Preparing Tomorrow's Teachers to Use Technology

SUMMARY: The Secretary adds the regulations governing the Preparing

Tomorrow's Teachers to Use Technology program, which provides grants to

consortia that help future teachers become proficient in the use of

modern learning technologies. This program provides support for two

types of grants: Implementation grants and Catalyst grants.

DATES: These regulations are effective January 27, 2000.

FOR FURTHER INFORMATION CONTACT: Mary Gonzales, Office of Postsecondary

Education, 1990 K Street, NW., Room 6153, Washington, DC. 20006-8526.

Telephone: (202) 502-7788. If you use a telecommunications device for

the deaf (TDD), you may call the TDD number at (202) 401-3664.

Individuals with disabilities may obtain this document in an

alternate format (e.g., Braille, large print, audiotape, or computer

diskette) on request to the contact person listed in the preceding

paragraph.

SUPPLEMENTARY INFORMATION:

On October 22, 1999, the Secretary published a notice of proposed

rulemaking (NPRM) for Preparing Tomorrow's Teachers to Use Technology

in the Federal Register (64 FR 57287). In the preamble to the NPRM, the

Secretary discussed on pages 57287 and 57288 the major regulations

proposed for Preparing Tomorrow's Teachers to Use Technology. These

included the following:

Establishing the purpose of the Preparing Tomorrow's Teachers to

Use Technology program as helping future teachers to become proficient

in the use of modern learning technologies.

Limiting grants made under this program to support training for

pre-service teachers by prohibiting the use of grant funds for in-

service training, or for continuing education for currently certified

teachers.

Defining the eligible applicants for the program is a consortium

composed of at least two or more organizations that could include:

institutions of higher education (IHEs), schools of education,

community colleges, State educational agencies (SEAs), local

educational agencies (LEAs), private elementary or secondary schools,

professional associations, foundations, museums, libraries, private

sector businesses, public or private nonprofit organizations,

community-based organizations, or any other entity able to contribute

to the teacher preparation program reforms that produce technology-

proficient educators.

Listing the regulations from the Education Department's General

Administrative Regulations that would apply to the program, and

referencing these regulations.

Requiring that the lead applicant for the consortium be a nonprofit

member of the consortium, and that only the lead applicant could serve

as the fiscal agent for the consortium.

Establishing the matching requirements for consortia by requiring

that the Federal share of the cost of the project not exceed fifty

percent of the total project cost for each budget period.

Limiting the maximum indirect cost rate for all consortium partners

and any cost-type contract made under these grants to eight percent of

a modified total direct cost base or the partner's negotiated indirect

cost rate, whichever rate is lower.

Prohibiting the use of Federal grant funds to pay for student

financial assistance, such as scholarships, stipends, or other

financial aid incentives to recruit future teachers or to subsidize the

costs of their education.

Requiring that applications for the program be received by the

deadline date that will be announced in a separate notice in the

Federal Register.

Except for minor editorial revisions, there are no differences

between the NPRM and these final regulations.

Analysis of Comments and Changes

In the NPRM the Secretary invited comments on the proposed

regulations. In response to our invitation in the NPRM, three parties

submitted comments on the proposed regulations. An analysis of the

comments follows.

Comments: One commenter encouraged the program to allow the use of

funds for in-service professional development for current teachers to

help address their discomfort with technology.

Discussion: The change recommended by the commenter would

materially alter the purpose of the program. Several recent national

reports have concluded that teacher preparation has emerged as the

critical factor limiting the contributions of new technologies to

improved learning--and these findings respond to the need to

restructure the teacher preparation system. Federal, State and local

agencies are investing billions of dollars a year to equip schools with

computers and modern communications networks. Recent GAO testimony \1\

based upon an agency survey on the use of Federal funds for teacher

training programs for elementary and secondary teachers indicates that

while $1.5 billion in Federal funds are used in part for teacher

training, the majority goes towards in-service training while only six

percent support goes towards pre-service training.

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\1\ United States General Accounting Office, ``Teacher

Training--over $1.5 Billion Federal Funds Invested in Many

Programs,'' Statement of Marnie S. Shaul, Associate Director,

Education, Workforce, and Income Security Issues, Health Education,

and Human Services Division, Released May 5, 1999.

---------------------------------------------------------------------------

We recognize that reeducating the existing teaching force to take

full advantage of technological learning tools will require extensive

professional development over many years. But this problem is being

greatly magnified by the fact that new teachers entering the profession

are not being adequately prepared to use the modern technologies they

will find in their 21st century schools. In less than a decade over two

million teachers must be recruited to replace retiring teachers, to

meet increasing student enrollment demands, and to achieve smaller

class size. No school system in America can ensure that these future

teachers are well-prepared, technology-proficient educators without

significant improvement and restructuring of the teacher preparation

system. If our information technology investments are to pay off in

improved education, this program must focus limited Federal funds to

ensure that future teachers are technology-proficient educators, who

arrive at their schools ready to use modern learning resources to help

21st Century students meet high standards.

Changes: None.

