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ERIC Number: ED397089
Record Type: Non-Journal
Publication Date: 1995-Aug-31
Pages: 33
Abstractor: N/A
Reference Count: N/A
Baseline Survey of Testbed-Participating Schools. National School Network Testbed--Phase 2. Wave One--Schools Included as of April, 1995.
Becker, Henry Jay
The schools of the National School Network Testbed, through their affiliated Internet-based telecommunications projects and consortia, represent the leading edge of elementary and secondary school use of the emerging digital communications network. The Baseline Survey provides a statistical portrait of the charter group of school members of the National School Network Testbed as the schools began participating in Testbed activities. This portrait will eventually be used to demonstrate, in conjunction with follow-up surveys, how participating schools have changed over the period of their Testbed involvement. The survey consisted of survey booklets for the site-based coordinator, the technical specialist, and a school administrator. This report is based on the return of 104 mainline survey questionnaires (68% of the 153 identified schools), 98 technical supplements, and 98 administrator supplements. Member schools, which are spread across the country, are located in many types of communities. Forty-three percent are high schools, 28 percent are elementary schools, and the rest represent various combinations. The schools are fairly representative of the U.S. population in terms of ethnicity and socioeconomic status. The schools differ from the average in that they tend to be innovators, with teachers disproportionately supportive of collaborative and higher-order learning. The baseline information indicates that these schools are preparing the infrastructures needed for new learning resources. The information about Testbed schools and their capabilities will be used to evaluate the implementation of new network-based teaching and learning approaches. (Contains 11 tables.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A