project goal is to develop online resources for methods faculty in
teacher preparation programs to use in their curriculum to help prepare
preservice teachers to effectively integrate technology in their teaching.
Additionally, these online tools can help inservice teachers upgrade their
knowledge of technology integration and revise their lessons and units to
improve student learning.
The National Center for Education Statistics survey of 2001 recently
addressed the importance of teachers’ knowledge of modern media and
technology skills and of its place in the PreK-12 teaching and learning
processes. This document points to the immense progress in computer and
Internet accessibility made in U.S. public schools since 1994.
The information presented in the Center report makes the INTIME
project even more relevant and necessary in the total picture of how
preservice, inservice, and methods teachers can improve student learning
at all levels through the use of technology presently available in U.S.
The National Center for Education Statistics surveyed 1,104 public
schools, by categories of free or reduced lunch program, class size, and
poverty, from 1994 through 2000 and found no statistically significant
differences based on any of the categories. The survey researched
the following issues:
Access to the Internet in public schools and classrooms
Ratio of students to instructional computers in public schools with
and without Internet connection
Types of Internet connections used
Status on Acceptable Use Policies (AUPs) (Acceptable use policies
are policies laid down to control or monitor the student access to
inappropriate material on the Internet.)
Findings of the Survey (published in May 2001)
In 2000 98% of schools are connected to the Internet, compared with
35% of schools in 1994.
This significant increase in the access to the Net is attributed to
the E-rate program, part of the Telecommunications Act of 1996, which
was implemented to create a competitive telecommunications marketplace
for consumers. E-rate provides discounts to public and private schools
on telecommunication services, Internet access, and Internet
networking. The E-rate program offers discounted rates for connection
based on (a) income levels and (b) urban or rural setting. A
total of $5.8 billion has been committed to E-rate applicants
throughout the nation.
- In 2000 77% of public school classrooms had computers
with/without Internet access, compared with 3% in 1994.
- The ratio of students to instructional computers in public
schools for 2000 is 5 to1.
- The ratio of students to instructional computers with Internet
access in public schools is 7 to 1 in 2000, compared with 9
to 1 in 1999.
Types of Internet connections used: 56KB, T1/DS1, fractionalized
T1, T3/DS3, fractionalized T3.
- Dedicated lines: 77%
T1/DS1 – 1.544Mbps, usually used by large organizations where a
customer pays for a set bandwidth level, and T3/DS3 – used by a
customer who requires a greater bandwidth level. (A T3 line
equates to 28 T1 lines; a customer does not pay for a set
bandwidth level and can choose from 256K, 512K or 768K levels of
bandwidth.) 86% of secondary schools and 74% of elementary
schools have dedicated lines.
- Dial up connections (not a continuous connection): 11%
- Other connection types: 24% (such as ISDN, wireless
connection, and cable modems; generally continuous connections
similar to dedicated lines)
In 2000, 54% of public schools (80% of secondary schools and 46% of
elementary schools) had Internet access outside regular school hours.
Currently 98% of schools use AUPs.
Access monitored by teachers – 94% of schools
Use of filtering software – 74%
Honor codes – 64%
Intranet – 28%
More than one procedure – 91%