DOCUMENT RESUME

ED 354 866 IR 015 955

AUTHOR David, Jane L.TITLE Partnerships for Change. Research.INSTITUTION Apple Computer, Inc., Cupertino, CA.REPORT NO ACOT-R-12PUB DATE Oct 92NOTE 15p.: Summary of a paper presented at the Annual

Meeting of the American Educational ResearchAssociation (Chicago, IL, April 3-7, 1991).

AVAILABLE FROM Apple Computer, Inc., Learning Technologies Group,20525 Mariani Ave., MS: 301-3E, Cupertino, CA 95014(free).

PUB TYPE Reports - Research/Technical (143)Speeches /Conference Papers (150)

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS Change Agents; *Computer Assisted Instruction;

*Educational Change; Educational Research;Educational Strategies; Educational Technology;Elementary Secondary Education; Longitudinal Studies;Research and Development; *School BusinessRelationship; School Restructuring

IDENTIFIERS *Apple Classrooms of Tomorrow

ABSTRACTBased on visits to four Apple Classrooms of Tomorrow

(ACOT) sites in the spring of 1990 and interviews with Apple ACOTstaff, this paper represents the first round of a 3-year study forApple Computer, Inc., about the role of ACOT in educationalrestructuring. An overview of the ACOT project is presented, and theevolution and structure of ACOT partnerships are addressed. Findingsfrom the research related to the cultivation of a collaborativepartnership are then discussed, including a new definition of accessto technology; changing classroom practices; classrooms and theschool culture; research and development in school systems; andtensions between business and education. The concluding sectionconsiders implications for business-education partnerships. (Contains6 references.) (ALF)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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aAPPLE CLASSROOMS OF TOMORROW

Jane L. David Ph.D./itn, Area Research Group

ACOT R.port 012

Apple Computer. Inc.21$25 MAIM Avenue

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'PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

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Both schools distrias andApple fraud technology andhuman rrsources with theseinvestments yieldingconsiderable benefits toboth partners.

Apple gets real-worldlaboratories to develop andtest new knowledge abowteaching and learning.

School districts boast a cadreof te.achers and students whoare national everts inteaching and learning with-y

Teachers and administratorsare learning what it take;to transform teaching andlearning in a way that isconsistent with the nation'seducation goals for the21st century

APPIE CIASSA00146 OF TOMORROW

mail. training, on-site assistance, on Linea ailability for tedinical support, proksesional devel-

opment institutes, curriculum devdopment, as sill publiczions, and sponsorshipsfor conference wen:lance In addition, Apple supports part or all of a =dilator positionat each school, hinds unimrsky-based researches and facilitates links to softwe vendors.

La ecchange, each district sets annual goals ix minium development, instruaionalstrategies, tedanology use, and student learning. Teachers and ccadinatos participate in avanety of research studies, and collect and report data on their activities, induding weekly

electronic nazil repotts and monthly audio tapes. They participate in conferences and other

project aaivities, document exemplary lessons, review software, and host visitors and media

obsuiets. Each dizrict also contributes financially by suppottirg pait of a school or distriaaadinatoc redicitig the teaching Iced of participants, and allowing eau time for planning,oonferences, meetings, and summer aaivities. Distrias also contribute supplies (such ascomputer disks) and balky upgrades (telephone lines, wiring).

These investments yield considerable benefits to both partners. Apple gets real -world

bborzoties instal& to develop, test, and game new knowledge about teaching andlearn* in a COMM deirlysepanited from cornrow profits. The school districts boast acadre of teathers and students, who are becoming national experts in teaching and leaningwith teduaolcgy. Beflond pnoviding a valuable technical resotuce to their schools and dis-

tricts, the Apple classrooms also bring positive publicity. Each site has appeared on national

television and in published articles, and It0jVCS visitors from all over the wodd. Teachers and

administrators are learning not only about tedmology in instruction, but also what k takes to

transform teaching and learning in a way that is cons eat with the nation's education goalsfor the 21st century.

The partners also benefit fiom the rich experience ofa joiru mature that has a strongcom.iimient to suengthening education. The teachers and administrators have containedtheir professional lives to ACOT, typically spending 60 to 80 hours a seek on their jobs, and

maintaining a delicate balance of exhaustion and edularation. Apple staff members consider

ARGOT teachers their professional colleagues, and share a deep commitment to their well-

being and professional growth.

Teachers andstudents roles changedramatically in ACOTclassrooms.

5' BEST COPY AVAILABLeaMellbiPf°rCbange/3

itnreptions abouttechnology's rule shiftedfrom a preoccupation withcomputerliteragy "to theuse of multiple technologiesay pouerful learning tools.

The important notionthat people learn byconstnicting knowledgeactively through challengingbands.on aaivities gainedprominence.

Much of the way schools are

organized stands in the wayof providing challenginglearning tasks forstudents.

ACOrs original saturationmodel has changeddrastically.

Students and teachers needdifferent kinds of technologyfor different purposes.

