Education

In considering the audio book format and its effects on education, many parents and teachers find relief in that there are so many benefits. The use of audio books in the classroom increases the success of beginning readers in general—and also serves as an excellent aide to those who struggle with reading. The following is just a handful of reasons why audio books are used, and ought certainly to be used, by teachers.
I. To begin with, audio books allow teachers to put more into their workloads than is usual; while students are enjoying the audio presentation, for example, the teacher can prepare for the next lesson, or else simply listen to the recording along with the students.
II. Save money! Instead of buying a classroom set of 10 or more books, one audio book is enough for a class of more than fifty students. Additionally, audio book rental companies like Jiggerbug.com allow teachers to save valuable money by renting an unlimited number of audio books for a lower cost than buying a single audio book.
III. At home and in the classroom, children love good storytelling. Audio books provide this storytelling, which is, more-often-than-not, well-presented by professional actors. Sometimes the book’s own author provides the narration, as is the case with many Roald Dahl titles.
IV. Roughly half—about 45%– of each day is spent listening to others. Much of human learning—85%, actually—comes about through merely listening! This is important and one of the main reasons why teachers rely on audio books to the extent that they do.
V. Audio books are often credited with developing and improving the listening skills of their hearers. Audio books listeners have better reading comprehension skills than non-listeners.
VI. When presented with the printed word, young readers see a mere grouping of disconnected words and phrases; but audio books make it so that the rhythm patterns of speech become more distinct—thus allowing the material to become more easily understood by children.
VII. When audio books are utilized in a classroom setting, the students often have the opportunity to hear the pronunciation of words they are unfamiliar with and pick up the meaning of the word by the readers tone.
VIII. Often times, the narrator presents the work in such a way that young listeners come to find new meaning after the book has already been read in printed form. This is true of all age groups.
IX. Struggling young readers often develop a fondness for literature when they are exposed to the audio book format because of how fun it is to listen.
Reasons for listening to audio books are innumerable; among them, education serves as one of the greatest. The reasons stated should, and will, give most readers an idea of how indispensable, and enjoyable, audio books can be when utilized for the sake of education. A much sought for result of audio books in the classroom, though, and a very common one, is that students often go home and start reading with a willing attitude.

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Cynthia Joffrion “>Executive Summary
The SB Corporation’s Educational Funding Specialist Program has been in place for 18 months. The purpose of evaluating the programs was to identify areas for improvement while justifying continuation and augmentation of the program. The main goal of SBC’s Educational Funding Specialist Program is to support compensation plan strategic products. This is to be accomplished by developing and leveraging educational applications into increased sales for the company while enhancing account relationships. The evaluation of the program addressed the question; “has revenue of video conferencing equipment, telecommunications services, and technology equipment increased through the use of the program?” A survey was constructed with input from all stakeholders. A total of 30 surveys were randomly distributed and 19 responses were collected. The findings from the evaluation point toward a positive correlation that the program influences purchases of clients that participated in the program. In most cases a correlation between program participation and increased sales was significant. Overall, the clients that were survey showed total sales increased of $59,942,380. In addition, analysis of the survey results targeted the following three areas for improvement which included the company’s customer website, seminar content and strategic product offerings. In order to improve the program recommendation were made that should be considered by the company stakeholders. The recommendations include: 1. Re-tooling the funding information on the Knowledge Network website. 2. Incorporated information on company products in the presentation along with successful examples of classroom applications. 3. Clients should be interviewed to determine what there specific needs are. After the data is collected it should be use to repackage existing produces and service to focus on areas of need.

