcer" of rules the school, he or she should set rules for participation in interactive television classes, and then must enforce those policies when necessary. Student discipline policies are usually simple, outlined on documents which are signed by student, teacher and/or principal, and parents, indicating that the student understands his/her responsibilities in the interactive classroom and that disciplinary action will occur if rules are violated. Most schools with an interactive network have reported infrequent incidents (in some cases, none) where students had to be removed from the interactive classroom setting. Classroom supervision and management are discussed in further detail later in this document. The principals should work directly with the superintendents and with other principals to resolve the following types of issues: Coordination of bell schedules, school calendars, and other logistics such as bus schedules and routes, extra-curricular activity coordination, and any other regular school events affected by the time changes required for cooperation in the interconnect project. Collective investigation of educational needs with the assistance of the superintendents and the consultants, and a consensus about the content to be delivered via the two-way system. Work with members of all other committees to develop and upgrade action timelines for the project. Educational needs assessments can be developed along with technical plans to create a smooth introduction of the interactive telecommunications environment. Collaboration with other principals to arrange the methods of transferring paperwork and manipulatives among schools. Tests, student records, homework papers, and manipulative items needed for certain lessons must be moved from school to school either by a volunteer, a reliable student, or a district media or other service vehicle. Some schools use facsimile machines or computers to transfer hard copy of tests, quizzes, and homework from site to site. Using the mail (U.S. Postal system) is not usually recommended for daily paperwork -- it's too slow and unpredictable! Teacher Committee Responsibilities This committee is composed of teachers and facilitators who will have the responsibility for delivering and monitoring instruction over the two-way system. Teachers included on this committee may or may not be the first to teach on the system, but should have a high degree of interest in the use of technologies and distance learning. It is not necessary for any teacher involved the planning or on-line teaching to be a technologist. Prior experience with computers and other technologies is probably helpful in that the teachers with such experience will be less likely to be intimidated by the technology involved in the system. The real concerns of this committee relate to content, curriculum, classroom management, and pedagogy -- just like in a "regular" room. The teachers selected for this committee are directly responsible for: 1. Recommending content of the classes: the teachers are responsible for selecting classes that are needed and wanted by the general student bodies of the collective schools in the network. They should consider classes that are of the same level of difficulty as a traditional class, since the course work and approach to teaching should not differ markedly from a normal class setting. Usually teacher committees will identify a higher degree of elective classes and advanced level classes as appropriate for use in the interactive setting. For high school interconnects, this is reasonable, since the system does lend itself to higher level academic subjects and electives, and since system planners should always take care never to supplant a regular class that could be taught in the traditional manner. Interactive systems should never replace a teacher's job, but should be used to supplement the curriculum, providing classes that otherwise could not be offered. 2. Grading and assessment of student progress: the teachers' committee should agree upon and recommend procedures for grading and reporting of progress among the member schools. 3. Testing and management of evaluation materials: teachers must determine the best methods for handling tests, quizzes, and other assessments of student progress. Some information about student behavior and progress is confidential and procedures for handling these matters should be determined before problems have a chance to arise. 4. Implementing all policies related to the interactive situation: teachers should formulate and make recommendations to their principals (and, in turn, to the superintendents and JPA) about policy changes required for the success of the interconnect. Issues such as release time and substitutes for time periods during which teachers are traveling to remote sites, and compensation for time spent in inservice to learn to use interactive techniques, as well as extra planning periods, before-school and after-school responsibilities in the classroom, etc., may be addressed by this committee, and recommendations made to the other committees for action. 5. Attending formal training sessions (staff development and hands-on instruction with the two-way system). More information about training and staff inservice is provided in the next section of this document. 6. Providing a sample introductory in-service for students showing them how to use the classroom technology. It is important that the student be able to manipulate the classroom equipment, so that they can switch cameras and adjust audio as needed when the remote teacher requests. Students can make excellent use of the classroom equipment to conduct discussions and present reports to classmates in remote sites, as well.
	Facilitators' Responsibilities Facilitators are directly responsible for certain tasks involved with the daily operation of the two-way system. Not all projects have a facilitator in each school. However, it is recommended that each school train at least one person, in addition to the on-line interactive teachers, who can troubleshoot if the classroom has a technical fault. Also, the facilitator may be responsible for these and other tasks: 1. Monitoring student behavior (may be indirect supervision via a viewing window into the classroom or over a separate monitor system) in remote sites. 2. Supervising distribution of tests and other proprietary materials: Proprietary materials may include software, testing information, some forms of copyrighted materials (like videotapes, etc.), and other materials and information that can be sent out over the network, and thus becomming a "public presentation". 3. Checking the classroom periodically during the school day for technical problems. Some schools assign the technical monitoring of the classroom to a group of student assistants. 4. Managing the classroom when unusual situations outside the regular interactive class occur. For example, when the regular class teacher is absent, the facilitator is responsible for setting up a prepared lesson (videotaped ahead of time by the teacher). Or, the facilitator may simply assist the substitute teacher in managing the classroom. In mature networks, the kids can generally manage the classroom setting to assist a substitute or visitor. 5. Setting up and monitoring use of the classroom for before and after school use of the system by groups outside the school. Facilitators are often media center personnel, classroom aides, teachers, or other personnel who wish to participate. In states where the state Department of Education requires a certified teacher in the remote classroom, a certified teacher can be hired as the full-time or part-time facilitator. The principal, curriculum coordinator, or other administrative person can serve as facilitator. Most systems are operating full-time by the end of the first year, and may require a full-time director.
