A r c h i v e d    I n f o r m a t i o n

The First-Year Implementation of
The Technology Literacy Challenge Fund in
Five States

June 2000

Table of Contents

Title page

List of Exhibits

Executive Summary    

Preface

Introduction

• The TLCF Context
• Key Features of the TLCF
  • Requirements of States
  • Requirements of LEAs
  • Flexibility of requirements
• Evaluating the First-Year Implementation of the TLCF

Case Study Findings

What Were the Experiences of States and Districts in Implementing the Technology Literacy Challenge Fund?

• Illinois
• Massachusetts
• Mississippi
• Texas
• Washington

Cross-Case Observations

• Observation 1: While States and districts appreciated receiving TLCF funds quickly, districts would have liked more time to plan for the use of funds and to implement their plans
• Observation 2: Competition within States sometimes put districts with fewer resources, less experience in writing grants, and less experience in planning for technology use at a disadvantage
• Observation 3: The determination of district need for TLCF funds was inconsistent across States, making it difficult to determine whether the recipients of sub-grants were the most needy applicants
• Observation 4: Leadership at the State, district, and school levels was critical to the implementation and operation of the TLCF

How Were States and Districts Using the TLCF?

• Observation 5: The TLCF was being used to support teaching and learning in a variety of different ways
• Observation 6: The TLCF was being tailored to specific groups of students within districts
• Observation 7: The TLCF was supporting a broad range of professional development efforts
• Observation 8: The TLCF was being used to purchase a wide range of hardware and software

How Did TLCF Activities Relate to Other Technology and Reform Efforts?

• Observation 9: The TLCF appeared to function best when implemented in the context of other technology programs
• Observation 10: Other non-technology programs can also support technology needs
• Observation 11: The TLCF is best understood within the context of State and districtwide reform efforts

Conclusions

• Observation 12: The TLCF's success or failure will depend on not spreading funds too thin
• Observation 13: Identifying districts with the greatest need provides a challenge to States in implementing the TLCF
• Observation 14: Sustaining technology's use in schools and classrooms will be one test of the TLCF's success
• Observation 15: Leadership at the State, district, and school levels is critical to the operation and sustainability of technology initiatives
• Observation 16: The flexibility of the TLCF requires careful monitoring on the part of the Federal government

References

List of Exhibits

• Exhibit 1: Requirements for State TLCF Grant Applications
• Exhibit 2: Timeline for Implementing the First Year of the TLCF
• Exhibit 3: Requirements for LEA TLCF Sub-Grant Applications
• Exhibit 4: Characteristics of Case Study States
• Exhibit 5: Overview of State TLCF Awards
• Exhibit 6: Treatment of Need in Awarding Sub-grants
• Exhibit 7: Technology Initiatives of Case Study States

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Last Updated -- July 31, 2000 (glc)