Introduction SB is the second largest telecommunication company in the United States. SBC provides basic telephone equipment, high bandwidth transport, network equipment, and video conferencing equipment. In 2003 a company market analysis reveled that the majority of SBC’s education customers not only needed technology equipment but also due to restricted budgets they also needed value-add services. The analysis further revealed that the value-add services should address the customer’s interests and needs. (Frost & Sullivan, 2003) The primary need identified from research focuses on student achievement gains. This is mainly due to the United States Department of Education (DOE) No Child Left Behind Act (NCLB). School districts are now being held to acceptable yearly progress of students (AYP).
In order to increase student achievement scores school systems must provide students with adequate instructional tools to learn. Budgetary factors are the predominate influence in preventing school systems from addressing the AYP issue. (McCombs, 2000) The value-adds services offered by the Education Funding Specialist Program will provide schools with no cost services that are primarily targeted to assist in providing instructional tools for to student achievement. The program includes customer training, grant writing assistance, and instructional resources. The vision of the program is to provide value-add services with the company’s traditional product offering for education customers. The primary goal of the program is to increase sales and provide additional no cost “value-add” services needed by education clients.
Background SBC is concerned with the decline in sales specifically targeting the education vertical market. The company is especially concerned with the current state of video conferencing equipment sales and the impact of that the value-added service program has had on increasing sales. The Education Funding Specialist Program was designed a year ago to target declining sales. The members of the Educational Specialist Team recognized the need to examine the current program constructs in relation to increasing sales. Therefore, it was determined by the company stakeholders that the evaluation should address the question; “has revenue of video conferencing equipment, telecommunications services, and technology equipment increased through the use of the program?” An additional question that was explored is, “does the customer feel that the program enhanced the relationship they currently have with our company?” The Educational Specialist Team consists of 8 Education Advocates. The Advocates are each responsible for an area located within Texas, Oklahoma, Kansas, Arkansas, and Missouri. Their primary responsibility is to provide Teacher Training and instructional resources focusing on Distance Education and Instructional Technology. Two additional team members include two Funding Directors. Their responsibilities include grant writing assistance and customer assistant with the Federal Funded Telecommunication Educational Discount program better know as E-Rate. The focus of this study was on the Funding Director for the Texas region. The program goals and objectives were developed by analyzing trend data on education sales and customers needs. The information was aligned with a vertical market solution to produce the current program outline and staff descriptions. Program improvements have not been implemented due to the fact that this is the first full year of use. Review of Literature It is important to review research and literature on exploring the potential benefits offered by using the SBC Educational Specialist Program. The literature review provides credible information that can be presented to customers who are seeking a cost effective solutions. In addition, the information will be instrumental in driving the need for change within the company to focus products and services on customer needs and promote systemic change. The growth in Distance Learning and Internet based education is changing the face of traditional education. (Jones, 2002) Nationally, traditional instructional delivery is changing from being teacher centered to student centered. The student-centered instructional approach provides an environment that is conducive to Distance Education. Instructional approaches are becoming more learner-centered: “recursive and non-linear, engaging, self-directed, and meaningful from the learner’s perspective” (McCombs, 2000) One of the principles of student-centered instruction is to provide learning opportunities on demand, which are meaningful to the students. (Yelon, 1996) Distance Education provides on-demand instruction. Research studies have been quite consistent finding that distance learning classrooms report similar effectiveness results as reported under traditional instruction methods. In addition, research studies often point out that student attitudes about distance learning are generally positive. (USDLA, 2004) In order to provide distance education equipment on internet resources in the classroom school districts must have adequate budgets.