AmECusatooks of Imam

The Education ConocoWhen ACOT vas first bundied in the fact 1985 the tore of technology in education

reform was seen much differ endy than now. Dudng this period, perceptions about the

approptiate role of tedmology in schools shifted born a preoccupation sigh -computer

literacy' and pogo:noting luguages to the use of =bpi' e technologies 25 pose& toolsfor learning At theme time, comnbutions from cognbt science and applied research onteaching =Warning greatly etpand our undentanding of how people lorn. The impor-

t= notion that people kin by constructing Imowkdge KIM*, through ergagement inhands-on, challenging aaivities, and conneaing new knosialge to prevrous operienoe

either than by fistening passimly gained conside:tie prominence.

Pressure to immix the public sotto* also slatted the debate from the topdown,adrion approaches of the past to the broader concept ofotganiational charge throughout

all lads oldie education system. Signaled by the sold lesaucturing," this awl:orb to edu-cation doge is drism by the goal of increasing the paionnance ofal students blamingstimulating learning environments. Restructuring requires gangs in roles and responste-

ties from the dassmom, to sue gosernment and even to the Wed fend. But the harden todiange ate many.

Irtakle sthools, texhets and ainnistrators need to learn new a,* of doing their jobs.

Teathing for undemanding and thinlcing is much MOM dif6adt than teaching isolated facts,

and few wadies sue trained to teach dais say. School structures--sdiedules, calendars,

trading course aedis--pose fizther constraints Designed to promote content coitagerather dun understanding, mudi oldie way sdrools are organized stands in the way of pro -ividing challenging learning tasks for students.

Shifts must also °car -at the disuia levellevelTheway most diadem %mice staff develcp-ment does not create the kind of lawn ng opportunities teadies need. District staff=

trained to generate and clam rules,. rot to foster sdrool improvement and provide or bro-

ker the aSSiStalliX schools need. Snadies of what it takes fcr sdiools to thange signiftandy

%west fcur atm' dements: an invitation to damage, the =dimity and liability to dothings differanly, access to knowledge, and time. Few districts are cuneruly able to provide

these conditions, especially in the absence of suppoming state policies.

This is the arena within v.iiida ACM has taken on the transformation of teaching and

learning. Conunitted to the belief that technologies are powerful tools ix learning that can

empower students and enhance their understanding, ACOT and its pamiers embarked on

an untanied path. For both, the learning curve has been =1 001111filieS to be steep.

Cultivating a Collaborative Panne r.:When ACOT was first established, Apple held assumptions about access to technology

and about grass roots &Inge which re&aed its on internal philosophy of the eady 19805.These assumptions were quiddy put to the test and revised acootdingly.

Access to Technology: A New DefinitionWhen ACOT began in 1965 at three sites, Apple's conception of access to tedmology

was a computer an every student's desk at school, and one at home to nuke the technology

as =lily available as other basic tools for learning, from pencils to books. But the realities

of the classroom and the CaltillUal evolution oldie technology have led ACM' staff to con-

dude that students and teachers need different kinds of technology for different purposes.

Many instructional situations do not require any electronic technology. Morecwec students

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aear communicationlessens potential conflicts

considerabl_K

ACOT partnerships are not

001 designed so aggificankychange bolt schools operate:

but they aim to do so by

&exiting directlywithtealrers in tbe classroom

Tensions are inetitabk Oren

business and education

work together

ga business is perceived

as cluing more about its

product than about teachers

and students. it cannot

become an effective partner.

ACOT partnerships

are different from opicalbusinez-education

partnerships.

finally. ACOT as a high-technology etpenknent attracts rnarpisitors educzors.researches, and the news media. among others. As sith any cutting edge experiment thereis a difficuk midecifbentren sitar* knowledge sth the pubbc and proteaing the timeand enerff ofthe participants. kr MOT teachers and students. the combination of multipleresearch projects and %Isaias leads to high volume traffic. On the Mira- hand most acknowl-edge that pzticipzice it research is awluable teaming clipornn* and hosting %iciclesaeaoesa seise of pride and confide= that is

Tensions between Businew and EducationAO3T partners have emotitered some tensions that are imitable Olen 'business and

education isirk cosi:diet In addition to dramatically difiermt cultures, school, disuicts and

capazions operate on dfferent caiendzs. sith diktat 69Z21 Fars and act:Duna* proce-dures. These dikrenzes him implications for fianding cydes. arrival of equip rnent, assign-

ment of sta4 and as of other decisions critical to diesmooth funaioning of ACOT.for ample, Apple's proposal development timeline reqtires proposals from di:arias

as the school year ends. Consequently. when Apple needs final signie from districts, theschool bozd is not M session. On the distria side, the faa dut it is impossile to Indiaenmiment precis' dybeizeSchool sews is Mai for business to comprehend. Corporatederision makers are axusdomed to a mudi more prethaabk and cortrollable errrixement.

Another nun opeizional difference lies in annual reties, ads Businesses typicallyreiew cormiimems aromas which has the potential diszkantrge of frequent dote butthe advantage of providig an opportunity each war to ter a project iron* and therebysmigthen the a:Imminent of executhes to the project. In school districts, once a pupahis been axepted and finial, it is likely to be on automatic pia; only a problem arises

the origina' decision be reconsidered MOteMeE the pccjea becorms an entity untoiselfand is unklrely DO be taken kw consideration in other policy decisions dui might iglu-

moe iL Such fivgmented decision-making typifies school distrias, Moe mukiple fundingsources, ea& with their own multitude of rules =I regulations and associated bureauazy,do not Imitate suzegic planning and coadinated decision nuking.