	Project Director Many projects choose to hire a Project Director when implementation of the system is proposed. A considerable amount of detail and attention is required to construct and initiate a two-way interactive project. While superintendents often serve as project directors in initial phases of implementation, it should be noted that most superintendents already have a full-time job! The volume of detail work and follow-up responsibilities can be overwhelming once construction of the classrooms begins, and probably should not be added to anyone's current job responsibilities. If the cooperating schools choose to hire a Project Director, the following attributes are valuable: 1. The Project Director should have a considerable talent for dealing with people. The technologies involved in a two-way interactive network are not especially complicated, but establishing and maintaining cooperation among the personnel using the network can be a very demanding task. 2. A candidate for Director should have some experience in dealing with technologies in education. Background in dealing with computers is helpful, but not required. Experience with video technologies (production, programming) is more helpful to a potential director. 3. A Project Director may be hired from within the existing district staff. Familiarity with the district's policies and customs is helpful, since an in-coming Director should be responsible for working with scheduling and managing inservices, meetings, and all other events that involve on-line activities on the network. 4. The Director is the liaison for the system to the community and is responsible for scheduling events sponsored by non-school personnel (community education, business meetings and training sessions for local industries, club and organization meetings, etc.). 5. Project Directors should be well-versed in curriculum management and coordination. Although the project committees and curriculum directors for individual schools are responsible for identifying and agreeing upon classes to be taught on the system, the Director must often serve as the "traffic manager" for the information. Since schedule coordination (including matching bell schedules and calendars) can be the most elusive and frustrating part of managing a system, it helps to have one person identified and in charge of overseeing the task. 6. The Project Director should serve as a technical liaison for all the schools involved in the cooperative network for the purpose of trouble-shooting, adding or upgrading equipment, and expanding or maintaining the system. The application of two-way interactive television is still quite recent, and many equipment vendors do not understand the needs and wants of a school interconnect project. The Director should establish and maintain contact with local technical specialists (in cable and phone industries) to form a safety net of experts to assist the schools technically. Most schools negotiate a maintenance contract with a local service provider. The Project Director should be experienced at making presentations before groups, and should have some expertise in the area of staff development and training. Since many of the districts involved in two-way interactive projects are rural and isolated, it is usually advantageous to the member schools to be able to train new teachers themselves as the need arises. Usually, formal inservice training is arranged in a "turn-key" fashion so that the schools may replicate the instruction themselves, rather than engaging an outside professional inservice for re-training sessions. The Director is in charge of scheduling, managing, and developing on-going inservice programming.		Rita Dobbs, administrator, on importance of appointing a coordinator.


	Training and Staff Development
	What does the training include and who needs it? Staff development is the key to an educationally-effective networking environment. Without well-prepared teachers who feel comfortable in the interactive classroom, the system may prove ineffective in reaching primary goals for the network. A number of different staff persons at the interactive sites should be trained in the operation of the classroom and in techniques for conducting a successful course over the interactive network. Teachers should have some degree of proficiency in presenting their subject matter in the interactive setting. Skills needed to run the classroom include management of the camera system, minor trouble shooting of the system, and techniques for increasing natural communications among the remote sites. All of these and other adaptations to teaching on the interactive system are introduced and practiced by teachers and other staff during formal inservice training prior to initiating classes on the system. Besides the on-line teaching staff (those teachers who are involved in full-time teaching of course work on the system), there are a number of other individuals who would benefit from hands-on training in the classroom environment. Please note: ALL teachers who have an interest in the interactive system should be provided with appropriate staff training activities. This should be carried out whether or not the teacher will actually ever teach a class on-line. All teachers in the schools will eventually become involved in teaching or taking on-line courses themselves. Teaching on the two-way interactive system is considered a privilege by some teachers, but is not everyone's cup of tea. It is sometimes tempting to demand that a teacher work on the interactive system if he or she teaches in a critical content area. The staffing and content of a system's programming should be based upon educational need, but also must take into account the rights of the individual. The hands-on training sessions should provide potential teachers with some basic information and on-camera experiences. Inservice Guidelines The following should be considered as guidelines for an initial training session. 1. Training sessions must provide hands-on guided practice with the classroom technology, directed by an experienced trainer, if possible. It is easy to learn proper procedures for teaching via a two-way system, but more difficult to "unlearn" bad habits. 2. Use the interactive training sessions to reinforce and promote the use of effective elements of instruction. Telecommunications can act as a catalyst for improved performance for both teachers and students. 3. Have an experienced interactive television teacher on hand to answer questions, provide support, and provide the credibility that only a professional peer who's "been there" can contribute. 