An analysis of the U.S. Department of Education (DOE) budget over the past 3 years shows no significant increase in the amount of funds available to States and Local Education Agencies (LEA). The small increase that was scene was utilized by the DOE in developing and monitoring the No Child Left Behind Act. In 1995 the DOE budget was 71 billion in comparison the 2003 budget was 85 billion. (USDOE, 2004) Currently, many states and LEA’s rely heavily on grant funds to implement and sustain targeted instruction and special programs. At the same time school districts are relying heavily on these innovative programs to narrow the achievement gap. However, further analysis of the budget shows that in 2003 the LEA’s formula grants budget was approximately 71 billion. In 2004 and 2005 the budgeted amount is 70 billion. A decease of 1 billion is present for each year after 2003. (2004) A vivid example of how constric
ting state budgets have come to bear on major reorganization is when the Texas Education Agency (TEA), long considered a national leader for school technology planning and programs, announced in September 2003 the elimination of at least 200 jobs and the liquidation of its educational technology division. In some areas the budget have been increased such the Reading First Program which saw a 9.9% increase. Still minimal if you compare the number of school districts that need funding. Compounding the problem student enrollment is increasing which demand additional funding for schools. Distance Education courses can be a cost efficient means of addressing increasing student enrollment. However, sales of distance education equipment have decreased. Videoconferencing systems revenues in the U.S. reached $359 million in 2003, declining by 7.4% over 2002. The revenue drop-off is attributed to depressed IT spending resulting from a tough economic climate, as well as the continued decline across the board in Average Selling Prices (ASPs). Revenue growth in the U.S. videoconferencing systems market took a harder hit while revenues outside of U.S. showed a lower cumulative decline of 1.9%, with Asia showing a revenue growth of 5.9%. Over the last two years, growth in videoconferencing systems was hampered by reductions in IT budgets, deferred projects, and smaller deployments. (Frost & Sullivan, 2004) The Distance Education market includes K-12 schools and higher education institutions. The higher education market includes a variety of institutions: four-year and two-year, private and public, non-profit and for-profit, degree-granting and certification programs. Of the total higher education institutions, the largest segments are private four-year non-profits. Distance learning speeds the process of transferring the knowledge of ‘subject matter experts’ to others. Implicit in the term ‘distance learning’ is the concept of education that can occur without the necessity for the instructor and student being present in the same location at the same time. Distance Education can be marketed to Education client to provide the following benefits: •Distance Learning extends the reach of education beyond physical boundaries while reducing costs. •E-rate federal funding discounts support videoconferencing adoption. •The increasing affordability of videoconferencing solutions is attracting customers who found the technology too costly in the past. •Growing number of nontraditional students prompt the growth in demand. •Depressed education budgets have prompted several institutions to use Videoconferencing technology to reduce the costs of field trips, teacher training, travel, and other expenses. •Lifelong training and learning grow in popularity. Callahan noted at a recent UCEA conference that the largest high school class in U.S. history would occur in 2009. School system must begin strategically planning now to accommodate enrollment increases. Distance Education may provide a solution to the capacity constraints growing enrollments place on school systems. Educators must look for other instructional method that is non-traditional and cost effective. The literature is very clear in insolating the current trends and issues faced by school systems related to increased student enrollment. Due to the fact that my company is trying to increase sales of Distance Education equipment, it is important that we determine our customer’s needs. The first step is developing a targeted marketable product. The next step is to strategically plan for change needed within the company to successfully address this.

