[Congressional Record Volume 143, Number 21 (Tuesday, February 25, 1997)]
[Senate]
[Page S1558]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

                            By Mrs. MURRAY:

  S. 351. A bill to provide for teacher technology training; to the 
Committee on Labor and Human Resources.


              THE TEACHER TECHNOLOGY TRAINING ACT OF 1997

  Mrs. MURRAY. Mr. President, technology is changing our world. It 
affects the way we communicate, the way we conduct commerce, and the 
way our children learn in school. Young people today are in the midst 
of a technology explosion that has really opened up limitless 
possibilities in the classroom. In order for our students to tap into 
this potential and be prepared for the 21st century, they have to learn 
how to use technology. But all too often today, teachers are expected 
to incorporate technology into their instruction without being given 
the training to do so.
  A recent study by the Office of Technology Assessment shows that a 
majority of teachers feel they need additional training in order to 
adequately use a personal computer. In fact, school districts across 
the country spend less than 15 percent of their technology budgets on 
teacher training. Hardware, software, access to the Internet are only 
helpful to the educational process if teachers are equipped with the 
knowledge to use that technology.
  That is why I am introducing today the Teacher Technology Training 
Act of 1997, which will add technology to the areas of professional 
development and teacher training on the Elementary and Secondary 
Schools Act of 1994. My legislation will require States to incorporate 
technology requirements in teacher training content and performance 
standards. School districts and local educational agencies that receive 
Federal funding for professional development have to include technology 
classes in their programs. In addition, institutions of higher 
education will be strongly encouraged to include technology in their 
education programs.
  There are two parts to providing students access to technology: 
putting computers into the schools, and training teachers in how to use 
them. Last year, I authored and we passed two amendments that would 
allow surplus computers from Government agencies to be made available 
to educational institutions across this country. In addition, Congress 
provided the E-rate in the telecommunications legislation we passed 
last year that will provide Internet connections to schools at 
discounted rates. I also fought for a fivefold increase in 
appropriations for new technology and classrooms.
  These are steps toward ensuring that all schools have computer 
technology. Now I want work to make sure that teachers are properly 
trained to use these computers.
  Recently, the Department of Education reported that only one in five 
of our Nation's teachers currently use computers in our classrooms--one 
out of five. Since technology training today focuses primarily on the 
mechanics of operating equipment, not on integrating technology into 
the curriculum, this is not surprising.
  Washington State, my home State, has become a State synonymous with 
Microsoft, Boeing, and thousands of other leading high-technology 
companies. The Information Technology Association of America reports 
that these information technology companies are short 190,000 employees 
today. These are employees dependent upon a technology curriculum and 
trained teachers in our schools.
  When I toured my State of Washington last week, I was astounded by 
the advances made within our classrooms. At Seattle's Nathan Hale High 
School, I saw a science class that utilized computers to track weather 
patterns and charts the effects on their region. They have created 
their own web pages and are able to hourly tap into the National 
Weather Service. Their final grade was then based on their ability to 
produce an accurate 5-day weather forecast.
  I also saw physically challenged students openly communicate with 
their teacher through enhanced computer technology. In the city of 
Bellingham, I spoke with a student-teacher who was concerned that when 
she and others went out into the field, there would be teachers who did 
not know how to use the technology. She felt that many of the students 
are far ahead of the teachers in their ability to use technology. In 
Grays Harbor County, I toured a facility supported by a public-private 
partnership. This lifelong learning center takes surplus computers and 
teaches student how to repair them and maintain their technology. The 
possibilities for learning are limitless.
  Having technology available for instructors does not directly change 
teaching or learning. What matters is how successfully teachers can 
incorporate technology into their classrooms.
  We know that technology is only one tool the teachers need to be 
effective in their jobs. My bill seeks to promote technology training. 
I have received support for this legislation from the National 
Education Association, the Washington Software and Digital Alliance, 
University Presidents and Deans, Washington School Principals, and many 
corporate and educational institutions.
  Mr. President, as a former preschool teacher, a parent education 
instructor, a former school board member, and as a parent, I know the 
needs of students and teachers have changed dramatically in recent 
years. My own children have benefit from the use of technology in their 
classrooms. But a school full of computers is useless if teachers don't 
have the necessary training to show students how to use them.
  As a member of the Labor and Human Resources Committee, I intend to 
fight for this legislation in Congress. I urge my colleagues' support 
for this bill so that we can provide teachers with the tools necessary 
to teach in today's changing classrooms and tomorrow's work force.
                                 ______