4. All hands-on training must include experience in teaching a "real" lesson over the system. Groups of trainees should be located in remote operational classrooms around the network, to act as each others' student audiences. Who should attend the training sessions? Other considerations for staff development include the training of substitute teachers, stand-by teachers in each building, facilitators, and administrators; a general training session for students; and general information sessions for those teachers who may wish to teach on the network in the future. As with any new idea or change within an institution, concerns will inevitably arise. A quality staff development model will alleviate many potential problems. In many cases, training is developed so that experienced instructors can "turn-key" the information to new staff members who wish to teach on the system. Persons, besides the full-time instructional television teachers and the Project Director, who may wish to participate in training sessions include: Principals: The building principal is a key player in the successful interconnect project. As the instructional manager and staff administrator for the individual school sites on the interconnect, the principal should be well-versed in how the classroom operates and what should be done to rectify technical or staff questions as they arise. In many cases, the principal acts as a facilitator for the classroom. For example, if a teacher is absent, the principal should be able to activate the classroom and start a pre-taped lesson prepared by the teacher for just such an emergency situation. In other instances, the principal may wish to consult with administrators in other schools on the interconnect by using the classroom setting. In general, the principal should be able to manage the classroom equipment and should have a good overall understanding of the types of classes appropriate for the network and the techniques and support needed by the staff who are serving as on-line teachers. Facilitators: In some cases, project planners assign a classroom facilitator to each on-line, interactive classroom. The facilitator serves as the person who is in charge of monitoring the physical arrangement within the classroom. Minor trouble- shooting, helping people from outside the school district use the system, and just generally making sure "all systems are go," are among the many daily tasks that may fall to the site facilitator. Often, the school media specialist becomes the facilitator, as a part of his or her regular duties. The facilitator should know how to run the classroom and be able to correct minor technical flaws should they occur. It is very helpful if the person serving as facilitator attends the training, since they will gain an overall understanding of the uses of the system and some hands-on experience, valuable even if they never intend to teach on-line. Substitute teachers: In many schools, there are certain substitute teachers who are favorites among principals because they are able to cover just about any content area, or at least give it a try! Planners may wish to invite those substitute teachers to attend the formal inservice for the project, so that they will be able to substitute in the interactive classroom, also. Substitutes may be able to completely cover for the absent interactive teacher, or may in other cases, work with a pre-taped lesson left by the regular on-line teacher. Classroom assistants/aides: In cases where there are classroom aides or other instructional assistants available in the school, these people should also receive training in the use of the interactive network. They could act as backup personnel to the interactive teacher and to the facilitators, and also will have a better understanding of the support requirements of staff who are teaching on-line. Teachers: Teachers who plan to teach on the system can gain the hands-on training experience needed when the system becomes operational. It is essential that all teachers and facilitators understand both the technical and the human implications of the system and how the integration of the technology will affect their jobs and their students. Since the success of the two-way system depends directly upon teacher understanding and support of the concept, it is critical that all professionals involved in on-line interaction over the system receive a high-quality introduction to the technology. Even if a teacher feels that he or she may never want to teach a full-time on-line class, familiarity with the system will allow them to use the interactive system to conduct meetings and otherwise employ the tools in the interactive classroom. SPECIAL NOTE TO PLANNERS: Interactive networking is a "show-me" technology. As planning and implementation stages for an interactive network progress, many normal concerns and questions will arise. The majority of schools agree that sharing resources efficiently is important to the future. Two-way interactive telecommunications is certainly an exciting, practical way to do just that. Video tapes of operational systems can give the viewer a basic feel for the way interactive television looks, sounds, and behaves in a real classroom. There is no substitute for experience, however. If at all possible, superintendents, principals, and teachers should visit an operational system. No amount of explanation from a consultant or any other person can substitute for an on-site visit. Planners for the network should at least have the opportunity to talk with administrators, teachers, and/or students who are experienced in use of two-way interactive television systems. In general, it is a good idea to have a variety of staff within each school who understand and are comfortable with the technology and the techniques involved in the interactive classroom. The interactive network really does involve the whole school at some point in its existence. Use of the classrooms will be encouraged if teachers who aren't necessarily planning to teach classes on-line still understand its uses and impact on the school.


	Curriculum and Instruction
	What can schools do with an interactive network? Once the schools decide to develop an interactive network, decisions must be made about what the schools are going to do with the system. Interactive networks have been largely associated with the delivery of low incidence, low enrollment classes in smaller, rural high schools. The reasons for this trend derive from recent increases in demand for low-incidence courses such as foreign languages, advanced mathematics, and science courses which often are not offered by smaller schools. Smaller, rural, and isolated school districts have many problems providing electives and non-essential classes, due to low demand or inability to attract or keep a teacher in a specialized area. One way to meet mandated changes and to cope with increased student demand for advanced coursework is through two-way interactive instruction. Both urban and suburban schools, as well as post-secondary institutions, are increasingly active in telecommunications development. Schools, universities, and other institutions are not only considering integrating technologies for distance learning and resource sharing, but also for energy management systems, improved telephone networks, alarm systems, and data transmission. What do other schools teach on their networks? Courses most often taught over a two-way system include foreign languages, mathematics, sciences, and history courses. Courses in the "most requested categories" may not be the usual high school fare, but can run to more exotic curricula. Russian, Chinese, Japanese, German, and Latin are popular. Calculus, trigonometry, symbolic logic, and advanced levels of algebra and geometry are often selected for two-way networks. Sciences lend themselves particularly well to the two-way network, because the teacher is able to effectively demonstrate principles and experiments using macro-lenses, electronic microscopes integrated directly into the system, and close-up shots from a variety of angles using the standard cameras in the classroom. Other very popular uses for the system include teaching computer applications programming and tool