A vertical market solution offering is fast becoming a way of demonstrating rapid return on investments to increasingly demanding and dynamic end-user markets. There has been a marked shift in the solutions that vendors are touting, away from horizontal solutions towards tailored applications and functionality for specific vertical markets. Tailored applications are better suited to targeting client need. (Frost & Sullivan, 2004) Purpose of the Evaluation

The Educational Specialist program has been in place for 18 months. The purpose of evaluating the programs was to identify areas for improvement while justifying continuation and augmentation of the program. The evaluation addresses the question; ““has revenue of video conferencing equipment, telecommunications services, and technology equipment increased through the use of the program?” An additional question that was explored is, ‘does the customer feel that the program enhanced the relationship they currently have with our company and provided needed resources.” Traditionally, the company has placed a great deal of emphasis on summative evaluations. The results of the evaluations are often measured in terms of revenue growth. If revenue is increased then the project or program is considered successful. The primary goal of this evaluation study was to provide substantive information that will promote out of the box thinking from the current corporate mind set and demonstrate the worth of the project. (Worthen, Sanders and Fitzpatrick, 1998) The program is a new endeavor for SBC therefore the information provided by the evaluation will be used for program improvements. Furthermore the information that is gather form the evaluation will be useful in promoting the continuation of the program. Goals and Objectives The main goal of SBC’s Educational Specialist Program is to support compensation plan strategic products by developing and leveraging educational applications into increased sales for the company while enhancing account relationships. In simpler terms, the company desires to increase sales of telecommunications equipment and services. The goal will be achieved through the following objectives: a. Provide training sessions and seminars to provide customer with information related to funding opportunities, instructional technology benefits, and technology product and service information. b. To establish company education initiatives which include, joint marketing prospects, education web portal, and targeted product bundling. c. Actively participate in industry meetings, committees, and conferences to keep abreast of industry issues and represent the company. d. Developed enhanced customer education programs including funding resources, distance educating application, and instructional technology infusion. Guiding Evaluation Questions The evaluation will address the question; ““has revenue of video conferencing equipment, telecommunications services, and technology equipment increased through the use of the program?” An additional question that will be explored is, ‘does the customer feel that the program enhanced the relationship they currently have with our company and provided needed resources.” Evaluation Methodology The focus of the evaluation will primarily utilize the “Management-Oriented” evaluation approach. This approach was selected because it, “considers the decision maker’s concerns, informational needs, and criteria for effectiveness when developing the evaluation.” (p.97) Also, information provided from this approach is balanced and two fold. First, the evaluation will proved the company decision makers with valuable information related to the degrees of involvement of customers in utilizing the new program services. Also it will provide information to the corporate decision makers which addressed the concerns they have on the success of the program and if the program should be substantiated. . It also provided information that will determine if the program will be sustainable. Finally, the evaluation information will be used to improve the program. Formative evaluation methods were used. This provides information that is balanced. For example, the formative evaluation information will be used to improve the program and will focus on the “participant-oriented approach.” The degrees of involvement of customers in utilizing the Educational Program services will
indicate the success of the program. It will also allow for focus program modifications proceeding the first year of the implementation phases. The evaluation design utilized an internal evaluator. This design was selected because the internal evaluator was most familiar with the company and program history. Also, the evaluator was familiar with the decision-making style of the organization. Because the internal evaluator works for the company great care was taken to insure objectivity. In addition, formative evaluation tools were selected to promote objectivity. Methods and procedures were used that promoted respect and sensitivity related to any person or persons involved in the evaluation. This was accomplished by adhering to the following guidelines: 1. All stakeholders were provided with information related to the survey and a description of the purpose for the study. Also, relevant background information related to the program study was shared. This ensured that everyone had the same information and provides a good foundation to begin the study. 2. Some participates were given a choice in participating in the study. Because a portion of the study involves customers, they were given an option to participate. Some customers may not feel comfortable participating, so it was important that they did not feel that they must participate. 3. All participates were provided with the results of the survey. This way they had the feeling that the information that they provide was shared. 4. A communication process was established that ensured that each participant had the same opportunity to communicate. 5. Each participate was allowed time to share concerns about the process. This type
of communication was solicited throughout the evaluation process. Design of the Study The evaluation instrument was constructed with participation of all stakeholders that represented the entire population. In order to achieve objectivity and validity with the evaluation instrument, equality was planned for in constructing the instrument. For example, all stakeholders had an equal opportunity to assess and recommend additions or changes in the evaluation instrument. This ensured that the instrument did not focus on any one groups specific concerns. Also, this approach encouraged involvement of the clients and stakeholders during the planning process and ensured all vital business areas are adequately evaluated objectivity.

The evaluation design utilized a single method approach in the data collection. The main reason that the single approach was selected was that by using one primary instrument to collect data it enhanced reliability of the data. Also, when a conclusion is supported by data collected from a single instrument its validity is also increased. Another value that is evident from using this approach is that it allowed the researcher to have the opportunity to use a single instrument for data collection. The single instrumentation allows for a specific data collection method that can be carefully aligned with the needed information.

The primary purpose of conducting the evaluation was to focus on the correlation between the new program and customer sales. The information related to customer sales was easily collected from company sales records and documents. The information needed from the new program is qualitative and was collected using a survey. The survey measured customer satisfaction with the program utilizing a Likert scale. Limitations of the Study
Participation in the evaluation study was voluntary. The researcher had anticipated that some problems would arise from inherent weakness of the data collection instruments. The evaluation study design prepared for this by controlling factors that could influence the gathered data. For example, a survey instrument was used to collect information related to customer attitudes. This type of method has one inherent weakness. The respondents must fit their experiences and feelings into the researcher’s categories. This may be perceived as impersonal, irrelevant, and mechanistic. This has the potential to distort what respondents really mean by completely limiting their response choice. Keeping this in mind, a comment section was added to the survey. This allowed respondents the opportunity to express their feelings without being constricted by categorical questions and answers.
The second type of data collection method utilized the analysis of existing documentation. The problem here was that a major check had to be preformed on the validity and reliability of the researcher’s interpretations of the information. To ensure that this does not cause a problem the researcher has involved the stakeholders in the interpretation of the data. This ensured that personal interpretations and bias did not influence the report of findings. Stakeholder Identification
The stakeholders identified that participated in the evaluation include the following:

A. Regional Managers: This would be the Regional Vice-Presidents that

supervise the program. In addition, the regional account managers (RAM)

will be involved. The RAM’s deal with the sales team on a day to day basis.

