F.C.C. Backs Plan to Update a Fund That Helps Connect Schools to the Internet

WASHINGTON — The Federal Communications Commission voted on Friday to overhaul and possibly expand its E-Rate program, a $2.3 billion effort to provide schools and libraries with up-to-date telecommunications service and equipment, including high-speed Internet connections.

A proposal approved by the commission, which will be made available for public comment before a final version is completed, calls for funds to be moved away from outdated uses like paying for paging service and long-distance phone calls and into areas that will accelerate digital literacy, like Wi-Fi connections within a school or library.

The proposal also calls for measures that would drive down the cost of services, like adoption of purchasing consortiums, and the streamlining of administrative requirements — among them, shifting much of the required paperwork for applicants to electronic filings. “One of the biggest obstacles to seizing the opportunities of digital learning in America is inadequate bandwidth at our schools and libraries,” Mignon L. Clyburn, the F.C.C. chairwoman, said before voting. “Simply put, they need faster high-capacity connections and they need them now.”

Just last month in a visit to a North Carolina middle school, President Obama set a goal of connecting 99 percent of school students to the Internet through high-speed broadband and high-speed wireless within five years.

“To get there, we have to build connected classrooms that support modern teaching — investments we know our international competitors are already making,” Mr. Obama said on Friday.

The E-Rate fund has financed Internet connections to more than 95 percent of American public school classrooms, while only 14 percent were connected when E-Rate was established in 1997.

In 2010, however, an F.C.C. study found that more than half of the schools and libraries reported that their Internet connections were too slow to meet their needs. For the coming school year, libraries and schools requested more than $4.9 billion to pay for connections and equipment, more than twice the size of the fund.

“We fail our students if we expect digital-age learning to take place at near dial-up speeds,” said Jessica Rosenworcel, an F.C.C. commissioner. “Contrast this with efforts under way in some of our world neighbors. They are pouring resources into these subjects, into schools and connectivity.”

The E-Rate program has been faulted for inadequately allocating money in the fund, which is provided through a tax on consumers’ phone bills, a monthly charge between 50 cents and $1.

Commissioner Ajit Pai, the lone Republican on the five-member commission (where two seats are vacant), criticized allocations of the fund, saying an average of only $1.8 billion had been spent in each of the last 10 years, leaving more than $5 billion unused in the E-Rate account.

Mr. Pai also complained that the program placed greater emphasis on the wrong services.

“E-Rate today prioritizes long-distance telephone calls and getting phone service to a school’s bus garage over wiring up a classroom,” Mr. Pai said in a speech this week at the American Enterprise Institute. “How can it be that E-Rate in the last few years committed about $600 million, more than one-quarter of its annual budget, to support voice telephone services while at the same time denying eight out of 10 applicants’ funding for connecting classrooms?”

At a Senate Commerce Committee hearing this week, both Republicans and Democrats spoke favorably of the fund, although some quoted Mr. Pai’s observations in a warning of reckless spending.

Study Gauges Value of Technology in Schools

With school districts rushing to buy computers, tablets, digital white boards and other technology, a new report questions whether the investment is worth it.

In a review of student survey data conducted in conjunction with the federal exams known as the National Assessment of Educational Progress, the nonprofit Center for American Progress found that middle school math students more commonly used computers for basic drills and practice than to develop sophisticated skills. The report also found that no state was collecting data to evaluate whether technology investments were actually improving student achievement.

“Schools frequently acquire digital devices without discrete learning goals and ultimately use these devices in ways that fail to adequately serve students, schools, or taxpayers,” wrote Ulrich Boser, a senior fellow at the Center for American Progress and the author of the report.

The analysis of the N.A.E.P. data found that 34 percent of eighth graders who took the math exams in 2011 used computers to “drill on math facts” while less than a quarter worked with spreadsheets or geometric figures on the computer. Only 17 percent used statistical programs.

The federal survey data showed striking differences among racial groups and income levels. More than half of the black students who took the eighth-grade math exam in 2011 said they used computers to work on math drills, while only 30 percent of white students said they did.

Similarly, 41 percent of students eligible for free and reduced lunches said they used computers for math drills, compared with 29 percent of students whose families earn too much for them to qualify for the lunches.

In high school science classrooms, the use of technology evidently has not advanced much past the 1980s. According to the report, 73 percent of students who took the 12th-grade National Assessment science exam said they regularly watched a movie or video in class.

Such data, Mr. Boser said, suggested that technology “doesn’t seem to have dramatically changed the nature of schooling.”