programs, like word processing and spread sheets. Other computer-related activities like data transfer and automation of school communications can also be developed on-line. Other classes now being taught via two-way interactive systems include shorthand, beginning and advanced accounting, music theory, business classes, advanced composition, drama and humanities classes, debate, agricultural studies, and AP (advanced placement) classes of all descriptions. In cases where the network includes a community college, vocational or technical school, university, or other higher education partner, the school district can become an adjunct campus. Local, rural schools can be receive sites for all types of dual credit and degree classes from the higher education partner. Deciding which classes to teach: Judgments are made early in the development of the network as to which classes will be taught over the two-way interactive system. The process of determining what course content to include in the class schedule should address both student and teacher needs. Surveying interests and needs of these groups is the responsibility of the principal (or his/her delegate) in each cooperating school. The result of the surveys can then be compared during a Principals' Committee meeting and some conclusions regarding areas of need can be determined for the network. Schools in a new interconnect should identify certain types of classes for integration on the interactive network: 1. Consider teaching classes that once were taught by the individual schools which are no longer offered because of low enrollment, lack of student demand, absence of a qualified teacher in the building, or shortage of funds to hire a specialized teacher for a subject. With the consolidated resources and increased student availability created by the interconnect, suddenly those classes may be available on the interactive system. 2. Consider classes that were not "practical" before the interconnect. Classes like Viet-Nam War History, Eastern European History, Politics of the Middle East, Latin, classical Greek Literature, specialized classes in math, business, and vocational education areas, gifted and talented classes--all may become reality in an electives strand because the interconnect creates student demand for such courses. 3. Consider instituting classes that can be offered within the school buildings, rather than having students travel in private cars or by school bus to remote sights. Time, money, and liability issues involved in transporting students can be resolved by adding such classes to the interactive schedule. 4. Consider adding a "zero hour" before school or a "plus hour" after regular classes for those students interested. Outstanding examples of for-credit classes before and after school include speech and debate practice, music theory, job skill classes for students who are in work-study programs part of the day, and many other ideas that are generated by local needs of the schools.		Richard Tuerk, college professor, on dual credit courses.
	Coordination of Schedules and Calendars: If there is one hard-and-fast rule regarding the development of a two-way interactive network, it is that participating schools must reach agreement about schedules and times for classes. It is critical that partners agree about what classes are to be delivered over the system, and which classes will be taught by particular schools at mutually agreed-upon class periods during the matching school day. Developing a common calendar and corresponding holiday and inservice calendar may be the most challenging part of the cooperative process! What steps must be taken by school districts wishing to take best advantage of potential curriculum enhancements? First, each school must determine its own curriculum strengths and needs, and then share these classes with cooperating districts to determine the pattern of need/want. This way, all schools involved can benefit from the strengths and weaknesses of the others. After this step has been completed and decisions are made about content for the interactive network, some other considerations must be addressed to ensure that the system is allowed to effectively deliver educational programming to teachers, students and communities. The following recommendations provide organization for structuring curriculum delivery: 1. Look at traditional and enhanced applications of the system. 2. Provide time and expertise to teachers for adaptation of curriculum materials: a. Emphasize active participation b. Encourage the development of effective media use and applications skills 3. Determine limit of interactive television class size (total enrollment per class) and the number of school sites sharing any given class (three to four sites). 4. Work in committee to finalize common schedules. This is a critical point of agreement for participating schools. It is also an agreement reached before the network is operational. The process of coordination is never easy, but certainly is important to the success of the network. Close collaboration is not impossible, but does require concerted effort on the parts of school boards, school staff, and local district administration. The key to arriving at common schedules is through commitment to compromise, with superintendents and school boards working with the building principals to devise a workable schedule. Some specific recommendations based on experiences of operational projects include: The number of class periods per day should match among schools on the network. In other words, all cooperating schools should run the same number of academic class hours daily. Rotating schedules and other alternative practices in scheduling should be eliminated if possible. Bell schedules should match, within a five to seven minute interval. Starting and ending times for class periods should be approximately the same time. The reasons for this agreement are obvious: if class times do not match, students in remote sites may have to wait for the teacher to appear in the originating site, or may have to leave class early to change classes on their home school schedule. A few minutes difference on either end of the class period is acceptable, especially if students are prepared to fill in the time with homework or a review of the day's work. Schools should come to agreement on which classes and which teachers should originate from each school on the interconnect. The classes, once identified, are added to the regular schedule just as any other class offering. Who is responsible for schedule management? The committees headed by the school superintendents and/or principals usually are responsible for finalizing scheduling decisions. Teachers and students also help determine the curricular content by responding to questionnaires and surveys distributed by the Principals' Committee. In some cases, especially when the cooperative has chosen not to hire a Director, schools choose to designate a single person to be the liaison among the schools for organizing the schedule. Usually, the schedule coordinator's role is filled by a curriculum supervisor from a district office, media center, or other centralized service group. Sometimes the schedule coordinator is a teacher on the system who is assigned half-time to manage the calendar and schedule programming for the network. Each interactive network should consider its own needs and assign responsibility for management