They also frequently deal with the customers.

B. Value-add Practitioners: The practitioners are responsible for running the

program. They have direct contact with the consumer and are very familiar with

their individual needs. They are also familiar with the technology plans that are
used by client school districts. The overall systemic goals and objectives of the

customer’s school.

C. Primary consumers: The primary consumers are the school districts that

engage in using the value-add services. They work directly with the

Practitioners in implementing new services and new equipment.

The stakeholders have been categorized in term of their involvement with the education program. It was anticipated that each group would have a different perception of the program. By involving everyone throughout the entire process they become aware of all the perceptions. This provided valuable information for program improvements. The stakeholders were involved throughout the entire evaluation framework. In some cases the evaluator acted as a facilitator and when needed and probed or prompted the stakeholders if obvious area of important are left out. Sample and Population Survey data were collected from representative sample of Regional Managers, Education Program Practitioners, and Primary Consumers. Random samples of 30 customers were surveyed. Survey data are subject to such nonsampling errors as errors of design, reporting, processing, nonresponse, and imputation. To the extent possible, these errors are kept to a minimum by methods built into the survey. Demographics of those invited to participate in the survey are shown in Chart 1. Regional Managers and Program Practitioners participated in survey design and analysis of data. Chart 1 Instrumentation The evaluation instrument consisted of three parts. The first part included quantitative measurements of equipment sales for an 18 month period. This is presented in a chart format. The second part of the evaluation included a Likert scale survey and was completed by the subjects. An additional area for comments was added to the survey. This was designed with input from following stakeholder groups: 1. Regional Managers. 2. Value-add Practitioners Questionnaires. 3. Primary consumers Questionnaires. The third part of the evaluation takes data from the revenue sales chart. This is illustrated by the customer/sales team survey table. In addition the information was correlated into a frequency distribution scale. The scale shows the relationship of the program to sales.
The evaluation instrument was constructed using the participant-oriented approach with participation from each group of stakeholder that was represent
ative of the entire population. This approach utilized quantitative methods. In order to achieve objectivity and validity with the instrument, equality was planned for during the construction of the instrument. For example, all stakeholders had equal opportunity to assess and recommend additions or changes in the evaluation instrument. Data Collection and Other Procedures

Data was collect by the internal evaluator from two different sources. The first was collect from existing sales records of the Texas region. A query of each of the partipants sales records were extracted over a two year period. Regional Managers verified the accuracy of the data extracts. The second source of data was collected by survey that was distributed to a random sample of clients. A collection schedule was developed. Surveys were distributed in three formats. The survey was accessible on the company website and was emailed to all participates. A paper copy of the survey was mailed to all participates to ensure that everyone has access to the information. Data Analyze Procedures and Insurances Interviews and survey information was collected and the results were represented quantitatively. Different question types were used to target to the specific variable being measured. The questions were categorized into six distinct categories. Likert scale results were compiled and then were placed into three content analysis categories. Company documents were analyzed and reported by tables and graphs. The total amount of sales for each customer over a two year period was used in collecting information. The collection specifically targeted K-12 education customers and type of equipment and services purchased. Information that was collected from surveys, documents, and records and was transposed into one excel spreadsheet. The reason for using the spreadsheet was to determine if there was a correlation among the influences the company’s program has on customer attitudes. Furthermore, if their attitude influenced buying patterns. After studying the information presented in the spreadsheet frequencies and percentages were used to report findings in graphic representation. Findings Data from all instruments was collected and analyzed to determine if the Educational Specialist Program had and affect on company sales patterns. The information was presented in three categories; total equipment sales for a 24 month period, survey results completed the stakeholders, and a correlation comparison of the data. Company Sales Total Total sales for the entire state of Texas are represented in Table 1 and Chart 2. Total sales from all company affiliates were listed. The table clearly illustrates an increase in total sales from 2003 to 2004. An exact increase of $ 59,942,380.00 is evident. Table 1 SBC FY 2004 FY2003 Cingular & SWB Wireless $
1,464,847 $