Technology's rok bas

shifted from computerliteracy' to pouerfullearning tools.

Pedups the biggest daenpe, for business imolvement in education concerns trustcreating a babnce between the interests of both parties. Educators are often distrustful ofbusiness invohernalt because they assume their real agenda is selling a produa. If business

is perceived as eating more about its product than about the beadles and students, it cannotbecome an effective partnership. When schools get something in return, this is perceived as

mascralleexia side must get something out (idle partnership. But when the purpose of

Pannentwor Cbargele

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School districts must providethe conditions needed tonurture experimentalsettings.

School districts mustdemonstrate an openness toapply the lessons learned.

On-going communicationof important lessons learnedby all partners is critical.Without it, the concept of

research and developmentwon't take hold in schools.

APPLE CLASSROOMS %Tummy

Beyond appropriate staff and sensitivity to the differences in culture, both corporationsand school districts share responsibility for making a partnership for change successful. The

ACM experience suggests some important conditions that can only be created with cooper-

ation from both parties:

Partnerships must be based on shared goals and commitment from all levels of the

school systemdistrict leaders, school leaders, and ACOT participants. The commit-ment must be reaffirmed frequently, especially as leaders leave and are replaced

The business partner must demonstrate that self-interest does not override the goals

of the partnership.

The district partner must provide the conditions needed to nurture an experimentalsetting, and the openness to apply the lessons learned

Partnerships created to affect teaching and learning require extra time for teachers

and intensive professional developmentwhether or not technology is involved

Innovations must mesh with existing organizational structures. Unless there arecompelling masons otherwise, any intervention should treat the whole school as the

unit for change.

Floability is key for teachers to work together, to change schedules, to experiment,and for all sides of the partnership to learn and adapt continuously.

Clear lines of communication are critical. Business partners must understand thatrelationships and communication among levels in school systems are very

different that in business, and must ensure that teachers do not receive contradictorymessages.

Research and developmenton teaching and learning, on what it takes to changeteaching practices, on uses of hardware and software, on new forms of assessmentisbecoming more important to school systems as efforts to restructure break new ground.Beyond the occasional pilot project designed to test a particular method or approach, verylittle research and development occurs inside school systems, largely because there is nofinancial support, little flexibility to experiment, and no mechanism to learn from experi-

ments. ACOT demonstrates that corporations, in concert with educators, can make signifi-

cant contributions in this arena,

To ensure that a small experimental effort has implications beyond the classroom walls,all parties must understand who needs what kind of information in what form. Without

extraordinary effort on the part of local educators and policy makers, business partners, andresearchers to observe, translate, and communicate important lessons in on-going fashion,

the concept of research and development will not take hold in school systems.

13Partnership for Change/11

David, J. L (1990) Restructuring and Technology: Partners in Change. In Restructuring for Learningwith ledmology. Eds. K Sheingold & M. Ilicke4 Center for 'Ethnology in Education, Bank StreetCollege of Education and National Center on Education and the Economy.

David, J. L, Cohen, M., Honetsdila,ger, D. & Traiman, S. (1990) State Actions to RestructureSchools: First Steps. Washington, DC: National Governors' Association.

David, J. L (1989) Restructuring in Progress: Lessons from Pioneering Districts. Washington, DC:National Governors' Association.

Dwyer; D. C., Ringstaft C., & Sandholtz, J. (1990 April) The Evolution of Teachers' InstructionalBeliefs and Practices in HighAccas-to-Echnology Classrooms. (Paper presented at the AnnualMeeting of the American Educational Research Association, Boston.)

Farrar; E. & Camolly, C. (1991 March) Improving Middle Schools in Boston: A Report on BostonCompact and School District Initiatives. Education Poky. 4-28.

National Alliance of Business. (1990) The Business Roundtable Participation Guide: A Primer forBusiness on Education. New bit: The Business Roundtable

ThY repse ks e surnmety of a paper presented al the wool moire of the Anterior Education March Association in 1991. Mars for ACOT wereJenny Abbe and *AN A. C. !Won.

0 1997 Apple Connote?, Inc. Apple, the Apple lop, Appidint and MacilioAh me redlined trademarlo of Apple Computer. Inc. Claris and HyperCard acereposed rodenurlo oi Clara Common. Apple auwoore of Tomorrow and Act/rue Note mocks of Apple Comma. Inc. Excerpts alum horn thereport mow be out by author. title and due. Upon= mit be *prawn pnor m pubicsuos by Apple CAturoorne orromotrow.

14

APPLE CLASSROOMS OF TOMORROW

Appk Computer. Inc.20525 Mariam Ave.

Cupertino, Calif. 95014Phone: JOH-8624134Fax: 4C6-1462-6i30

App ACOT

ifi3113LIA rintcd on ftenvkit NKr 15