Abstract
This paper argues that: (1) technology with its ability to individually tutor each child has rendered the blackboard classroom based on group teaching obsolete; (2) state leaders must provide the initiatives it will take for America to make the transition to the technology-driven classroom by the year 2000; and (3) a significant portion of the costs of this transition can be met through a partnership between states and the regulated utilities industry. Dynamics that occur in the computer classroom are noted, as well as some advantages of networked classrooms. A program established by a Maryland-based utility--Potomac Edison--is then described. This program has resulted in the establishment of partnerships with the departments of education in the utility's three-state service area--Virginia, Maryland, and West Virginia--and the placing of technology-based classrooms in the 23 school districts (mostly rural) served in these states. The "penny a day" financing that influenced the development of this project is described as an example of the relationship that can exist between states, business and industry, and schools. It is noted that Potomac Edison has also established a teacher training center at its corporate headquarters and equipped a mobile van with a 30-station classroom for training and demonstrations. The story of an eighth grade student's success in winning a CAD (computer-assisted design) state championship after studying in one of the schools participating in the program concludes the paper. (DB)
Citation
Kaelin, E. Helping Put Technology into Classrooms for Less Than a Penny a Day. Retrieved March 27, 2023 from https://www.learntechlib.org/p/143072/.
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