799,168 SWB Telephone $
70,123,443 $
45,801,793 SBC ASI $
1,317,457 $

584,171 SBC Datacomm $
39,029,647 $
6,966,826 SBC LD & SWB-Communications $
1,841,087 $
1,897,429 SBIS $
3,656,765 $
1,545,255 SWB-Telecom $

103,776 $

– Total SBC Education Sales $
117,537,022 $
57,594,642
Chart 2: Total Sales
Survey Results Of the 30 participants who were surveyed 19 responded. Likert scale results were compiled and then placed into three content analysis categories. The categories are displayed in table 2. Question numbers are listed next to the representative categories. The number of questions that related to the categories is listed under the frequency heading. Table 2 Categories Measured Question Number Frequency Training 4,1,2 3 Free Resources 6,5,9 3 Company Products 11,10 2 Sales 14,13 2 Funding 12,8 2 Relevance of Information 3 1
Each survey was reviewed and responses were totaled. Individual survey responses are listed in appendix 1. The responses were randomly assigned a number to keep the customers name confidential. The survey data was further analyzed in term of influence. Table 3 exemplify the degrees of influence related to sales of company products and services as negative, neutral, and positive in relation to the totaled responses collected from the survey. The responses from each category were total and the percent of responses for each category was calculated.
Keeping in mind that the purpose of the evaluation is answer the question has revenue of video conferencing equipment, technology equipment, and services increased through the use of value-added services?” the data from table 6 shows that there was a positive influence. This quantifies that 80% of the survey responses indicate that the Educational Specialist Program positively influences purchases. To further verify the findings of the survey the data was compared to company sales increases seen in 2004. The degree of influence was charted and compared to the percentage increase or decrease of sales. Table 4 exemplify the degrees of influence as negative, neutral, and positive in relation to the totaled responses collected from the survey. Chart 3 represents a scatterplot of the compared information. The scatterplot provides a pictorial representation of the relationship between two quantitative variables. (Worthen, Sanders and Fitzpatrick, 1998) Table 4 CUSTOMER NUMBER INCREASE SALES IN DOLLARS NEGATIVE NEUTRAL POSITIVE 1 -55% 13% 7% 80% 2 5% 43% 7% 50% 3 -61% 0% 0% 100% 4 7% 15% 7% 78% 5 48% 0% 0% 100% 6 20% 28% 7% 65% 7 8% 7% 14% 79% 8 77% 14% 0% 56% 9 27% 0% 21% 71% 10 5% 0% 0% 100% 11 276% 50% 0% 50% 12 -73% 0% 0% 100% 13 611% 14% 14% 64% 14 109% 14% 0% 86% 15 88% 0% 0% 100% 16 72% 0% 36% 64% 17 27% 0% 14% 84% 18 2% 14% 0% 86% 19 66% 12% 7% 79%
Chart 3 The information collected from the open-end question will be utilized later during when program improvements are outlined. Appendix 2 Summary Discussion The results of the evaluation survey point toward a positive correlation that the Educational Funding Specialist Program influences purchases of clients that participated in the program. This is evident by results were gathered from clients that participated in the program last academic year. In most cases a correlation between program participation and increased sales was significant. Overall, the clients that were surveyed showed a combined sale increase totaling $59,942,380. Although the program may not be the only variable that influenced purchases it can be concluded that it greatly influenced purchases. The federal E-rate program funded over 90% of the projects and it might have been the awareness of the program application process that somewhat affected the purchases. All of the school district applied for funding but to a much lesser extent prior to their involvement with the training program. The one construct of the program that had the greatest impact was the E-rate training sessions. The sessions provided valuable information on how to correctly apply for funding. The training session were offered at a variety of times and were delivered in person and via the internet. Most of the surveyed participates indicated the training sessions were informative and were offered at convent times. Areas of program improvement can be gleamed from the survey results. The majority of those surveyed indicated that the company’s E-rate on-line information resources located on the Knowledge Network were not very useful. In addition, the survey indicated that the training seminars did not provided knowledge of company products and ways to affectively use the products in the classroom. Finally, the participants felt that company products and services were not offered to specifically target their needs. Therefore, the program can be retooled to improve in these areas. This will be explored in the recommendation section. Recommendations Overall the survey indicated that the program had a positive effect on increasing sa
les. The analysis of the survey results targeted the following three areas for improvement: 1. The E-rate information on-line resources located on the knowledge Network were not very useful 2. The seminars did not provided knowledge of company products and ways to affectively use the products in the classroom 3. Company Products and services were not offered to specifically target the client’s needs. In order to improve the program the following recommendation should be considered by the company stakeholders. 4. Establish a focus group to provide feedback and recommendations for re-tooling the E-rate information on the Knowledge Network website. 5. Gather information from other company’s customer E-rate and education resource sites and compare it to the current Knowledge Network Website to identify missing constructs. 6. Incorporated information on company products in training presentations along with successful examples of classroom applications. 7. Clients should be interviewed to determine what there specific needs are. After the data is collected it should be use to repackage existing produces and service to focus on areas of need. Additional the information should be utilized by product development team in designing new products and services.
References
Callahan, P.M. (2003). UCEA 88th Annual conference. Chicago, Illinois.

