It is a pleasure to welcome all of you to this third national conference on educational technology. This meeting is a reflection of the many remarkable things that all of you are doing in your schools and communities. And it offers us the chance to study and share some of these successes.

But it also gives us the opportunity -- as we approach the new century -- to reflect on how much has changed relating to education and technology in recent years. As I've said before, the only thing that changes faster than technology is the weather.

It reminds me of an e-mail that was forwarded to me recently, which contained a list of "Signs that you've had too much of the '90s."

The list included the following items: "You haven't played solitaire with a real deck of cards in years." "Your daughter sells Girl Scout Cookies via her web site." Your reason for not staying in touch with family is that they do not have e-mail addresses." And of course, "You hear most of your jokes via e-mail instead of in person."

Some changes have been more significant. Consider, for example, it was as recently as 1994 that we held our first National Conference on Education and Technology and offered our National Plan for Education Technology.

Today, I am pleased to that we are making real progress on all fronts - a fact that each of you can attest to and are in part responsible for. We are committed to making sure that teachers are well trained to use technology; more students have access to computers; and more classrooms are wired to the Internet. And, nearly every state has developed long term plans to meet these goals.

I am especially pleased that the Federal Government, under the leadership of President Clinton and Vice President Gore, has made investment in technology and improving education a high priority.

This includes important programs like the Technology Literacy Challenge Fund, the Technology Innovation Challenge Grants, and our new $75 million fund to prepare tomorrow's teachers to use technology. Overall, in the coming year our education investment in technology will be $830 million, up from $700 million.

This kind of commitment is critical if our students are to be ready to succeed in this Information Age. Our economy is increasingly dependent on the role that technology and the technology industry play. Statistics show, for instance, that more Americans today make computers than make cars. More build semiconductors than construction machinery.

A few weeks ago I testified before the Congressional Joint Economic Committee -- along with Federal Reserve Board Chairman Alan Greenspan, Bill Gates, and many other the leaders from the technology industry. Each of the witnesses recognized the critical role that technology has played in building and strengthening our economy.

But the witnesses also focused on the foundation for this growth - a quality education for every student. These business leaders understand that without a well educated workforce the technology industry not only would never have achieved the success it has to this point - but also will not continue its impressive growth for the future.

Chairman Greenspan has explained that our continuing national prosperity is due largely to a thriving "economy of ideas." By this he means that our nation's growing wealth increasingly is being driven by ideas - by intellectual and human resources -- rather than by manual labor and natural resources.

To this end, it is my firm belief that we cannot speak about the economic consequences and benefits of technology without addressing two interrelated subjects: First, the need to provide a quality education to build this strong future; and second, the positive force that technology can play in creating a quality education for all students.

If we want workers with strong skills in the world of technology -- we need to focus on providing a strong grounding in the basics. If we want students who can take on the challenges of the modern workplace -- we need rigorous coursework and qualified and well-trained teachers in every classroom.

As each of you understand and is continually proving, technology can help us achieve this. It is not a substitute for solid teaching and learning - but a tool to help teachers teach and help students learn at the highest levels and helps teacher teach more effectively.

Technology is one part of a comprehensive quality learning experience that, at its very core, involves the concept of teaching people to think and to continue to learn throughout their lifetimes so that they can benefit from change.

I think this sentiment was captured recently by an anonymous humorist on the Web, who noted: "Give a man fish and you feed him for a day; teach him to use the Net and he'll feed his mind for ever."

Most of you are pioneers in this area. You've seen first hand how teaching and learning that uses technology effectively really can make a difference in the lives of students.

You know how it can open doors that would otherwise be closed for many - the economically disadvantaged, the disabled, and those who live in rural areas far away from large libraries, museums, or universities.

In recent years we have learned through a number of studies that students in schools that integrate technology into the traditional curriculum have higher attendance and lower dropout rates --which leads to greater academic success.

And with each passing day, we get new data, new research, and countless stories and examples of just how significant the links are between the use of learning technology and achievement in traditional subject matter.

Indeed, the primary reason for this conference is to gather information from all of the outstanding schools, districts and states represented here -- so that we can study it, share it, and learn from it.

Just as important as learning what works we must learn what does not work. We must not assume everything that employs technology is going to be successful. That is why evaluation is so important. And then we must use that evaluation to create positive change.

