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Funding Educational Technology: Patterns, Plans, and Models

by Kathleen C. Westbrook & Stephen T. Kerr - 1996

In this chapter, the growth of educational technology over the past fifteen years is briefly surveyed, outlining both the rapid expansion of the numbers of computers and other types of equipment available in schools and classrooms and the changing expectations of educators and community leaders for what is desirable and acceptable as a minimal configuration of technology goods and services. The costs of these items, especially as a proportion of the overall school budget, are also indicated. Next, the sources of financing themselves are reviewed, with special emphasis on comparisons among state plans, approaches, formulas, and estimates of need. The third section reviews in detail a proposed state plan that addresses some of the equity and access concerns and is based on an approach some states favor—using tax incentives to encourage business and industry to give used technology hardware to schools. Finally, the issue of the recapitalization of schools as workplaces is raised and explored as both a funding problem and a social and political issue.

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This article originally appeared as NSSE Yearbook Vol 95, No. 2.

Cite This Article as: Teachers College Record Volume 97 Number 6, 1996, p. 49-72
https://www.tcrecord.org ID Number: 18804, Date Accessed: 1/26/2021 6:48:13 AM

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About the Author
  • Kathleen Westbrook
    TGW & Associates
    E-mail Author
    KATHLEEN C. WESTBROOK is an education consultant with TGW & Associates in Hinsdale, Illinois. Her specialty is education finance.
  • Stephen Kerr
    University of Washington
    STEPHEN T. KERR is a Professor in the College of Education, University of Washington, where he heads the Program in Educational Communication and Technology. He is also an affiliate of the faculty in the Russian, Eastern Europe, and Central Asian Studies Program in the Jackson School of International Studies at the University of Washington.
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