of the scheduling in a way that is appropriate for local needs. NOTE: It is not recommended that cooperating schools try to function without a full-time Director in charge of the project. In some rare instances, a group of schools can initially function with a part-time coordinator, but should as soon as possible consider filling a permanent Director's position. Classroom Behavior and Disciplinary Policies As in all classroom situations, the potential for disorganization and misbehavior to occur is also present in the interactive classroom. Management and discipline problems simply loom larger than usual when they are attached to a technology-based situation. Because the schools in an interactive system are physically distant from one another, some special planning and preparations must occur to handle such issues. Such issues as behavior management of students, handling of materials and homework, and other concerns caused by the physical remoteness of the cooperating schools should be discussed during early planning stages. Establish rules and procedures before the interconnect is operational. Among the first concerns of a teacher or principal regarding interactive instruction relates to how the teacher will manage a discipline problem if it occurs in a remote site, where frequently there are no adults present. One way of lessening the probability of misbehavior on the part of students is to initiate a behavior contract or agreement at the beginning of the course. Such an agreement consists of a written statement outlining for the students their rights and responsibilities as a participant in this alternative instructional setting. The document also should spell out the consequences of misbehavior, along with a description of what constitutes "misbehavior". Consequences and punishments can range from one-day suspension from the class to permanently banning that student from ever taking another interactive course. Behavioral contacts are typically signed by the principal, the teacher, the students, and their parents. Other safeguards that prevent serious discipline problems in the interactive classroom are often instituted by projects, including: 1. A separate monitor showing the activity in the classroom can be cabled out to the principal's or superintendent's office. That monitor is left on at all times and can be supervised by an adult. Any misbehavior is literally broadcast to a person in authority, outside the classroom. The students are informed that such an arrangements exists. Aside from discipline control, the monitor serves as a security device and tool for overseeing the condition of the classroom from a remote location. 2. The VCR that is built into every classroom can serve to discourage bad behavior, since the students are aware that the teacher can videotape any actions they might make and use it as evidence of poor student conduct as is explained in the behavioral contract agreement. 3. Every classroom has a telephone that is usually dedicated to the other schools' classrooms and principal's offices. This direct connection to the other schools permits fast action at the remote sites if there is an emergency or if someone needs to be removed from the classroom. It also is handy if there is a technical problem (camera out of focus or off-line, poor audio quality, etc.) because the students can use the phone to communicate with their teacher. 4. Most schools choose to locate their interactive classroom sites in an area of the building that receives indirect adult supervision -- adjacent to the library/media center, or to the office, for instance. This proximity to adult supervision tends to lessen the chance that bad behavior will occur. 5. In many interconnects, the majority of students who are enrolled in interactive classes tend to be self-motivated and high-achievers. Since many of the classes for secondary students are electives and advanced placement courses which the students really need or want, the threat of removal or banning from the classroom is more than sufficient to eliminate misbehavior. 6. In situations where students require assistance or need supervision, a classroom aide or facilitator can be assigned for that particular class. That person need not be a certified teacher, since the remote (originating) teacher is certified.		David Sharp, superintendent, on need to be flexible with scheduling.
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	What is the Impact of the Interactive Network?
	How do you measure the impact? Impact of the two-way interactive network on the schools and community may be measured by the increase in the depth and richness of information now available to learners. The two-way network can enhance many aspects of education. The obvious initial effect is that schools can offer courses which were previously not available at all. For instance, in one established Minnesota network, several small high schools with student populations of less than 200 now offer four foreign languages, including German, Latin, Spanish, and French. These high schools, until the advent of the network, had never been able to offer a foreign language. Low enrollment, remoteness, and a lower salary base than most urban and suburban schools all contributed to the schools' inability to hire full-time foreign language teachers. With the inauguration of the two-way system, it was found that teachers already on staff were certified to teach foreign languages, but simply did not have enough students to sustain a class. With the combined student demand from three or four schools, many of those teachers now have full schedules, teaching the foreign language they were trained to teach. Similar situations are reported in other subject areas, especially mathematics and sciences. Because of the increased demand for classes and the ability of the cooperating schools to create a shared class roster, areas of curriculum often omitted in many rural schools and some urban schools can be offered in an appropriate setting. Working with Higher Education Often, public school interactive networks also include connections with higher education institutions, to offer college classes to advanced junior and senior high school students for credit. These college credit classes are particularly significant in states which have policies allowing junior and senior high school students maintaining a certain grade point average to take college classes at the expense of the school district. For some students, the distance to the nearest post-secondary institution is prohibitive. The interactive system provides the opportunity for schools and communities to have on-site instruction shared by several other communities, instead of forcing students and adult learners from the smaller towns to drive long distances. Teachers are a key group of beneficiaries for "after-hours" uses of the system to obtain: quality inservice presentations, advanced coursework for high school or college credit, to enhance degrees or certifications, and to work with other teachers on the network, to discuss common problems and professional activities. The principals, superintendents, and school boards can also benefit from using the interactive network to conduct meetings. Instead of driving to a central site to convene a meeting, the participants may simply go to the school nearest them and join the meeting via the two-way network. Community members can also benefit from using the