Comments: One commenter suggested adding the phrase ``research-

proven, standards-led'' to the purpose of the program to ensure that

all students are taught to use technology in meaningful ways.

This program provides grants to help future teachers become

proficient in the use of modern learning technologies within the

context of research-proven and standards-led instructional practices.

The program also supports training for pre-service teachers in modern

learning technologies within the context of research-proven and

standards-led instructional practices.

Discussion: The language proposed by the commenter does not make

the regulations clearer. The underlying goal

[[Page 72803]]

of ensuring that all student populations are enabled to use technology

in meaningful ways will be addressed in the application package. The

application package will emphasize the importance of technology-

proficient future teachers by encouraging all applicants to address

equitable digital access for all populations to help all students

achieve to high standards. The application package will also indicate

that technology-proficient future teachers utilize technology to

improve the teaching and learning process.

Changes: None.

Comments: One commenter suggested listing or identifying specific

potential consortium partners such as the North Central Regional

Education Laboratory (NCREL), the National Computational Science

Alliance (NCSA), and the Department of Energy Laboratories.

Discussion: The regulations leave the consortium composition to the

discretion of the applicant. The regulations list general types of

organizations that could be included and these could include the

commenter's specific potential consortium partners. The regulations

also encourage as an eligible applicant any organization able to

contribute to the teacher preparation reforms that produce technology-

proficient educators.

Changes: None.

Comments: One commenter suggested eliminating the matching

requirements for consortia to better enable all schools to fairly

compete. Instead, a ``match'' could be used as an indicator of

commitment.

Discussion: It is imperative to require matching commitments to

better leverage limited Federal funding and to help build and ensure

project sustainability beyond the life of the Federal grant. Over 500

eligible applicants applied for FY 1999 funds that resulted in 225

awards. The applicants were from a broad cross-section of institutions

and organizations. Based upon the overwhelming response from the field

and the range of types of organizations funded, it seems that the

matching requirement does not preclude ``poor'' institutions from the

competition.

Changes: None.

Comments: One commenter suggested that the demonstration of

``Institution-wide'' support is almost impossible at large

universities.

Discussion: The demonstration of ``Institution-wide'' support is

not required for funding under this program. However, ``Institution-

wide'' support is important to demonstrating an effective response to

the preparation of technology proficient teachers. Thus, it is to the

advantage of potential applicants to show collaboration within their

university.

Changes: None.

Comments: One commenter suggested allocating preference points for

applicants addressing looming teacher shortages.

Discussion: The focus of this program is on preparing technology

proficient future teachers. Developing remedies for possible teacher

shortages is beyond the scope of this program. Extra points for

addressing teacher shortages is not consistent with the program

purpose.

Changes: None.

Comments: Once commenter felt that that the program should specify

a more precise monetary or percentage range for the amount of grant

funds to be used for project evaluation.

Discussion: The amount of money to be allocated for evaluation was

not addressed in the regulations. It is up to the applicant to

determine the appropriate level of evaluation investment for the

proposed project.

Changes: None.

Intergovernmental Review

This program is subject to the requirements of Executive Order

12372 and the regulations in 34 CFR Part 79. The objective of the

Executive order is to foster an intergovernmental partnership and a

strengthened federalism by relying on processes developed by State and

local governments for coordination and review of proposed Federal

financial assistance.

In accordance with the order we intend this document to provide

early notification of the Department's specific plans and actions for

this program.

Assessment of Educational Impact

In the NPRM we requested comments on whether the proposed

regulations would require transmission of information that any other

agency or authority of the United States gathers or makes available.

Based on the response to the NPRM and on our review, we have

determined that these final regulations do not require transmission of

information that any other agency or authority of the United States

gathers or makes available.

Electronic Access to This Document

You may view this document, as well as all other Department of

Education documents published in the Federal Register, in text or Adobe

Portable Document Format (PDF) on the Internet at either of the

following sites:

http://ocfo.ed.gov/fedreg.htm

http://www.ed.gov/news.html

To use the PDF you must have the Adobe Acrobat Reader Program with

Search, which is available free at either of the previous sites. If you

have questions about using the PDF, call the U.S. Government Printing

Office (GPO), toll free, at 1-888-293-6498; or in Washington, D.C.,

area at (202) 512-1530.

Note: The official version of this document is the document

published in the Federal Register. Free Internet access to the

official edition of the Federal Register and the Code of Federal

Regulations is available on GPO Access at: http://

www.access.gpo.gov/nara/index.html.

(Catalog of Federal Domestic Assistance Number: 84.342, Preparing

Tomorrow's Teachers to Use Technology program)

List of Subjects in 34 CFR Part 614

Colleges and universities, Grant programs--education, Reporting and

recordkeeping requirements.

(Program Authority: 20 U.S.C. 6832)

Dated: December 21, 1999.

Claudio R. Prieto,

Acting Assistant Secretary for Postsecondary Education.

For the reasons stated in the preamble, the Secretary amends

Chapter VI of title 34 of the Code of Federal Regulations by adding a

new part 614 to read as follows:

PART 614--PREPARING TOMORROW'S TEACHERS TO USE TECHNOLOGY

Sec.

