A Process Model for Implementing Network Technology in Urban School Districts
An Educators' Perspective

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Presentations made at:

Math, Science and Technology - Tools For Changing Schools Conference - February 17 -18, 1995 (R. Wertheimer, M. Zinga)

NSF/DOE Invitational Conference on Systemic Reform - February 23-25, 1995 (R. Wertheimer, M. Zinga)

This paper represents the thoughts of two educators in the Pittsburgh Public Schools who are actively involved in implementing network technologies in a large urban district. The audience for this paper is school districts attempting to put in place both educational and technical infrastructures for wide-area-networking.

Over the past five years - three of planning and two of research, Common Knowledge: Pittsburgh (CK:P) has begun to implement a wide-area-network infrastructure in the Pittsburgh Public Schools. Reflecting on this evolution has allowed us to question the structures, personnel, strategies, and goals that were part of our original grant proposal to the National Science Foundation. The process this reflection suggests may be of great value to other school districts that are attempting similar activities.

I. Building Blocks

Too often educational reform proceeds without first building the necessary coalitions between school district stakeholders - teachers, administrators, support staff, board members, superintendent, parents, finance departments, and technology staff. Building these coalitions is not an easy process. First, it demands educators who place children as the priority, yet can understand and address a variety of district perspectives. Second, educational reformers must enter into the political process in order to interact with the stakeholders and address their needs. Finally, a structure must be put in place that insists on a collaboration among educators, technical experts and policy makers.

I-A. Human Element
I-B. Political Process
I-C. Organizational Structure

II. Implementation

Once the human, political and organizational needs are addressed, we can turn to the task at hand - implementation. This starts with an educational vision based in curriculum and teacher expertise. It demands a powerful, transparent and scalable technical architecture and objective assessment to ascertain success or failure.
II-A. Educational Architecture
II-B. Technical Architecture
II-C. Assessment

III. The Products

CK:P has created a number of products that could be useful to K12 educators initiating school reform efforts and putting network technologies into place. These products address the dyad of systemic reform and scalable, interoperable technology.

III-A. Products and Applications

IV. Final Thoughts

It is clear that there is a need for an entity that will continue to do research in curriculum and technology, keep close contact with teachers and students, while opening its doors to school districts around the country beginning their own technology and curriculum efforts. Here you will find the beginnings of a possible model - The Urban Research Lab.

IV-A. Final Thoughts