Let me tell you, based on what I've already seen and heard, I am eagerly looking forward to seeing the results. For instance, we have already seen data from West Virginia and Idaho which demonstrates that academic performance in core studies like language, math and reading has improved as a result of the integration of technology throughout the curriculum. But it's not just better test scores or grades. Technology helps to make learning dynamic, which in turn helps students learn to think critically and stay interested in learning for a lifetime.

Let me give you just one example of the kind of exciting information you will be sharing here. Hundred High School sits in a very isolated portion of West Virginia. Superintendent Dr. Martha Dean and Hundred teachers Rachelle Harter and Bernard Shackleford are here representing Hundred.

Hundred is a Blue Ribbon School with 156 students and it works hard to provide its students a quality education. On its own it lacks the financial resources to make a significant investment in technology. At another time in our history, it might have fallen by the wayside.

But these are not ordinary times. Through a coalition that included the Superintendent, principal and teachers at the school -- and funding from the Federal Technology Literacy Challenge Fund, as well as the State, the school district and the private sector - every student at the high school this year received a laptop computer through the NETSchools Project.

The laptops are used in the classroom for assignments and research, for increased communication among students, parents, and faculty, and at home by students and families. Students who had little interest in learning before now are engaged and excited about their classes. As one teacher noted, the entire community has benefited.

Unfortunately, every school does not have the technological resources that Hundred High School has. We still face a growing "digital divide" - a gap between those who have access to computers and the Internet - and those who do not. And it is a divide centered largely on racial, economic, and other demographic lines. New data demonstrates that upper income households are 20 times more likely to have access to the Internet than lower income families and nine times more likely to own a computer.

I am pleased that the E-Rate, which Vice President Gore has provided such strong leadership on, is helping to make a real difference in leveling the playing field when it comes to providing access to the wealth of technological learning tools on the Internet.

With full funding for the E-Rate recently approved by the Federal Communications Commission, we can now move toward finishing the job of connecting all classrooms to the Internet.

Of course, once a school is connected, it is crucial that we ensure that the connection is supported by excellent teaching and a challenging curriculum. Our proposal for the reauthorization of the Elementary and Secondary Education Act will help do just this.

It will reinforce and enhance the importance of high standards and of providing every child the opportunity for a quality education. And it will ensure that students meet high expectations and that schools provide real accountability. This proposal places special emphasis on helping at-risk students achieve educational and career goals through efforts to raise student achievement, lower dropout rates and offer extended learning opportunities. It targets support to the neediest schools and communities.

In particular, Title III of the proposal - Technology for Education - will stimulate the development and use of innovative technology to create engaging teaching and learning environments. It will support the preparation and professional development of current and future teachers to use technology effectively. It also will narrow the technology gap by targeting high-need districts. And it continues support for expanding access to challenging coursework.

As you prepare to engage in what I know will be serious and informed discussion over the next two days I want to challenge you to do several things. First, I hope you will retain the enthusiasm demonstrated here when you return to your communities.

Second, we must find better and quicker ways to provide teachers with the skills and resources to use technology. Study after study shows this is something on which America's teachers are literally crying out for help.

Third, I urge each of you to work within your districts and across districts and with institutions of education and policy makers to improve evaluations in this field. A critical part of using technology effectively is the ability to measure its effectiveness.

Last August we released "An Educator's Guide to Evaluating the Use of Technology in Schools and Classrooms." I am pleased that many communities have already successfully used this Guide to assess and measure their progress and have begun to evaluate the impact on teaching and learning that technology has.

We need to do much more. We are far enough along in the technological revolution and its application to learning that it is time for systematic review and analysis of what works best.

I urge all of your states to issue the kinds of progress reports that West Virginia and Idaho have issued - building on your discussions here.

Fourth, I want to encourage all of you to continue to develop and strengthen partnerships with local businesses and to work together to design the next generation of technology applications for learning.

Finally, and perhaps most importantly, we need to maintain and expand the focus on strengthening equity in education generally, and in access to learning technologies in particular. Our newest tools for learning give us the power to close the divide that often exists. It is time to break the cycle of technological inequity, not perpetuate it.

The learning tools of technology can be an extraordinarily positive force for improvement in our schools, as well as for increased productivity in our workplaces. Education and technology are a very powerful force. And, to paraphrase a wise old man in Star Wars: May the force be with you.

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