Educational Policy Recommendations   B-57. Technology in the Educational Process The National Education Association recognizes the advancement and application of instructional technology and high-technology devices and materials that provide new opportunities for developing skills, furthering research, andexpanding knowledge in our society. Technology increases the opportunity to reduce educational inequities within and among schools and school districts. The Association believes that local associations should support efforts to use technology to improve the quality of instruction in local schools, to enhance the working conditions of their members, and to protect members' rights. The Association further believes that technology should be used to enhance the roles and instructional opportunities of education employees. The Association encourages federal funding of school technology programs, with increased funding from state and local government sources and public/private partnership funding to stimulate and support the proper use of emerging technologies. Maintenance, technical support, training, evaluation, and staffing, as well as equipment purchases, must also be fully funded. The Association believes that -- Education employees should have access to necessary technology for managing and advancing instruction. Such technology must be compatible with and on at least the same level as technology in general use outside education. Further, they should be provided encouragement, time, and resources to experiment with and to research applications of technology in order to integrate technology into the curriculum. Education employees, including representatives of the local association, must be involved in all aspects of technology utilization, including planning, materials selection, implementation, and evaluation. Individuals who teach classes over interactive telecommunication networks should be given sufficient time to prepare for their classes. Additional preparation time should be granted to teachers using technology to enrich their regular programs. Further, classroom teachers and library/media specialists must have collaborative planning time to develop programs. Training should be provided for education employees in the use of technologies and applications, the development of effective materials, and appropriate instructional strategies. Teacher preparation in instructional technology must begin in college and university programs and extend through continuing opportunities for professional development. Students must become aware of the social and economic impact of technology and must be provided with access to and instruction in the use of such technology. Further, technological education programs must provide equity in training, funding, and participation for all students. All students and education employees should have an understanding of copyright law and the responsible use of technological materials. Effective use of technology, including distance learning, requires a licensed teacher in every classroom. Instructional technology should be used to support instruction, but no reduction of positions, hours, or compensation should occur as a direct or indirect result of any technological programs. The evaluation of education employees in any technological program should be conducted openly and meet the requirements of the local collective bargaining agreement or evaluation policy. B-58. Telecommunications Technology The National Education Association believes that every classroom and school library/media center should have equal access to the resources necessary to make full use of telecommunications, including the National Information Infrastructure (NII). Students, education employees, and educational institutions should be provided a toll-free seamless connection to all telecommunications networks with access to the education community and the information resources that lie outside in the broader community. Access to broadband networks capable of carrying video, audio, and data is needed to permit groups of students, educators, and other individuals to collaborate on joint projects in any medium they choose. The Association supports the development of a user-friendly infrastructure which can accommodate a decentralized approach to program and product development so that the interaction among educators, students, researchers, and those outside the educational community can occur. The infrastructure should be operated under voluntary standards that promote interoperability and that support user collaboration. Adequate measures to protect the security of resources on the network should be put in place. Further, comprehensive directories of information resources and navigation systems for locating these resources should be developed and maintained. The Association believes that education employees are essential to the success of telecommunications projects and their perspective, insights, support, and commitment are vital for successful implementation. The impact of telecommunications and distance learning on education employees should be subject to local collective bargaining agreements. The Association believes telecommunications can enhance learning opportunities for students, reduce educational inequities within and among educational institutions, and serve as an effective tool for staff development. Telecommunications should be used to support the development of critical thinking and collaboration skills. Next   from "A Technical Guide to Teleconferencing and Distance Learning," 3rd edition