614.1 What is the purpose of the Preparing Tomorrow's Teachers to

Use Technology program?

614.2 Who is eligible for an award?

614.3 What regulations apply to this program?

614.4 Which member of the consortium must act as the lead applicant

and fiscal agent?

614.5 What are the matching requirements for the consortia?

614.6 What is the maximum indirect cost rate for all consortium

members and any cost-type contract?

614.7 What prohibitions apply to the use of grant funds under this

program?

614.8 What is the significance of the deadline date for

applications?

Authority: 20 U.S.C. 6832, unless otherwise noted.

Sec. 614.1 What is the purpose of the Preparing Tomorrow's Teachers to

Use Technology program?

(a) This program provides grants to help future teachers become

proficient in the use of modern learning technologies and to support

training for pre-service teachers.

(b) A grantee may not use funds under this program for in-service

training or

[[Page 72804]]

continuing education for currently certified teachers.

(Authority: 20 U.S.C. 6832)

Sec. 614.2 Who is eligible for an award?

(a) Except as provided in paragraph (b) of this section, an

eligible applicant is a consortium that includes at least two or more

of the following: institutions of higher education, schools of

education, community colleges, State educational agencies, local

educational agencies, private elementary or secondary schools,

professional associations, foundations, museums, libraries, private

sector businesses, public or private nonprofit organizations, community

based organizations, or any other entities able to contribute to

teacher preparation program reforms that produce technology-proficient

teachers.

(b) At least one member of the consortium must be a nonprofit

entity.

(Authority: 20 U.S.C. 6832)

Sec. 614.3 What regulations apply to this program?

The following regulations apply to Preparing Tomorrow's Teachers to

Use Technology:

(a) The Education Department General Administrative Regulations

(EDGAR) as follows:

(1) 34 CFR part 74 (Administration of Grants and Agreements with

Institutions of Higher Education, Hospitals, and Other Nonprofit

Organizations).

(2) 34 CFR part 75 (Direct Grant Programs), except for Sec. 75.102.

(3) 34 CFR part 77 (Definitions that Apply to Department

Regulations).

(4) 34 CFR part 79 (Intergovernmental Review of Department of

Education Programs and Activities).

(5) 34 CFR part 80 (Uniform Administrative Requirements for Grants

and Cooperative Agreements to State and Local Governments).

(6) 34 CFR part 81 (General Education Provisions Act--Enforcement).

(7) 34 CFR part 82 (New Restrictions on Lobbying).

(8) 34 CFR part 85 (Governmentwide Debarment and Suspension

(Nonprocurement) and Governmentwide Requirements for Drug-Free

Workplace (Grants)).

(9) 34 CFR part 86 (Drug-Free Schools and Campuses).

(10) 34 CFR part 97 (Protection of Human Subjects).

(11) 34 CFR part 98 (Student Rights in Research, Experimental

Programs and Testing).

(12) 34 CFR part 99 (Family Educational Rights and Privacy).

(b) The regulations in this part 614.

(Authority: 20 U.S.C. 6832)

Sec. 614.4 Which member of the consortium must act as the lead

applicant and fiscal agent?

(a) For purposes of 34 CFR 75.127, the lead applicant for the

consortium must be a nonprofit member of the consortium.

(b) The lead applicant must serve as the fiscal agent.

(Authority: 20 U.S.C. 6832)

Sec. 614.5 What are the matching requirements for the consortia?

A consortium must provide at least 50 percent of the total project

cost per budget period of the project using non-Federal funds.

(Authority: 20 U.S.C. 6832)

Sec. 614.6 What is the maximum indirect cost rate for all consortium

members and any cost-type contract?

(a) The maximum indirect cost rate for all consortium partners and

any cost-type contract made under these grants is eight percent of a

modified total direct cost base or the partner's negotiated indirect

cost rate, whichever rate is lower.

(b) For purposes of this section, a modified total direct cost base

is total direct costs less stipends, tuition, and related fees, and

capital expenditures of $5,000 or more.

(c) Indirect costs in excess of the maximum may not be--

(1) Charged as direct costs by the grantee;

(2) Used by the grantee to satisfy matching or cost sharing

requirements; or

(3) Charged by the grantee to another Federal award.

(Authority: 20 U.S.C. 6832)

Sec. 614.7 What prohibitions apply to the use of grant funds under

this program?

Grant funds may not be used--

(a) To recruit prospective teachers;

(b) To support the cost of a prospective teacher's education

through any form of financial aid assistance including scholarships,

internships, or student stipends; or

(c) For in-service training or continuing education for currently

certified teachers.

(Authority: 20 U.S.C. 6832)

Sec. 614.8 What is the significance of the deadline date for

applications?

Notwithstanding Sec. 75.102 of this chapter, an application for a

grant under this program must be received by the deadline date that

will be announced in a separate notice in the Federal Register.

(Authority: 20 U.S.C. 6832)

[FR Doc. 99-33554 Filed 12-27-99; 8:45 am]

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