Utah's Distance Learning Network

Utah State Office of Education

Salt Lake City, UT
 

Introduction/Overview
Organizational Change
Budget & Finance
Professional Development
Technology Infrastructure
Outcomes
Evaluation
Contact Information
 

Introduction/Overview

Utah’s Distance Learning Network comprises the state Office of Education, public and higher education agencies, the state legislature, the computer network for Utah schools, the videoconferencing distance learning network, professional development, and teacher resources of significant magnitude to impact K–20. In short, all aspects of the educational Community throughout the state of Utah. 1985–Present: Provide high-quality technology resources, infrastructure, and professional development to use the same for all teachers and students in Utah.

Organizational Change

State and federal grants in 1985–1990 provided pilot studies to determine the best fit of technology to accommodate Utah’s unique population and geography. The Utah Education Network (UEN) was chartered and funded by legislative appropriation and continues to receive that assistance, providing virtually free service to Utah’s public schools (resources, technology, professional development). A steering committee comprising major stakeholders continues to direct the utilization and impact of UEN. New technology and pedagogies require continual update, installation, and professional development as an ongoing process.

Budget & Finance

Over the past 10 years, the Utah Education Network received state appropriation from the legislature as part of the educational budgeting process. This amounts to approximately $12,500,000 per year. The infrastructure support and personnel support to maintain and upgrade this statewide system in conjunction with the needs and resources of 40 school districts and 10 institutions of higher education has proved to be a significant, yet worthy undertaking.

Professional Development

Professional development sponsored by the Utah Education Network, the Utah State Office of Education, state regional education service centers, and each of 40 school districts provides the training and support for Utah teachers. Some years ago, professional development centered around major software and PC training for teachers. Today, almost all professional developments centers around the integration of that technology into the classroom, assisting teachers in using a seamless and transparent technology to provide standards-based educational programs.

Technology Infrastructure

The Utah Education Network, under the direction of its steering committee and legislative appropriation, has designed, engineered, and maintained a statewide broadband network providing computer access for more than 500,000 schoolchildren in more than 820 public schools. Higher education institutions and students likewise utilized the same resources, often at different times than the public school sector. Computer networking, date sharing, videoconferencing (IP, satellite, and standard videoconferencing) are routinely used every day. A staff of network engineers, help desk, programmers, and instructional design specialists assist the Utah educational system in providing quality services to all users. New technology (especially IP video) is being integrated and phased into our videoconferencing network, which has become dated and technologically inferior to new technologies and pedagogies. Utah’s Electronic High School (EHS) is one of many typical outgrowths of the technology infrastructure. More than 160 teachers are teaching more than 20,000 students in an online high school program. The EHS has recently been fully accredited and offers a high school diploma, and receives line-item funding from the legislature.

Outcomes

Because of Utah’s unique geography, rural and urban environments, and vast distances that often separate schools, the challenge was to provide the technological resources for schools to provide the same curriculular offerings in rural as in urban settings. Utah’s unique growth has added additional challenges to expand the technology, while financial resources were decreasing. The advent of the No Child Left Behind regulations in 2002 added additional strain and encouragement to develop quality standards-based curriculums and assessment to all students, regardless of where they live. Rural school districts have become hard pressed to have “high-quality” instructors for all parts of the curriculum. Utah’s videoconferencing network allowed 21,000 students last year alone to receive concurrent enrollment instruction from colleges and universities, often hundreds of miles away, to provide quality college and high school classes. Many of our high school students are earning high school as well as college credit by the time they graduate from high school. This is especially beneficial to Utah’s rural populations.

Evaluation

The use of pilot technology programs 15–20 years ago gave school districts an opportunity to “see what technology can do” in the classroom. District and regionwide needs assessment allowed the most appropriate technology to be integrated into the school systems. Combined with necessary and ongoing professional development provided locally, regionally, or on a statewide basis, efforts have ensured that teachers were given the skills and tools to use in the classroom. Higher education teacher colleges routinely have incorporated technology training as part of their curriculum. Utah distinguished itself in 1999 by becoming the first state in the nation to have a distance learning endorsement available to teachers involved in distance learning. Since that time, a technology endorsement has been added, illustrating that the Utah educational system recognizes the importance of technology integration in the classroom.

Contact Information

George Miller
gtmiller@usoe.k12.ut.us
801-538-7790