Frost, & Sullavan. (2004) Vertical markets and applications for video conferencing system U.S. Retrieved July 29, 2004 from http://www.frost.com.asp Frost & Sullivan. (2003) Vertical markets and targeted sales strategies. U.S. Retrieved July 20, 2004 from http://www.frost.com.asp
Jones, R. (2002) A recommendation for managing the predicted growth in college enrollment at a time of adverse economic conditions. Retrieved May 14, 2004 form http://www.westga.edu/%Edistnace/ojdal/spring61/jones
McCombs. B.L. (2000). Assessing the role of educational technology in the teaching and learning process; A learner-centered perspective. The Secretary’s Conference on Educational Technology. Retrieved May 20, 2004 from http://www.ed.gov/print/rschstat/eval/tech/techconf00/mccombs_paper.html
U. S. Distance Learning Association (2004). The journal of distance education. Retrieved July 11, 2004 from http://www.usdla.org U.S. Department of Education. (2004). NCLB overview Part A – Improving basic programs operated by local educational agencies. Retrieved April 9, 2004, from http://www.ed.gov/policy/elsec/leg/esea02/pg2.html?exp=0.
Worthen, Sanders and Fitzpatrick. (1998). Program Evaluation: Alternative Approaches and Practical Guidelines. White Plains, NY: Sage.
Yelon, S. (1996). Powerful Principles of Instruction. White Plains NY: Longman.
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With the increased use of Internet in our day to day life, a virtual world has been created with immense possibilities. But this virtual is sometimes prone to real threats like hacking, cracking, theft etc. In such a scenario, Information Security holds immense importance. At this time when the businesses are going global and processes are controlled over network, there is a growing need for professionals to ensure network and data security. It will enable the tech-savvy people and professionals to address the emerging network security issues. Let’s discuss the following three major needs for information security course.
1. The development of information technology (IT) and increase in the number of open network bring various risks of interruptions, theft or alteration of data, impersonation etc. The computer systems are rapidly becoming critical.
2. If these risks occur and cause service interruptions, not only could the business of individual financial institutions be adversely affected, but the entire settlement system could be impacted. It is vital for each financial institution to become thoroughly cognizant of the importance of information security, to ensure sound development of the financial services sector, while reaping the benefits from the remarkable advance of the IT revolution. The future belongs to managing risk systematically throughout the organization in line with each situation, under the active involvement of management.
3. So there is much importance of information security and measures to assist financial institutions in implementing appropriate information security countermeasures and safeguards. Benefits of Information Security Course
The basics of this course help you analyze risks to your networks and systems. Then you learn the steps to take in order to select and deploy the appropriate countermeasures to reduce network threats to your system and/or network. IT security course helps you:
• Analyze your exposure to information threats and protects your organization’s systems and data.
• Reduce your susceptibility to an attack by deploying firewalls, data encryption/decryption and other countermeasures.
• Manage risks emanating from inside/outside the organization and from the Internet.
• Protect network users from malware, spyware, Trojans, hostile applications and viruses.
• Identify the information security risks that need to be addressed.
• Crack passwords.
• Restrict unwanted accessing of your computer and/or network. Find out system vulnerabilities.
• Preventing unwanted network access with a personal firewall. Guard against network intrusions.
• Discover security best practices.
• Build a secure organization.
• Ensure network confidentiality.
The author is an acclaimed academician in technological subjects. After retirement he is working as a guest faculty in Canada and writes on network security issues.