Experts who study the effectiveness of instructional technology say there is potential for some digital programs to improve teaching. John Pane, a senior scientist at the RAND Corporation, said good technology allowed students to work at their own pace and independently while teachers worked with smaller groups.

Mr. Pane conducted a study, financed by the federal Department of Education, of an algebra software program created by Carnegie Learning, a math curriculum developer. He found that high school students who used the program, which was designed to accompany a teacher-led curriculum, showed gains on their state-standardized math tests that were nearly double the gains of a typical year’s worth of growth using a more traditional high school math curriculum.

Whether those gains came from the use of technology or changes in the curriculum, he said, was hard to say. But Steve Ritter, chief scientist at Carnegie Learning, said one of the benefits of the technology was that it used the principles of cognitive science to help students gain a deeper understanding of concepts rather than simply drill math problems.

“We’re not just seeing whether they got the answer right or wrong,” Mr. Ritter said, “but why they got it right or wrong.”

Obama Promises Internet Upgrade for U.S. Schools

MOORESVILLE, N.C. — President Obama visited an innovative middle school in central North Carolina on Thursday to demonstrate the Internet-based education programs that he is proposing to make available nationwide.

Speaking to an audience of excited teenagers in a steamy gymnasium, Mr. Obama called on the Federal Communications Commission to expand an existing program to provide discounted high-speed Internet service to schools and libraries, even if it meant increasing the fees that for years had been added to consumers’ phone bills. He said the initiative could lead to better technology at 99 percent of schools in five years.

“There’s no reason why we can’t replicate the success you’ve found here,” Mr. Obama said to the students’ cheers. “And for those of you who follow politics in Washington, here’s the best news — none of this requires an act of Congress.” To further applause, he added, “We can and we will get started right away.”

Mr. Obama was joined by his education secretary, Arne Duncan, whose department would work with the F.C.C. to revamp the initiative, known as the Schools and Libraries program or E-rate, to provide local schools with Internet speeds of up to 1 gigabit per second, among the fastest commercially available. With the federal money that Mr. Obama proposes to redirect for this purpose, schools also could pay for wireless networks throughout their buildings and campuses.

The president singled out Mooresville for its program, which not only upgraded technology but also provided a computer to each student and extra training for teachers. School performance has improved in turn.

Mr. Duncan, speaking to reporters on Air Force One en route to North Carolina, said that he had learned of the innovations in Mooresville, a town near Charlotte, because the local school superintendent was a friend. Mr. Duncan said the school quit purchasing textbooks several years ago to pay for the technology. Mr. Obama, he added, wants to “shine a spotlight on best practices and try to take them to scale.”

To pay for a similar technology expansion throughout the United States, the administration wants to improve the efficiency of the current program, and for telephone customers to pay up to $5 a year extra, or about 40 cents monthly, on their bills.

The Schools and Libraries program is part of the Universal Service Fund, an $8.7 billion program that distributes money for several purposes. Nearly half the money goes to a program that has long subsidized telephone and Internet service to rural or remote areas. About $2.2 billion goes to Schools and Libraries, a similar amount supports phone service to low-income consumers, and $200 million pays for telephone and Internet service to health care professionals in rural areas.

As an independent agency, the F.C.C. does not answer directly to the president, but he nominates the agency’s chairman. Any changes to the program’s structure would have to go through a rule-making procedure and be approved by a majority of the commission’s members. Currently there are three members; two seats are vacant.

The program assesses the fees on phone companies, but they typically pass the cost to consumers. The tax is roughly 15 percent on the long-distance portion of phone bills, resulting in a monthly assessment of a few dollars on the average combined home and mobile phone plan.

Schools and libraries that qualify for E-rate support receive discounts of 20 to 90 percent on services and equipment, depending on the household income levels of students and whether the school is in an urban or rural area.

Administration officials say that while the E-rate program, established in 1996, provides low-cost Internet connections to community institutions, the speed of those services is rarely different from those that home subscribers can receive, about 20 megabits per second.

That is fast enough for the average home consumer to stream video, but if dozens of classrooms are trying to view video or listen to digital audio files at the same time, a school’s network will operate much more slowly.

Officials say they also expect private companies to expand their offerings of devices and products like electronic textbooks in response to the expanded program.

Jackie Calmes reported from Mooresville, N.C., and Edward Wyatt from Washington.

Some Schools Urge Students to Bring Their Own Technology

Officials at the schools say the students’ own devices are the simplest way to use a new generation of learning apps that can, for example, teach them math, test them with quizzes and enable them to share and comment on each other’s essays.