interactive network in the school facility. College courses, offered in the evening after school hours, can be taken by parents and other community members. Nationally, a significant number of networks are offering a diverse array of educational opportunities to the community, maximizing the use of the network and making it more cost-effective. The overall quality of life in remote areas can be enhanced by applications made available by the network. Working with Elementary Students and Special Populations Although most installations of interactive television occur in high school and community college settings, the younger segment of the student population is not being neglected. Some operational school districts are presenting early childhood programs over the interactive system and are discussing expansion of art and language instruction at the elementary level. School districts frequently use the network to provide inservice and meeting opportunities for elementary and special population teachers. Most of the incidence of two-way interactive instruction at Kindergarten through Ninth grade levels occurs when the interconnect projects are located in K-12 buildings rather than in stand-alone elementary settings. There are several logical reasons the incidence of interactive television specifically at the elementary level is not higher. One reason involves need: elementary schools cannot generate the intense need for advanced curriculum and supplemental instruction that a high school can, especially if one reason for instituting the network is to help the member schools meet state mandates for basic instruction. Many networks are initiated to provide electives and higher education opportunities to the general population. The other reason elementary schools do not usually have interactive classrooms relates to cost. Construction of an interactive classroom can cost up to $60,000.00, depending on whether the classroom is fully interactive or merely a one-way receive site. Most elementary schools cannot justify the expense of building such a structure to teach a few supplemental classes. On the other hand, a significant proportion of school districts with K-12 campus installations are exposing elementary aged students to the interactive video network. Younger students who are capable of learning algebra or using the Internet are getting the opportunity to do so, using the network. Special education teachers are finding the interactive system to be useful in many of the tasks involved in their jobs. Using the interactive video network to assess student progress by using the videotape recorder built into each room is especially helpful. The special services teacher may take a child to the interactive classroom and record entry behaviors, and then periodically "retest" for progress using the VCR to create tapes that may be used to compare and discuss progress. GED preparation for at-risk and drop-out students, and other types of alternative programming for low achieving students are beneficial uses of the interactive network. Many special education teachers, especially speech and language teachers, and occupational and physical therapists, are itinerant in their service areas, sometimes working with four or five different school sites. The two-way interactive system allows these teachers to see students more often, since the student can talk to the remote special education professional and progress can be evaluated, even though the itinerant teacher is miles away. Progress with exercises can be assessed and the chid's classroom teacher can be consulted at the same time about monitoring and modification of prescribed activities. Interactive video systems can never substitute for a face-to-face teacher in the classroom, but can effectively extend special education teachers' outreach and productivity by allowing more frequent contact with students. What the video system can do is extend the teacher's reach to remote students and colleagues, and it can increase effectiveness of programs by allowing more frequent contacts between teacher and students. A Note on Student Supervision: In the case of many special needs students, adult supervision may be required when the students are in the interactive classroom. In general, if students require adult supervision in a self-contained, face-to-face situation, they also will require in-room supervision while on-line. Although the teacher who is communicating with the child over the interactive network is always a certified teacher, the nature of the association during a session on-line might require the intervention of another adult. Either the child's own home teacher or a paraprofessional can be present in the room to record the activities or to confer with the remote teacher about change in the student's individual educational plan (IEP) or personal educational goals. Regarding discipline measures, while special education students do not necessarily require more supervision than students in the regular program, special needs students often do not exhibit the suitable attention spans and self-motivation needed for a successful experience in the ITV setting.		Shirlene Meyer, college professor, on providing courses to more students.
	Value to the Community Community benefits from the introduction of the interactive network are numerous. Through shared adult education classes, communities can offer a wider variety of educational opportunities and at the same time, eliminate duplication of programming efforts. Cooperative seminars also attract the attention of funding institutions, who view the expanded operation of existing school facilities to serve the community at large as a very positive endeavor. A community network in Michigan presented a series of adult and community education programs dealing with farm, financial, and stress management, employing panels of experts to discuss these problems. Community members could participate interactively by going to the classroom site nearest them, or via one-way video and two-way audio (using a phone-in system) by tuning in the program on the educational cable channel in their homes. Community-based businesses also can benefit from using the network to deliver seminars, training, and re-certification programs. Law enforcement and fire department personnel can receive training programs. Owners of small businesses can participate in classes on new tax laws. Nurses, insurance agents, and other professionals can use the network to exchange information and take classes related to their work. These are only a few of the more obvious community benefits that can be generated by the school district by opening the interactive classroom facility to the public. Courses in computers, politics, and health are all very popular content areas for community information access via the two-way interactive system. As an outreach activity to the community, many local higher education institutions offer GED preparation and other post-secondary training opportunities to the community members. These activities not only benefit residents in local communities, but serve as a way to extend the use of the school facility to "new" audiences. Opening the school building for evening and weekend extension classes from job training groups and local colleges and universities makes the local high school part of the system for life-long learning process.		Joanie Elms, parent and student, on value to community.
