ee aspects. First, the Aboriginal people will have local control of the systems and network. Second, the project will be but one part of an attempt to enhance ceremonial and family links. A program of community visits, workshops that elders conduct, and proactive government involvement will further social communication that is vital to the Aboriginal community. Other technologies such as telephone, facsimile, radio, local video production, and regional broadcasting are being integrated. This includes the display and promotion of arts and crafts directly to overseas markets, the delivery of educational, medical and governmental services from remote locations, support of community detention and bush and urban court proceedings, and the strengthening of community, family and ceremonial links. Video Communications: The Whole Picture HOWE PUBLIC SCHOOLS LEARN WITH VIDEO Howe Public School District, in LeFlore County, Oklahoma, is comprised of an elementary, middle, and high school. Collectively, the schools serve a population of only 389 students and fall into the state's highest category for poverty and child abuse reporting. Howe is a 90% E-Rate district, which means that more than 75% of the student body qualifies for the free and reduced lunch program. Moreover, the district's budget barely met teacher salaries and operating expenses and thereby left nothing for technology and non-core classes. Consequently, the district had no network, no modern computers, and no plans for introducing technology into the curriculum. Howe is isolated from educational opportunities and cultural institutions such as museums, theaters, or zoos. Many of Howe's students have never left Oklahoma, and a large percentage does not graduate. The district's challenge was to provide students in an impoverished, rural locale with the educational experiences and resources that students in urban areas enjoy. With $571,000 in grants, Howe first built a robust IP network. With that network in place, Howe expanded course offerings by installing Tan