Advocates of this new trend, called B.Y.O.T. for bring your own technology, say there is another advantage: it saves money for schools short of cash.

Some large school districts in Central Florida and near Houston and Atlanta have already signed on, and they are fielding calls and providing tours to administrators from hundreds of other districts that are considering whether to follow their lead.

But B.Y.O.T. has many skeptics, even among people who otherwise see benefits of using more technology in classrooms.

“The schools are hoping, hoping there’s going to be a for-free solution because they don’t have any money,” said Elliot Soloway, a computer science professor at the University of Michigan who consults with many school districts about the use of computers to promote learning.

“If you look at initiatives in public education, this has the momentum.”

But Mr. Soloway also said he was “frightened” by the notion of schools using B.Y.O.T. as a quick budget fix because there was no evidence that a classroom full of students using different personal devices would enhance learning. Roy Pea, a professor of learning sciences at Stanford University, also has doubts. He is the co-author of a White House-backed National Educational Technology Plan published in 2011 that advocates for technology-centric classrooms.

But he said the B.Y.O.T. approach could be counterproductive if teachers were forced to build lessons around different devices — in effect, subverting curriculum to technology.

“Why are they so happy to have these devices when just a few years ago they didn’t want them in the classroom?” Dr. Pea asked about school administrators.

The Volusia County School District in Central Florida, bordering Daytona Beach, is one of the places that used to have signs around its schools that admonished students: no cellphones allowed. But the signs have been replaced over the last two years with new ones that read: B.Y.O.T.

Volusia school officials say that they realized they should take advantage of, rather than fight, students’ deep connections with their devices. At the same time, the district found that the cost of providing and maintaining computers for students was becoming prohibitive.

Since the change, Volusia officials say, they have not encountered many tech support problems or complaints from teachers. Rather, students are more engaged, they say, and the only problem that regularly crops up is that students forget to charge the batteries in their devices.

“It’s almost like bringing your homework,” said Jessica Levene, manager of learning technologies for the Volusia district, where 21 of 70 schools are using B.Y.O.T. “Make sure you have your device and that it’s charged.”

She conceded that students could text each other more easily now but said the school was keeping them busy on their devices. And while district administrators worried initially that poorer students would not own devices, they discovered something of “an inverse relationship” between family income and the sophistication of their devices, particularly smartphones, said Don Boulware, the district’s director of technology services.

At Woodward Avenue Elementary School in the Volusia district, fifth-grade teacher Dana Zacharko said her students tended to bring in smartphones or iPod Touches. She said she had found apps that allowed her to teach all kinds of subjects.

News Corp. Has a Tablet for Schools

On Wednesday at the SXSWedu conference in Austin, Tex., Mr. Klein, the former chancellor of New York City schools and the current chief executive of Amplify, News Corporation’s fledgling education division, will take the stage for a surprising announcement. Amplify will not sell just its curriculum on existing tablets, but will also offer the Amplify Tablet, its own 10-inch Android tablet for K-12 schoolchildren.

In addition to tablets and curriculum, Amplify will also provide schools with infrastructure to store students’ data.

“When I left I was convinced of two things,” Mr. Klein said of his tenure as chancellor of New York schools. “If we didn’t see a dramatic technological change, we were not going to be able to move this country forward,” and “second of all, that the private sector had to get much, much more involved.”

An early look at the Amplify tablet revealed a sleek touch screen with material floating against a simple background. If a child’s attention wanders, a stern “eyes on teacher” prompt pops up. A quiz uses emoticons of smiley and sad faces so teachers can instantly gauge which students understand the lesson and which need help.

“We wanted to use the language of the Web,” said Stephen Smyth, president of Amplify Access, the division that produces the tablet, which is manufactured by Asus.

At first, the tablet will be targeted at middle-school children. It uses what educators call a “blended learning” model that mixes technology with old-fashioned teaching. Amplify designed the tablet so that schools can provide each student with one to take home each night.

Outside the classroom, children can use it to play games, like one in which Tom Sawyer battles the Brontë sisters.

“There’s a huge opportunity if you can get kids excited about educational games,” Mr. Klein said. “You can change the learning curve.”

In November, Amplify began testing its tablet in hundreds of public schools nationwide, and in December it explained the venture to investors. The introduction on Wednesday began a full-court press by Amplify’s sales force. A preloaded tablet, training and customer care (largely from former teachers) starts at $299, along with a two-year subscription for $99 a year. A higher-end Amplify Tablet Plus, for students who do not have wireless access at home, comes with a 4G data plan and costs $349.