	Integrating "other" technologies Projects considering integration of computers and related educational activities should discourage association of the prevailing concept of "computer literacy" to the two-way interactive system. Teaching students about a technology is not a practical idea. Teaching students how to use a technology as a part of a learning structure is an appropriate task for schools to address. Integrating computers as part of the technological system constituting the two-way interactive television model is a very practical use of the system. It teaches students relevant uses for the computer as they obtain skills directly related to work settings outside the school. Students (and teachers) can experience using a computer to accomplish activities such as live-time data transfer and computer-based communications and to participate in on-line conferences and conduct database searches. Other technologies like interactive videodisc and videotape systems may also be utilized. A VCR is included in every classroom in the ET-Linc network. More "traditional" media, such as overhead transparencies, films, slides, filmstrips, and print materials, can very easily be adapted to the interactive classroom. Virtually any medium used in a regular classroom can be employed with the two-way system as well. The potential influence and impact of interactive television in a school building is so wide-spread that it is nearly impossible to discuss and illustrate all the possible effects on staff, students and community. Obvious benefits may include the following: For the school: With the advent of interactive television, schools can offer classes that they previously could not offer, expanding curriculum to include things the students want as well as classes they need to advance to university and college careers. Specialized courses and instruction in vocational education, special education, gifted and talented programming, and other alternative settings suddenly becomes possible and affordable. Instead of spending time traveling to meetings, staff and students can convene multi-school meetings before, during, and after school. Special programs, like "on-the-air" school newspapers, airing of sporting events, and student-directed programs dedicated to local causes and events, all can promote a positive image for local schools and can enhance school spirit and community interest in the schools. For the Students: The ability to learn from new teachers, and to have the opportunity to participate in advanced and unique programming on a state-of-the-art system is an invaluable experience for any student. Classes on the system need not always be "life or death" offerings of mandated curriculum, but should also encompass enrichment opportunities. In the process of taking courses on the interactive network, students also learn other significant skills, such as independence, self-confidence, and the ability to be responsible for their own actions. Common student reactions to on-line classes include self-reports of increased attention spans and a sense of accountability for their own actions. Achievement levels among interactive classes are the same as in traditionally-taught classes, except that students often feel they have learned more, due the organized nature of the classroom. For the teachers and staff: Teachers who participate in interactive telecommunications classes recently responded to a survey with a 100% positive reaction when asked if they would repeat their experience and teach on interactive television again. Quite simply, good teachers are always looking for a new idea, a new way to reach students. Interactive networking provides a method and a professional challenge to those teachers. Many teachers feel that they become better teachers because of the system, simply because they tend to organize their information and approach to teaching a little more carefully than they normally would. The unusual setting for interactive teaching -- having to look at a camera, speak into a microphone, manipulate equipment, and handle paperwork differently -- contributes to a sense of contrast felt by new on-line teachers. Most teachers reported that after a few weeks, their apprehensions faded as the challenge and excitement of reaching out to new students took over. Travel and paperwork reduction Another benefit for all teachers and staff at the participating schools is the increased availability to inservice, staff development, and local teaching-peer communication that is provided by the interactive system. Instead of driving to a distant location to attend an inservice session, the trainer can teach the course on the interactive system, reaching any number of sites on the interconnected cluster. Local communications among teachers in the same content areas can be accomplished by simply convening departmental staff meetings in the interactive classroom after school. Virtual Staff Meetings Most teachers like nothing better than to discuss a new technique or complain about a crummy textbook in the supportive presence of other teachers who are experiencing the same things! Other meetings, such as staffing reports on students, consultations among administrators about policy matters and scheduling of events, school board meetings, joint meetings of committees regarding the network or other matters, and hundreds of other encounters can be conducted using the interactive classroom. All such meetings will save time, travel expenses, and wear-and-tear on the staff. Instant Communications and Documentation In addition to peer meetings for teachers, the system can also be used for principals' and superintendents' meetings, school boards, and other officials who would like to meet without having to leave their home communities. The installation of a facsimile machine can be a vital addition to the interactive classroom, not only for moving homework and test papers from site to site, but also to transfer records and proceeding from school officials and teachers. The installation of a facsimile machine can benefit the entire school organization, not just the students and teachers using the interactive network for classes. Location of the facsimile machine can be in the classroom itself or in the Principal's office so long as the fax is connected to the classroom network rather than to the regular phone lines. Staff Development and Training The success or failure of a two-way interactive television system depends greatly upon the teachers and staff who make up the identity of the system. As stated earlier, without the teacher to provide the coursework, to provide the personality, humanity, and zest for learning . . . an interactive classroom will remain a lifeless, technical configuration. Information for the school staff, as well as their input about content and management of the system are vital if the network is to become an integral part of the school organization. As soon as possible in the planning process, teachers should be surveyed to determine their interest in and specific ideas for the network. A two-way interconnect project whose teachers feel ownership and pride in their accomplishments is bound for success, as those teachers find more reasons for using the network to its capacity. Conversely, teachers who receive inadequate information, who are not asked their opinions about the proposed project, or who (in the worst of cases) are told that they must teach on the system, usually do not invest themselves in the project. This lack of interest in the growth of the program, sometimes coupled with outright rejection of the concept, can spell disaster. Well-organized information sessions, surveys of teacher opinion with appropriate feedback, and professionally-managed, comprehensive hands-on training workshops for teachers planning to initiate classes over the system, are among the professional development activities recommended as a base for a productive project.		Mary Hendrix, administrator, on benefits of preparing students with technology.


	Designing the Teaching Setting
	Interactive Network Classrooms Much time and consideration has gone into the design and equipping of an effective two-way interactive classroom system. The technical elements involved in the classroom (television monitors, cameras, audio system, and other items) are not complicated, but recommendations by the technical consultant will result in fewer ordering errors and technical mistakes. Appropriate placement of equipment in the classroom can provide a variety of teaching and resource-sharing situations which go beyond the capabilities of a traditional classroom. The information in this section addresses the best features of the interactive network and the recommended steps for developing an appropriate classroom. Designing a Better Blackboard? The only teaching aid that is not commonly used in the interactive classroom is that omnipresent teacher's tool: the blackboard. Many teachers initially state that they absolutely cannot teach math (or shorthand, or composition, or Spanish, or lots of other traditional courses) without that trusty writing surface behind them. Most of those teachers, after using the "overhead camera" or document camera, discover that the camera is as effective an educational tool as the blackboard. Many teachers prefer using the overhead camera, since information can be "saved" as the lesson goes along, to serve as a refresher or tutoring aid for students who are having trouble with a concept. This appears to be especially true in subjects like math and science, where problems and experiments are often taught in a sequence. With a blackboard, the teacher must erase the first problem of the day to move on through the lesson. Using the overhead camera, the teacher merely keeps the pages of paper with all the problems in sequence, flipping to a fresh sheet as more room is needed. In addition, the teacher can fax copies of the lesson to remote students who need to see the problems documented, or to use as study aids.		Lisa Burchfield, coordinator, on teacher reaction to classroom technology.
