AFT is tech smart

The smart use of technology is increasingly central to the political and organizing success of the AFT as the union maps out its strategy for growth and gears up for the 2004 election.

Technology is "one of the most important tools, if not the most important tool, we have to strengthen the union," AFT secretary-treasurer Edward J. McElroy told participants at the opening session of the union's sixth Information Technology Conference in Washington, D.C., Dec. 4-7. The conference drew local and state AFT leaders from around the country who boned up on technological techniques for enhancing their union operations.

Facing a hostile environment at the White House and in Congress, he noted, the union's ability to use technology to work smarter and communicate with members and potential members is essential, especially in organizing and political action. From the Bush tax cuts and state budget crises to the attack on overtime rights and Medicare "reform" that is a windfall for HMOs and drug companies, the political landscape makes mobilizing members more urgent than ever.

AFT members can expect to see targeted e-mail lobbying campaigns; greater use of electronic newsletters and messages; accurate membership records for mailing and phone-banking; and more interaction with members and nonmembers to influence decision-makers.

Remedial ed goes the distance

The number of higher education institutions offering remedial courses through distance education is increasing. Between 1995 and 2000, the proportion of institutions using distance education technology for remedial education increased from 3 percent to 13 percent. The change was most dramatic for public two-years, which increased their distance remedial offerings from 6 percent in 1995 to 25 percent in 2000. This is according to the latest National Center for Education Statistics report, "Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000." The report, at http://nces.ed. gov/pubs2004/2004010.pdf, compares data from 1995 and 2000 on remedial course offerings, participation and delivery.

One of the main reasons for this trend is, as always, money. More and more institutions see distance education as an inexpensive way to handle the increased need for remedial education, says the report. In 2000, nearly three-fourths of all institutions offered at least one remedial reading, writing or mathematics course, and 28 percent of freshmen enrolled in at least one of those courses.