Amplify estimates that many school districts could use grants from the Education Department’s Race to the Top program, which brings technology and personalized learning to schools.

“We understand technology and we understand education,” Mr. Klein said. “A lot of people who understand technology don’t understand education.”

In the eight years Mr. Klein served as chancellor of New York schools, he pushed educators to adopt new technology, often drawing accolades and controversy along the way. He remains a prominent voice in education reform, and Amplify carries with it both his friendships and clashes with educators.

“Joel was always talking about how to eliminate teachers and make it about a child in front of a computer screen,” said Michael Mulgrew, president of the United Federation of Teachers.

(“Did textbooks lead to larger classrooms and fewer teachers? No,” Mr. Klein says.)

Now that he is in the private sector, some of Mr. Klein’s advocacy work presents a conflict, said Randi Weingarten, president of the American Federation of Teachers. Last year Mr. Klein wrote, with Condoleezza Rice, a Council on Foreign Relations report that called the state of United States schools a “grave national security threat.” He contributed $25,000 to a coalition that supported specific candidates for the Los Angeles Board of Education elections held on Tuesday. (A News Corporation subsidiary also contributed to candidates.)

Microsoft Sends Engineers to Schools to Encourage the Next Generation

“My teacher said there’s a lot of money to be made in computer science,” Leandre said. “It could be really helpful in the future.”

That teacher, Steven Edouard, knows a few things about the subject. When he is not volunteering as a computer science instructor four days a week, Mr. Edouard works at Microsoft. He is one of 110 engineers from high-tech companies who are part of a Microsoft program aimed at getting high school students hooked on computer science, so they go on to pursue careers in the field.

In doing so, Microsoft is taking an unusual approach to tackling a shortage of computer science graduates — one of the most serious issues facing the technology industry, and a broader challenge for the nation’s economy.

There are likely to be 150,000 computing jobs opening up each year through 2020, according to an analysis of federal forecasts by the Association for Computing Machinery, a professional society for computing researchers. But despite the hoopla around start-up celebrities like Mark Zuckerberg of Facebook, fewer than 14,000 American students received undergraduate degrees in computer science last year, the Computing Research Association estimates. And the wider job market remains weak.

“People can’t get jobs, and we have jobs that can’t be filled,” Brad Smith, Microsoft’s general counsel who oversees its philanthropic efforts, said in a recent interview.

Big technology companies have complained for years about a dearth of technical talent, a problem they have tried to solve by lobbying for looser immigration rules to accommodate more foreign engineers and sponsoring tech competitions to encourage student interest in the industry. Google, for one, holds a programming summer camp for incoming ninth graders and underwrites an effort called CS4HS, in which high school teachers sharpen their computer science skills in workshops at local universities.

But Microsoft is sending its employees to the front lines, encouraging them to commit to teaching a high school computer science class for a full school year. Its engineers, who earn a small stipend for their classroom time, are in at least two hourlong classes a week and sometimes as many as five. Schools arrange the classes for first thing in the day to avoid interfering with the schedules of the engineers, who often do not arrive at Microsoft until the late morning.

The program started as a grass-roots effort by Kevin Wang, a Microsoft engineer with a master’s degree in education from Harvard.

In 2009, he began volunteering as a computer science teacher at a Seattle public high school on his way to work. After executives at Microsoft caught wind of what he was doing, they put financial support behind the effort — which is known as Technology Education and Literacy in Schools, or Teals — and let Mr. Wang run it full time.

The program is now in 22 schools in the Seattle area and has expanded to more than a dozen other schools in Washington, Utah, North Dakota, California and other states this academic year. Microsoft wants other big technology companies to back the effort so it can broaden the number of outside engineers involved.

This year, only 19 of the 110 teachers in the program are not Microsoft employees. In some cases, the program has thrown together volunteers from companies that spend a lot of their time beating each other up in the marketplace.

“I think education and bringing more people into the field is something all technology companies agree on,” said Alyssa Caulley, a Google software engineer, who, along with a Microsoft volunteer, is teaching a computer science class at Woodside High School in Woodside, Calif.

While computer science can be an intimidating subject, Microsoft has sought to connect it to the technologies most students use in their everyday lives. At Rainier Beach High recently, Peli de Halleux, a Microsoft software engineer, taught a class on making software for mobile phones.

The students buried their faces in the phones, supplied by Microsoft. They were asked to create programs that performed simple functions, like playing a random song when the phones were shaken.