	Using Media and Materials on the system Integrating other technologies, like computers, videotape players, interactive videodiscs, as well as film, filmstrips, slide/tapes, and mounted pictures and objects in the two-way interactive classroom encourages distance learning featuring an individual teacher's touch. Often, media are used inadequately in a traditional classroom because of poor planning for its inclusion in the lesson plan. Teachers experienced in use of the two-way interactive system rate their own use of media and adjunct technologies as improved because they plan more carefully for use of the materials in the lessons. Thus, machines and devices can be used effectively in the interactive classroom, just as existing lessons can easily be adapted for use on the network. The ability to use technologies already in place in the schools is particularly important with computers. Regarding computers: the majority of U.S. schools typically employ computers for very limited functions -- teaching "literacy" courses and minimal programming of machine languages, or providing stand-alone supplemental lessons (mostly basic commercial software) that may or may not address the curriculum already used by the schools. With a two-way interactive network, computers can be employed to transfer data, download information and software, and create communications linkages (electronic mail, bulletin boards, homework banks, etc.) among the member schools, thus maximizing the use of pre-existing technologies.		Rita Dobbs, administrator, on best use of media.


	Setting the Stage for Effective Integration of the System
	Is it different from a traditional classroom? Two-way interactive instruction simulates, more closely than any other technology, the traditional classroom environment - particularly the personal, face-to-face interaction between teachers and students. Interactive instruction is directly comparable to live on-site instruction since teachers and students see and hear one another in a natural setting. Classroom exchanges among teacher and class members occur in an ordinary manner as students and teachers alike report that the technology "disappears" after a very short time. Today's students are accustomed to having cameras pointed at them and they have spent many hours learning passively from televised programming. In order to assure effective use of the network and to be certain that the most beneficial arrangements are devised for the schools, some issues like the following should be addressed: Effectiveness of instruction A number of studies regarding effectiveness of televised instruction, resulting from more than 25 years of research, indicate that video is an effective teaching tool. There is less documented evidence that two-way interactive instruction is effective, due primarily to the fact that such systems, comparable to the one described in this report, are relatively few in number and they have not been in existence for more than five years. However, indications from these sites are positive. Students are enthusiastic about the system because it allows them to access classes they want and need. A direct result of the students' excitement about the two-way system is high interest in the classes offered and achievement rates that are equal to those in traditionally-taught sessions in the same curricular area. Higher than average scores are common, perhaps because the attendance rate and concentration levels of students tend to be elevated in two-way classes. The roles of education personnel in assuring effectiveness The importance of the teacher and other on-site school staff in the creation of a viable two-way interactive television project cannot be overstated. Two-way interactive systems are only workable if the people who provide the content are well-informed and confident that their contributions to the network are relevant. On-going communications strategies directed at educational personnel in the schools (including the teachers, principal, media specialists and librarians, facilitators, etc.) should be established even before the classrooms are constructed. Personnel must also plan to identify, encourage and reward interested and enthusiastic supporters of the project by regularly asking for and then implementing appropriate suggestions and ideas. Incentives may be offered through praise, recognition, release time, or monetary rewards. Opportunities for the teachers to meet to compare notes, to plan and/or attend workshops and training sessions should be an integral part of the overall management scheme for the network. Note: Volunteers only, please! It is the recommendation of the consultants that, in all cases, the teachers who will initiate the courses over the new network be volunteers. Teachers will contribute directly to the success or failure of the project. Therefore, their active participation in all stages of planning, development, and implementation of the project are recommended. Technical considerations in the classroom Because the technologies involved in the two-way classroom are common, most classroom equipment is off-the-shelf audio and video gear that can be found in any well-stocked Audio/Video supplier's inventory. It is not necessary to spend an extensive amount of time training teachers and facilitators to be hands-on technicians. In most school interconnect projects, the equipment inside the school building (the classroom and the transmitter/receiver equipment) is the property of, and therefore, the responsibility of, the school in which the classroom is installed. Maintenance of the classroom is the responsibility of the school that owns it. The technical components of the system which are outside the school walls (the coaxial cable, microwave equipment, fiber optic lines, towers, any other transmission gear) should be the responsibility of the company which owns them. In all cases, the schools should enter into agreements with telephone, cable television companies, or any other appropriate business partners, to lease the capacity on an existing system or to co-build new facilities. This sort of school/business partnership is more accurately a school/business merger. Within such a partnership agreement, the schools bear little or no responsibility for the maintenance and repair for the transmission lines, and the business partner has no liability to the schools for maintaining the classroom equipment.		Abby Stewart, student, on participating in an interactive class.
	School/business partnerships and technical considerations In any cooperative building or leasing of a

Two-Way Interactive Video Networks:

Using Telecommunications in the Schools

Prepared for ET-LINC By Linda A. Lloyd Cathey, Hutton & Associates Austin, TX

Establishing major goals

Prepared for ET-LINC By
Linda A. Lloyd
Cathey, Hutton & Associates
Austin, TX